Literacy Lesson Observation Sheet
Trainee:
Date:
School:
Year Group(s):
Context: Pupil grouping – whole class, setted for English, mixed age group, SEN, EAL,
other adults
Appraiser’s Comments
Planning
Session planning in place with clear reference to NLS Framework (based on
NC), learning outcomes, differentiated activities, resource requirements &
assessment opportunities – all appropriate for each phase of session. Account
taken of other adults. Evidence of progression in planning.
Whole Class: Shared Text Work
Choice of Text is suitable. There is a clear focus for teaching and learning.
Effective organisation and management of whole class. Successful modelling
of reading and writing strategies. Questions are adjusted and targeted to
ensure that pupils of all abilities are involved. Appropriate balance of teacher
and pupil talk.
Whole Class: Word/Sentence Work
Clear focus on aspects of work being addressed (phonics, spelling, grammar,
punctuation, vocabulary, handwriting). Teaching stimulates curiosity,
communicates enthusiasm and motivates pupils. Ability to build on pupils’
existing skills and knowledge when introducing new learning outcomes.
Accuracy and confidence in communication. Effectiveness in eliciting
responses from pupils. Attention given to pupils’ misconceptions.
Group: Guided Reading/Writing
Successful organisation of ability group. Texts and tasks closely matched to
pupils’ needs (NB gender, EAL, SEN) Session has appropriate sequence.
Reading and writing strategies made explicit with clear reference to literacy
skills. Planned assessment opportunities in relation to stated learning
outcomes.
Group and Independent Work
Activities fulfil teaching objectives selected from the Framework.
Effectiveness of classroom routines and organisation, including other adult(s)
if applicable. Overall quality of tasks and supporting materials and resources,
including ICT.
Plenary
Teaching points effectively revisited with opportunities for genuine reflection
on learning. Appropriate use of feedback. Targets established, including those
for practice & consolidation.
General Comments
Level of student’s knowledge with effective structuring of information.
Use of time for direct teaching and management of transitions.
Appropriate and challenging expectations of pupil’s literacy knowledge and
skills.
Progress made in relation to recent work, extension of prior learning.
Displays knowledge and understanding of Literacy and links between S & L,
R,W.
Links made with other curriculum areas.
Selects and makes good use of resources in relation to LO (books, posters,
games, ICT).
Agreed targets
Tutor’s signature
Trainee’s signature:
Numeracy Lesson Observation Sheet
Trainee:
Year Group(s):
School:
Date:
Context: Pupil grouping – whole class, setted for maths, mixed age group, SEN, AL, other
adults.
Tutor comments:
Planning:
Session planning in place and clearly & accurately sets
out NC and /or NS links, learning outcomes, differentiated
children’s and teacher’s activities, resource requirements,
assessment opportunities – all appropriate for each phase
of session. Takes account of other adults.
Mental/ oral phase:
Work has pace and variety includes appropriate
exposition, instruction and questioning, to enable pupils
to contribute effectively. Develop pupil’s mathematical
vocabulary and recall of facts, focusing on specific
learning outcomes. Questions are adjusted and targeted
to ensure that pupils of all abilities are involved.
Encourages and enables pupils to show their
understanding and misunderstandings, including
opportunities for pupils to provide explanations to the
teacher and other pupils.
Establishes and maintains purposeful working
atmosphere, monitoring, intervening & teaching to ensure
sound learning and discipline. Sets high expectations for
pupils’ behaviour, forming positive relationships.
Establishes a safe environment which supports learning.
Children respond enthusiastically. Manages ICT
requirements effectively.
Gives careful attention to pupils’ errors/ misconceptions
and helps to remedy them. Intervenes constructively – to
teach, monitor progress, inject pace, informs pupils of
expectations in plenary.
Plenary:
Encourages and enables pupils to show their
understanding and misunderstandings, including
opportunities for pupils to provide explanations to the
teacher and other pupils.
Summarises and reviews appropriately. Gives clear
feedback to pupils, indicating remedial strategies.
Establishes targets including those for practice and
consolidation, including homework where appropriate.
Extends ideas developed in main phase and indicates next
phase.
General issues:
Structures information well, outlining content and aims,
signals and manages transitions.
Uses support staff/ parents appropriately and effectively.
Children’s responses are consistently very good in all
phases of session.
Gives clear instructions & demonstrations, using accurate
subject – specific vocabulary & appropriate examples.
Selects & makes good use of resources – equipment,
books, ICT, etc to enable L.O. to be met. Identifies when
it is appropriate to use apparatus and when it is not.
Displays good knowledge and understanding of
mathematics.
Agreed targets:
Signatures:
Tutor:
Trainee:
Science Lesson Observation Sheet
Trainee:
School:
Year group(s):
Date:
Context: details of classroom organisation, pupil grouping etc.
Planning:
Has decided whether the whole class, group
work or individual work is the most efficient
and effective organisation for teaching the
objectives of the lesson.
Has selected appropriate scientific activities.
Is familiar with the activity so that the
lesson plans include the equipment needed
and details of pupils’ access to it.
Account has been taken of safety and legal
considerations.
Introduction:
Introduces lessons to command attention,
to stimulate interests.
Where appropriate sets out what pupils will
learn from the lesson.
Where appropriate reviews and draws upon
previous work.
Class, group or independent work:
For all children ensures that the work set is
at an appropriate level.
Maintains a purposeful working atmosphere.
Gives careful attention to pupils’ errors and
helps to remedy them.
Intervenes constructively to monitor
progress, to inject pace.
Allows sufficient time for completion of the
activity including a review of any results
obtained, and clearing up.
Plenary:
Where appropriate summarises and reviews
the science that has been taught and what
the pupils have learnt.
Identifies and addresses
misunderstandings, and gives pupils an
insight into the next stage of their learning.
General issues:
Displays appropriate knowledge and
understanding of science.
Where appropriate uses ICT to support
pupils’ learning in science.
Agreed targets:
Signatures:
Tutor:
Trainee: