Criteria for Awarding Grades & Grade Descriptors
Use these grade descriptors in conjunction with the OTL form to assess the different aspects of a lesson.
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Only make judgements about aspects of Learning and Achievement, Teaching and Assessment relevant to the session you have observed
and for which you have gathered substantial evidence through observation.
The grade statements are generic and apply to most teaching and learning situation. However in your report you should include some ‘subject
specific’ examples to enrich your judgements. E.g. instead of skills use acting skills, drawing skills, listening skills etc. Instead of the use of
resources stimulates learners you could use the use of colourful images, the use of up-to date computer programmes, the use of extracts from
foreign TV adverts etc.
The statements in the column Grade 2: good represent the minimum teaching and learning standards required by City Lit; these
statements are also found in the OTL form for reference.
Arriving at an overall grade is not an exact science! In most cases you will have a mix of judgments in your report reflecting different grades. In
your report consider the balance of strengths, satisfactory aspects and major areas for improvements (those that have a clear impact on the
learning and the learners) to decide on an overall grade.
LEARNING and
ACHIEVEMENT
GRADE 1: outstanding
GRADE 2: good
GRADE 3: requires improvement GRADE 4: inadequate
Clarity of
purpose
Learners are well aware of the
content of the session and what
they are expected to achieve. They
understand how the session links
to and develops from previous
lessons. At the end of the session
they have an opportunity to reflect
on what has been learnt and know
what to do to extend their classbased learning.
Learners are aware of the lesson
content at the outset and
understand how the session links
with previous lessons and its
relation to their learning
programme.
Some or most learners are clear
about the current lesson content at
the outset, although its relevance
to the overall course may not be
immediately clear to them.
Most or all learners are unaware or
unclear about what they are
supposed to learn during the
session and do not understand
how this relates to their learning
programme.
Enjoyment,
motivation and
interest
All learners respond to lesson
content with enthusiasm and are
fully engaged, challenged and
clearly inspired by the teacher.
All learners experience lesson
content that keeps them engaged,
motivated and interested at all
times.
Most learners are interested in the
lesson content, enjoy the lesson
and pay due attention to the
teacher. Some may occasionally
lose interest.
Learners are disruptive, lost or
uninterested. Some environmental
disruptions may affect learning.
The lesson is dull.
All learners actively contribute to
the lesson regardless of their
starting point and ability.
Most learners actively participate in Only a few learners are able to
the lesson although for some
participate and to make a
participation may be limited.
meaningful contribution to the
lesson.
Participation and All learners make a significant
contribution
contribution to the lesson within
their individual ability range,
regardless of their starting point.
Observation of teaching and learning – Criteria for Awarding Grades & Grade Descriptors
1
LEARNING and
ACHIEVEMENT
GRADE 1: outstanding
GRADE 2: good
GRADE 3: requires improvement GRADE 4: inadequate
Response to
feedback and
effort
All learners display initiative, clear
sense of direction and are
constantly eager to learn from the
teacher, from each other and
independently.
All learners are purposeful and
work well as directed by the
teacher and independently, both in
groups and individually.
Learners generally work well as
directed by the teacher. Although
most of them make good use of
their time, less confident learners
may at times be unsure as to what
is required of them.
Learners are passive and make no
effort to complete tasks.
Retention,
attendance and
punctuality
All learners retained and present
from the start of the session. This
is well above what is expected for
similar sessions
Retention, attendance and
punctuality are at or above what is
expected for similar sessions.
Retention, attendance and
punctuality are in line with or just
below what is expected for similar
sessions.
Retention, attendance and
punctuality well below what is
expected for similar sessions.
Task completion All learners complete all tasks
successfully, demonstrating well
above average levels of
confidence and competence.
Learners apply every effort to
succeed, make effective use of
their time and complete all tasks
successfully.
Learners are generally clear about Many learners are not able or
what to do and engage in class
confident enough to carry out the
activities well although less
tasks set.
confident learners may at times fail
to successfully complete their
tasks.
Learner
progress,
development
and standards
achieved
All learners display exceptional
knowledge, skills and
understanding. Each individual
progresses at an appropriate pace
for their ability and reaches his/her
learning ceiling displaying very
good confidence. The standard of
work is exceptionally good for most
or all learners who achieve high
levels of confidence and
independence when tackling
challenging tasks.
All learners acquire knowledge,
skills and understanding
appropriate to the subject and to
their capacity. Their confidence
increases throughout the lesson
and are generally able to tackle
challenging activities
independently. All learning
outcomes are clearly being
achieved. Learners produce good
work at the level expected.
