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An ‘Outstanding’ lesson

An ‘Outstanding’ lesson. Pupils make exceptional progress Pupils are inspired and learn extremely well Subject knowledge is excellent and applied consistently Resources make a marked contribution to learning TAs are used precisely

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An ‘Outstanding’ lesson

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  1. An ‘Outstanding’ lesson

  2. Pupils make exceptional progress • Pupils are inspired and learn extremely well • Subject knowledge is excellent and applied consistently • Resources make a marked contribution to learning • TAs are used precisely • Teachers show awareness of pupils’ capabilities and prior attainment • There is high quality marking and dialogue • Pupils understand in detail how to improve their work and are supported in doing so • Teachers systematically and effectively check pupils’ understanding

  3. What will happen in an Ofsted observation? They will visit for approximately 30 minutes When you are not actively teaching they will be up and about, looking in books and speaking to students: What level are you at? What are you doing? Why are you doing it? Why does this activity benefit you? What does this grade mean?

  4. ‘We look for the amount of progress individual pupils make’ Michael Chisnall HMI Professional Advisor to Christine Gilbert

  5. How do you show you know your students?

  6. What do you want them to learn?

  7. High quality marking and dialogue

  8. Common Pitfalls

  9. Consider pre-planning your questions HANDOUT 1

  10. How to question students systematically and supportively to check their understanding

  11. Other ‘support mechanisms’ to include in an outstanding lesson... Peer/self assessment TA Success Criteria Teacher modelling

  12. CASE STUDY 1 MFL lesson observed 1 month ago during a whole school inspection. GRADE: Outstanding Objective: Outcomes: Starter: Based on homework and the previous lesson where they learnt the vocabulary for illnesses and revised parts of the body. Performed a role play and peer assessed each other. Development: The lesson so far had been in present tense. Other tense introduced through discussion . Students encouraged to apply rules they had learnt before ‘You remember before when we.... How do you think we might....’ Plenary: Using mini whiteboards to get 100% participation. Testing recall and applying what they had learnt about tenses

  13. How do you show (exceptional) progress? 5. Refer to the outcomes 4. Start the lesson with references to previous learning 3. Stick rigorously to the outcomes that will help them meet the objective 2. Think ‘What do I want them to learn?’ 1. Know your students

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