OTL1 – FE / Schools

Confidential
Report on Observation of Teaching, Learning and Assessment (OTL)

Section 1 Details of staff and session

Observee Sian Gabriel Observer John Bennett

Faculty Creative/health Course/Programme Health and Social care
Date 28.11.17 Level E 1 2 3 4 5 6
Site Tonbridge Time and Room T2 C11 22/1/18
Employment Full time X Part time Sessional
status
Type of lesson
Curriculum X Curriculum English Mathematics On the job
theory practical assessment
Provision type
14-16 16-19 X Adults Apprenticeships HNL

Curriculum Area
Access to HE Early Years, Health and Social Care X
IT Performing Arts and Music
English / ESOL Art, Design and Media
Maths Motor Vehicle
Supported Learning Electronics and Engineering
Hair and Beauty Therapy Construction
Catering and Hospitality A levels
Sport Science
Business ABC – WBL Classroom delivery

Estates Please highlight any issues which need to be n/a

raised with Estates to improve learner experience e.g.
heating:
IT Issues: Please highlight any issues which need to n/a
be raised with Computer Services to improve learner
experience

Support Staff:
n/a

Attendance
Has the register been completed? Yes
Total number of students on register 16
Total number of students in class (at start of lesson) 15
Number of students who were late (use tally chart ) 0
Total number of students in class (at end of lesson) 15

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Section 2: Supporting paperwork – provide judgements on the quality of the
documents to meet College expectations and to support teaching, learning and
assessment, any strengths and any areas for development.
Group Profile

Present. Identifies strategies related to teaching and learning for all learners.
Scheme of Work

Present
Lesson Plan
Planning is clear and includes some opportunities for differentiation and stretch
and challenge.

Handouts are available to observer(s)

n/a

Assessment Schedule
Clear evidence of regular planning of agreed assessments with learners
(comments from learners around this, identification of assessment dates during
teaching)

Any other documentation?

N/A

Section 3: Students’ Files (electronic or paper) & Feedback

Comments following the examination of student files/work:

Supportive feedback given to students evident in student files.Students able to

distinguish between pass/merit/distinction criteria for the unit.

Learner views on the session (teaching, learning, assessment, feedback, use of

ILT, Moodle, homework) and do they know what to do improve through feedback?

Students that I spoke to liked the session and said it reflected normal practice for
this session. clearly enjoy their lessons and like their tutor. Students were clear on
their strengths and what they need to work on to improve based on verbal
feedback from lecturer.

Section 4: Key themes – The following grid is not a mathematical exercise but
helps to identify the strengths and areas for development.
No. Indicator  / Judgement Expert Innovative Developing Supported
1 Course and Lesson Planning X
2 Introduction, Aims and Learning Outcomes X
3 Pace and structure of learning X
4 Assessment techniques and progress X
5 Learning methods X
6 Achievement X
7 Differentiation/Identification and support of X
individual learning needs
8a English, mathematics and ICT developed X
8b Employability skills development X
9 E-Learning X
Observation of Teaching, Learning and Assessment 16/17
 10 Learning environment/resources X
11 Equality, Diversity and Inclusion X
12 Tutor style and communication skills X
13 Tutor knowledge No
judgement
14 Management of learning X
15 Health & Safety N/A
16 Learning Involvement and response X
17 Review / recap / summary of learning X
18 Attendance and punctuality X

Section 5: Judgement on Quality of Teaching, Learning & Assessment

Comment on key themes in particular teaching, learning, assessment, progress, attainment, English,
mathematics and ICT, employability skills, differentiated tasks, appropriate challenge for individual
learners, target setting and review of targets equality, diversity and inclusion, e-Learning and
students understanding of what they need to do to improve and develop.