Most, but not necessarily all
learners acquire knowledge, skills
and understanding appropriate to
the subject. Their standard of work
is of an acceptable level. Most
learning outcomes are being
achieved. Some learners however
may fall behind and are not always
confidence when working
independently.
GRADE 1: outstanding
GRADE 2: good
GRADE 3: requires improvement GRADE 4: inadequate
Assessment plans are
comprehensive and include a
variety of resources and activities
to address different learning styles
and support needs. Learners are
actively involved in the planning
Assessment plans show a
coherent development of
assessment activities. Learning
outcomes are clear and specific
and have been negotiated with the
learners. There is evidence of
Assessment plans are generally
clear and well laid out, although
they may be rather simplistic.
Learning outcomes are stated and
are appropriate for the group of
learners although at times these
ASSESSMENT
OF LEARNING
Planning of
assessment
(RARPA stages
1-2)
Many learners make little or no
progress during the lesson. Their
knowledge, skills or understanding
of the subject are well below
average and they often lack
confidence in tackling even simple
tasks
Course aims and learning
outcomes are unclear or nonexistent. Superficial, little or no
evidence of planned assessment
opportunities.
ASSESSMENT
OF LEARNING
Initial
assessment
(RARPA stages
2-3)
GRADE 1: outstanding
GRADE 2: good
GRADE 3: requires improvement GRADE 4: inadequate
process. Learning outcomes are
differentiated and opportunities to
assess learners’ achievement are
clearly signposted.
planned assessment in the lesson
plan and scheme of work.
may be a little vague.
There is clear evidence of
systematic assessment of learners’
prior skills, knowledge and
understanding to establish
learners’ starting points and
different learning styles/needs.
These include learners’ starting
levels, experience and identified
English and/or math skills required
for the course. The information is
used to negotiate and plan
individual and group learning and
assessment and set challenging
There are clear records of initial
assessment to establish learners’
starting points and different
learning styles/needs. The
information is used to negotiate
and effectively plan individual and
group learning and assessment
and set challenging tasks
Initial assessment has taken place No or poor evidence of initial
to establish the starting point of
assessment.
each learner and basic records are
available. However assessment
may not be rigorous enough and
the tasks planned do not fully
challenge learners.
A variety of ways of monitoring and
recording learners’ progress is
used throughout the course.
Learners are set regular
assessment tasks and receive
feedback on their performance and
advice on how to succeed.
Formative and summative
achievements are clearly recorded
and inform planning and teaching.
There are records of individual
learner’s progress and
achievement in an appropriate,
though rather simple format,
although these do not necessarily
inform planning and teaching.
Learners are usually informed
about their progress.
tasks that are highly
personalised for each learner
according to their ability and
needs.
Record of
progress and
feedback
(RARPA stages
4-5)
Comprehensive range of
assessment methods takes into
account the profile of the group,
previous knowledge and results of
initial assessments. Learners are
set regular assessment tasks and
receive feedback on their
performance and advice on how to
succeed. This leads to high levels
of learners’ engagement and
interest. Progress, areas for
development, support needs,
formative and summative
achievements are clearly recorded
and inform the planning of a variety
of activities that promote
personalised learning.
Poor or no records of learner’s
progress. Little or no evidence of
feedback to learners.
TEACHING
GRADE 1: outstanding
GRADE 2: good
GRADE 3: requires improvement GRADE 4: inadequate
Lesson planning Plans are comprehensive and
and learning
include a variety of resources and
objectives
activities to address different
learning styles and support needs.
Learning objectives are
differentiated to meet the needs of
the group and the individuals.
Plans are detailed and show a
coherent development of teaching
and learning activities. Learning
objectives are clear, specific and
measurable and shared with the
learners at the outset.
Plans are generally clear and well
laid out, although they may be
rather simplistic. Learning
objectives are stated, but can be
rather generic.
Superficial, little or no evidence of
planning; unclear or non-existent
learning objectives.
Addressing
individual levels
and learning
styles
Materials and learning resources
are carefully selected and the
lesson is skilfully planned and
delivered to meet a variety of
individual needs, styles and a wide
ability range. The teacher sets high
expectations that challenge and
stretch all learners.
Through a variety of teaching and
learning strategies and activities,
the teacher addresses different
needs, levels and learning styles
both in the planning and delivery of
the lesson.
The teacher is aware of the range
of individual needs, including level
and learning styles and makes
some attempt to address them,
mainly on an ad hoc basis as no
differentiation is intentionally
planned.
The teacher is unaware of,
different levels and learning styles
and does not address any
individual needs.
Addressing
English and
maths needs
Materials and learning resources
are carefully selected and the
lesson is skilfully planned and
delivered to meet the range of
verbal, written and numerical
needs of the learners. The teacher
sets high expectations that
challenge and stretch all learners.
He/she makes full and effective
use of any support staff in the
classroom.
Through a variety of teaching and
learning strategies the teacher
effectively plans for and supports
the verbal, written and numerical
needs of learners. He/she
effectively manages any support
staff present in the classroom.
The teacher may be aware of the
range of verbal, written and
numerical needs of the learners. At
times he/she provides advice on
support available and manages
any support staff present in the
classroom adequately most of the
time.
The teacher is unaware of
individual needs, levels and
available support opportunities for
learners. The management of
support staff present in the
classroom is poor/ineffective.
Teacher’s
subject
knowledge and
skills
The teacher confidently handles
the full range of the subject
content. The breadth and depth of
his/her subject knowledge enthuse
the learners and contribute to a
very stimulating and engaging
session. He/she has consistently
high expectations of all learners
and uses his/her skills to plan and
set challenging tasks that address
Explanations are comprehensive
and teacher’s knowledge is clearly
up-to-date. He/she has high
expectations of all learners and
uses his/her skills to plan and set
challenging tasks.
Explanations are clear most of the
time and the teacher is reasonably
knowledgeable. Occasionally
learners may be confused by
unclear explanations. The
teacher’s expectations enable
most leaners to achieve
satisfactorily.
Ambiguous or confusing
messages, hesitant, incorrect
information. The teacher does not
have sufficiently high expectations
of leaners and teaching fails to
enthuse and engage learners.
TEACHING
GRADE 1: outstanding
GRADE 2: good
GRADE 3: requires improvement GRADE 4: inadequate
the full ability range.
Checking of
learning,
correction and
feedback
Feedback and opportunities for
independent study are
personalised and tailored to meet
the needs of individuals and
significantly enhance learning.
The teacher provides constructive
feedback throughout the session
and highlights opportunities for
independent study and ways to
improve to all learners.
The teacher checks on learning,
Little or no evidence of teacher
corrects major mistakes and
checking on learning or correcting
provides some support to learners, mistakes.
although this may not be sufficient
nor consistent.
Resources and
classroom
management
A wide and varied range of
teaching and learning resources
stimulates learning and addresses
a variety of learning styles and
abilities. Materials are inclusive
and adapted when necessary.
Teacher and learners make full
and innovative use of modern
technology. Prompt start of the
lesson.
A wide and appropriate range of
teaching and learning resources is
used competently by teacher and
learners. ILT is effectively
embedded. The room layout suits
the learning situation well. The
lesson starts promptly.
A range of teaching and learning
resources, including ILT, is used
by teacher and learners, although
not always effectively. The room
layout is appropriate. The lesson
may start relatively promptly.
The range of resources is narrow,
minimal and resources are poor
and/or out-dated. The room layout
is unsuitable for the learning
situation. The lesson may start
late.
Equality &
Diversity
There is a proactive promotion of
equality and diversity in the
selection of materials and
methodology that is fully embraced
by everyone. Learners, as
appropriate, are encouraged to
draw on their own experience and
diversity is valued and promoted.
The learning experience is
enriched by the diversity of the
learners.
Teaching and learning are
inclusive and everyone is enabled
to participate and contribute
regardless of their ability,
background, disability etc.
The teacher is sensitive to equality
and diversity issues as they arise,
but there may be little or no
attempt to actively promote
inclusive learning.
The teacher is unaware of equality
and diversity issues and does not
promote full participation by all
learners.
Health & Safety,
Safeguarding
and the learning
environment
The learning environment is
stimulating and enhances the
learning process. The teacher has
created a safe environment
underpinned by outstanding
safeguarding and safety practices,
evidenced by the well-being of
learners.
The learning environment is safe,
pleasant and appropriate. The
teacher effectively promotes safe
working practices. If appropriate,
the teacher implements clear
strategies for safeguarding the
most vulnerable learners.
The learning environment is
suitable for the session and meets
H&S requirements. Although the
teacher does not display a
proactive approach to safeguard
learners’ welfare, the safety of
learners is never compromised.
The learning environment is dull,
uncomfortable, dangerous or
affected by external disruptions.
The safety of some or all learners
may be compromised.