Judgement: Expert Innovative X Developing Supported

tick one Practice Practice Practice Practice

The session started quickly and with a positive, dynamic feel as a result of the lecturer’s
delivery/communication skills and enthusiasm. The starter task was focussed on the learner’s recent
placement and sharing experiences from this. All learners bar 1 were engaged in the writing starter
task, and ths learner was challenged and engaged by the end of the task. When discussed, the
lecturer felt it was important to let them talk about their experiences first as a behaviour management
strategy, given the group dynamic and tendency to chatter and lose focus if not fully engaged. The
seating plan also reflected an attempt to manage behaviour in a boisterous group with a wide
ability/engagement range.

Aims for the session came across as a little vague (have a ‘look at charities’) and learners were
unable at the earlier stages in the session to relate what they were doing towards their qualification
in a meaningful way. However the lecturer did go in to greater detail towards the end of this session
when examining the assignment brief and unit criteria, and relating that to the ongoing task this
session was the starter for, which brought the learning into greater focus.

A range of activities was used to engage learners and develop skills, including discussion, Post It,
paragraph, and image related tasks. The lecturer had provided less able learners with scaffolded
tasks and worked hard to support learners, working down at eye level, lots of praise, lots of
enthusiasm. The pace of the initial tasks was quick, building to more substantial activities across the
session. However stretch activities/opportunities for the more able were less evident in the session
and for the majority of the session learners were progressing at a similar pace and with similar aims.

Management of low-level disruptive behaviour was an issue for the majority of the session (again,
the group profile and lesson plan acknowledged this and strategies were in place and being applied
but they were only partially successful with some of the learners).

Inappropriate/sterotypical language/imagery was challenged as it occurred, ‘old biddies’ being one

example.

One learner asked what ‘liaise’ meant and was given a dictionary and encouraged to find own
solution, there were several other instances of ad hoc development of English and maths skills.

The lecturer made constant references to industry standards, legislation and safety during open and
direct Q&A, and also referenced earlier work in term around the differences between health & social
care, in order to reinforce and develop professionalism. However a number of learners were still
struggling with fundamental differences between health and social care and were still unable to
demonstrate a clear understanding at the end of the session (at level 3).

6 learners queried were able to identify clearly P/M/D criteria, and five of these had ambitions to
achieve merit on this unit.

Observation of Teaching, Learning and Assessment 16/17

 Four learners at the front of the group were off task for 5 minutes at 9.40 (talking about driving test).
At this point a lot of open questioning was being answered by more able/engaged learners and
consequently allowed the less able to lose focus. One learner at the front of the group was a constant
source of low level disruption, talking across the room at every opportunity (behaviour management
startegies were documented in the group profile, and being used however to limited effect with this
learner).

On querying lecturer around differentiation, the lecturer was able to describe and provide data on
progress, strenths and weaknesses within the session. On querying the lecturer around assessment
of learning - learners went on to produce a video in the subsequent session and lecturer was able to
clearly identify contribution and progress of each learner against starting points in the first session.

Section 6: Summary
Key Strengths
 (Planning and using a) range of teaching and learning actvities
 Communication skills and enthusiasm of the staff member
 Support for individuals
Norms (acknowledge sound practice that is to be expected in a professional teaching and learning setting and which
could be developed into a strength)
 Clear knowledge of learners’ strengths, weaknesses and preferences
for learning
 Achievement – good standards of folder work and understanding of
assessment criteria evident among learners
 Positive rapport between students and staff

Areas for Development (this could include Norms to be developed into key strengths or sharing of good
practice)
 Management of progress of challenging learners within session
 Stretch and challenge of more able learners
 Clarity of aims of session for learners

Observer’s Name: John Bennett Signature: Date: 29.11.17

I agree / do not agree with this Judgement:(delete appropriately)

Observee’s Name:................................. Signature:...................... Date:............

Circulation: Original Copy Head of Quality; Copy 1  Observed Teacher, Copy 2  Head of Faculty(s), Copy 3  Observer
(optional). (Copy 4: Advanced Learning Practitioners of Developing and Supported Observations).

Observation of Teaching, Learning and Assessment 16/17

Appendix:

Notes

Observers may use this section to assist them in describing the layout of the room and / or the interactions
between learners and teacher. Key: O = Student location
X = Teacher

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Observation of Teaching, Learning and Assessment 16/17

Section 7: Quality of Teaching, Learning & Assessment
Observer(s) determine the relevant statement and then enter the information in the summary table.
No. Performance Expert
Indicator
1 Course and Learners have an excellent knowledge
Lesson Planning of the content of the course. Detailed
information which provides excellent
insight into planned learning and
progress. Highly detailed planning –
timing, structure, resources and
method. Excellent range of tailored
differentiated activities and
assessments planned to meet
different learning style/needs which
inspire and challenge learners.
2 Introduction, aims Highly comprehensive introduction –
and learning aims and outcomes explained, shared
outcomes and displayed. Learners demonstrate
very clear understanding and
enthusiasm about learning purpose.
All learners understand how the
activities within the lesson are linked
to the aims and learning outcomes.
There is clarity about how the lesson
builds on previous learning.
3 Pace and structure Pace clearly matches subject and
of learning learner level. Activities very well
structured and timed to maintain
interest and stimulate learning for all
learners which they enjoy. All learners
are engaged throughout the lesson
and extension activities support and
inspire stretch and challenge.
Observation of Teaching, Learning and Assessment 16/17
Innovative
Learners have a good knowledge
of the content of the course.
Information provides a very clear
insight into planned structure of
learning and progress.
Good, clearly structured planning
for individual needs, identifies
resources, well differentiated
activities and assessments linked
to different learning styles/needs
which inspire and challenge
learners.
Clear aims and outcomes shared
with learners at beginning of
session. Learners are generally
enthusiastic and clear about
learning purpose. There is some
reference to previous learning.
Pace matches subject and most
learners’ needs and level. Most
activities well timed and structured.
Most learners are engaged and
enjoy activities most of the time.
There is some evidence of
extension activities.
Developing
Most learners have a brief
knowledge of the content of the
course.
Brief outline of teaching and
learning activities, resources and
assessment.
Satisfactorily, structured planning
identifies resources, and activities
linked to different learning
styles/needs.
Brief, general introduction.
Learning outcomes basic but
realistic in lesson context.
Learners generally know what they
will be doing.
Overall pace promotes some
learning, enjoyment and interest.
Some activities insufficiently
matched to learner/subject level.
There is limited use of extension
activities to provide stretch and
challenge.
Supported
Some learners have a very brief knowledge
of the content of the course
Very brief or no course planning available.
Insufficient planning of teaching and
learning activities.
Little if any introduction. No clear aims and
outcomes stated or shared with learner.
Learners unsure, confused or do not know
what they will be doing.
Activities lack pace/rigour and do not
promote learning. Learners lose interest
and concentration at some points. Many
learners not stretched or over-challenged or
confused or struggling to understand.
 4 Assessment Highly effective and excellent variety
techniques and (as appropriate) of assessment for
Progress learning (AfL) and assessment of
learning (AoL) techniques used to
check all learners’ knowledge and
ensure highly effective progress
throughout. Progress and
achievements recorded and evaluated
regularly with the learner. The majority
of learners make excellent progress in
relation to their starting point in this
session. Learners are highly aware of
the progress that they are making and
prepared for their next steps.
5 Learning methods Excellent range of creative,
inspirational approaches used to
maximise learning, challenge all
learners, involve all learners and
highly appropriate for subject.
Activities meet the needs of visual,
kinaesthetic and auditory learners.
6 Achievement Outstanding standards of work. All
learners demonstrating excellent
knowledge and skills, which illustrate
working well above standard for level
and stage of programme. Learners are
stretched and challenged both in and
between learning sessions and there
are high expectations of learners.
7 Differentiation / Highly effective identification of
Identification and individual learners diverse needs
support of through use of learning style analyses
individual learning plus highly effective initial and
needs diagnostic assessment techniques.
Excellent knowledge of individual
needs informs teaching activities (with
reasonable adjustments where
appropriate) and is evidenced in SoW
and/or Learning Log. Excellent and
clearly explained support provided
through differentiated resources and
activities – extension work, structured
group/individual work and in-class
Observation of Teaching, Learning and Assessment 16/17
Very effective and good variety (as
appropriate) of assessment for
learning (AfL) and assessment of
learning (AoL) used to enhance
and check learning throughout.
Learner is involved in the
evaluation and recording of
achievements. Most learners are
making good progress in relation to
their starting point in this session
and prepared for their next steps.
Good range of learning methods
and activities used to inspire,
challenge and engage most
learners and promote learning. Not
all learning styles are engaged.
Good standards of work. Learners
using good skills and work at or
beyond standard for level and
stage. There is challenge for most
learners both in and between
learning sessions and expectations
are good.
Good identification of individual
learners diverse needs plus initial
and diagnostic assessment
techniques. Good individual
support for most learners evident
through development and use of
resources, activities and support in
lesson (with some adjustments
where appropriate). Good
knowledge of individual needs
informs most teaching activities
and there is some good evidence
on SoW and Learning Log.
Additional Learning Support staff
Assessment for learning (AfL) and
Assessment of learning (AoL) used
to recapitulate, consolidate and
confirm learning but range of
techniques limited (e.g. over
reliance on questions and
observation). Satisfactory standard
of progress made by most students
in relation to their starting point in
this session. Some involvement of
learners in recording and
evaluation.
Limited range but tutor makes
some effort to vary approach and
involve learners. Some learners are
not engaged all the time and the
limited range of methods don’t
always inspire or challenge some
learners.
Satisfactory standard of work.
Majority of learners working
appropriately for standard and
stage of programme. There is
limited evidence of high
expectations of learners and little
challenge both in and between
learning sessions.
Some identification of individual
learning needs plus initial and
diagnostic assessment techniques.
Some individual support evident
through development and use of
resources, activities and support in
lesson (where appropriate). Limited
evidence of planning for individual
needs informing teaching activities.
Learning Support Assistant used to
support some learning some of the
time.
Ineffective, insufficient or no Assessment
for learning (AfL) and Assessment of
learning (AoL) of learners’ progress and
achievements. Unsatisfactory standard of
progress made by students during session.
Little evidence of students furthering their
knowledge in relation to their starting point
in this session. Learners not involved in
evaluation and recording achievements.
Too much emphasis on ‘chalk and talk’.
Insufficient variety and involvement of
learners. Learners are passive and
disengaged. Tutor makes little (or no)
attempt to match teaching methods to
subject or learner needs.
Unsatisfactory or inadequate standard of
work. Level of knowledge and skills
demonstrated inappropriate for stage and
level of programme. Learners are not
challenged and expectations of learners
are low.
Insufficient or no identification of individual
learning needs. Little evidence of initial
assessment. Insufficient or no support of
individual learning needs in lesson –
resources and activities insufficiently
planned, developed or amended to meet
different learning needs or levels and/or
insufficient support in-class even though
clearly needed.
 customised support (as appropriate).
Additional Learning Support staff are
used highly effectively to enhance
learning.
8a English, Outstanding development and
mathematics and contextualisation of English,
ICTdeveloped mathematics and/or ICT within the
context of the past/current/future
lessons. Links explicitly made. Highly
effective checking and correcting of
student work during lessons. Excellent
range of activities to incorporate
vocational and English terminologies.
Highly effective identification and
cross-referencing of English,
mathematics and/or ICT in lesson plan
activities/resources. All learners know
what they need to do to improve.
8b Employability skills Outstanding development of all
development additional skills including team
including: specific working, communication, leadership,
vocational skill, taking responsibility, reflective
team work, thinking, problem solving, independent
leadership and enquiring, and employability enabling
management skill all learners to reflect on their
development. Excellent range of
activities within the context of the
vocational sector where appropriate.
All learners know how to improve to
achieve excellent industry practice.
Observation of Teaching, Learning and Assessment 16/17
are used well to enhance learning
most of the time.
Good development and
contextualisation of English,
mathematics and/or ICT. Good
links made between lessons. Good
checking and correction of the
majority of student work during the
lesson. A good range of activities
incorporating vocational and
English terminologies. Effective
identification and cross-referencing
of English, mathematics and/or ICT
in lesson plan activities/resources.
Most learners know what they need
to do to improve.
Good development of all additional
skills including team working,
communication, leadership, taking
responsibility, reflective thinking,
problem solving, independent
enquiring, and employability
enabling all learners to reflect on
their development. Good range of
activities within the context of the
vocational sector where
appropriate. Majority of learners
know how to improve to achieve
good industry practice.
Some or limited development and
contextualisation of English,
mathematics and/or ICT. Some
links made between lessons. Little
or poor checking and correction
during lessons. Limited activity
incorporating vocational and
English terminologies. Some
identification and cross-reference
of English, mathematics and/or ICT
in lesson plan activities/resources.
Some sharing with learners. Some
learners know what they need to do
to improve.
Some development of additional
skills including team working,
communication, leadership, taking
responsibility, reflective thinking,
problem solving, independent
enquiring, and employability
enabling some learners to reflect
on their development. Some
learners know how to improve to
achieve industry practice.
Insufficient or no embedding and
contextualisation of English, mathematics
and/or ICT. Insufficient or no checking and
correction during lessons. Activities do not
incorporate vocational or English
terminologies. Insufficient or no
identification and cross-referencing of
English, mathematics and/or ICT in lesson
plan activities/resources. Learners not
informed or opportunities lost. Students do
not know what they need to do to improve.
Insufficient development of additional skills.
Learners do not have the opportunity to
reflect on their development. Learners are
unclear how to improve to achieve industry
practice.
 9 E-Learning and e- Where opportunities presented
safety themselves E-learning tools were
used in a highly effective and
interactive way which maximised the
teaching, learning and assessment
and involved all learners. There were
no missed opportunities. All learners
were engaged in the use of ILT in the
classroom and remotely e.g. at home.
Tutors show an excellent working
knowledge of the use of ILT to
enhance teaching and learning.
Learners were directed to the VLE and
there was evidence that learners used
this effectively to enhance their
learning.
Where appropriate all opportunities
were taken to develop students
understanding of e-safety.
10 Learning Professional learning environment,
environment/ wholly relevant, fit for purpose,
resources accessible and excellently and safely
equipped. There is excellent evidence
of student work and vocational
material displayed within the learning
environment including displays of
vocational language and strong
reference to use of English and maths
within the vocational context. There is
an excellent and professional
approach to tidying the learning
environment on completion of the
lesson.
Observation of Teaching, Learning and Assessment 16/17
Where opportunities presented
themselves E-learning tools were
used in an effective way which
supported the teaching, learning
and assessment and involved most
learners. Most learners were
engaged in the use of ILT
interactively in the classroom and
remotely. Tutors show good
working knowledge of the use of
ILT to enhance teaching and
learning. There was reference to
the VLE and evidence that most
learners used the VLE to enhance
their learning.
Where appropriate most
opportunities were taken to develop
students understanding of e-safety.
Good accommodation, fit for
purpose, well laid out and
resourced, accessible and safely
equipped. There is good evidence
of student work and vocational
material displayed within the
learning environment. There are
good displays of vocational
language and reference to the use
of English and maths within the
vocational context. The tidying of
the setting is carried out well.
Where opportunities presented
themselves some E-learning tools
were used which supported the
teaching, learning and assessment
and involved some learners, but
there were missed opportunities to
further develop their use. Tutor
showed a basic working knowledge
of the use of ILT to enhance
teaching and learning. Use of ILT
was predominantly teacher use and
there was little interactive use by
learners. There was limited
reference to the VLE and evidence
that some learners used this to
enhance their learning.
Where appropriate some
opportunities were taken to develop
students understanding of e-safety.
Satisfactory accommodation, fairly
basic but safe. Does not hinder
learning but does not enhance or
support learning. There is some
student work or vocational
materials displayed but have
limited impact on enhancing
learning. There is little tidying of
the setting at the close of the
session.
Where opportunities presented themselves
E-learning tools were not used to support
teaching, learning and assessment and
opportunities. Few learners were engaged
in the use of ILT in the classroom or
remotely and little or no interactive use by
learners. Tutor showed a limited or no
working knowledge of the use of ILT to
enhance teaching and learning. There was
no reference to the VLE and little or no
evidence that students were using this to
enhance their learning.
Where opportunities presented themselves
e-safety was not developed.
Inadequate for learning purposes and/or
unsafe. Learning is impeded by the poor
environment/resources. There is little or no
student work and little or no vocational
material displayed to enhance learning.
There is no attempt to leave the setting in a
tidy and professional manner at the end of
the session.
 11 Equality, Diversity All teaching and reference materials
and Inclusion promote inclusion through highly
effective use of diverse examples.
Tutor models best practice through
use of inclusive language, attitudes
and terminology. Excellent equality of
opportunity seen for all students.
Highly effective range of activities
enables excellent fostering of good
relationships between groups and
individuals. Excellent equality analysis
evident. There is an excellent level of
evidence through material on
classroom walls and planning in
scheme of work that demonstrate that
ED&I is embedded to an excellent
level.
12 Tutor style and Passionate about subject.
communication Outstanding oral presentation skills,
skills which engage learners and promote
sustained motivation and
concentration. Positive verbal/non-
verbal behaviour, strong voice, fluent
speech patterns, clear eye contact,
enthusiastic manner and open body
language and expression.
13 Tutor knowledge Very knowledgeable and up-to-date in
subject area. Very effective reference
to vocational/professional examples
(where appropriate).
Observation of Teaching, Learning and Assessment 16/17
All teaching and reference
materials support inclusion through
effective use of diverse examples.
Tutor models good practice through
use of inclusive language, attitudes
and terminology. Equality of
opportunity demonstrated
throughout. A range of activities
enable effective fostering of good
relationships between groups.
Good equality analysis evident.
There is a good level of evidence
through material on classroom
walls and planning in scheme of
work that demonstrate that ED&I is
embedded to a good level.
Animated delivery shows a good
level of commitment and energy
and holds learners’ interest. Good
presentation skills, which promote
motivation and concentration.
Tutor demonstrates effective verbal
and non-verbal communication
skills.
Clearly knowledgeable in subject
area and uses relevant vocational /
professional examples to good
effect in the lesson.
Teaching and reference materials
demonstrate some knowledge of
inclusion through use of limited
diverse examples. Tutor uses
appropriate language, attitudes and
terminology most of the time. Little
equality of opportunity between
students demonstrated. Little
opportunity to foster good
relationships between groups.
Some evidence of equality analysis
evident. There is a satisfactory
level of evidence through material
on classroom walls and some
planning in scheme of work that
demonstrate that ED&I is
embedded to a satisfactory level.
Moderate enthusiasm for subject.
Delivery clear but may be lacking in
‘sparkle’. Oral presentation skills
are satisfactory. Tutor uses
generally appropriate verbal and
non-verbal skills.
Generally knowledgeable in subject
area but some professional
updating would improve interest /
quality.
Little or no knowledge or awareness of
inclusive learning principles. Tutor uses
inappropriate language, attitudes and
terminology. No or insufficient equality of
opportunity between students
demonstrated. Insufficient or no diverse
examples used. Poor or no opportunities to
foster good relationships between groups.
No equality analysis evident. There is no
evidence of ED&I material on the walls in
the classroom. There is limited reference to
ED&I in lesson planning.
Ineffective or unenthusiastic delivery which
does not engage learners. Some of the
tutor’s verbal/non-verbal skills are
ineffective or inappropriate – eye contact,
voice, speech, manner, attitude, body
movements etc. Learners are bored,
uninterested or disengaged.
Displays a confused, inaccurate or
inadequate grasp of some aspects of
subject area.
 14 Management of Behaviour, attitudes and standards
learning are vocationally appropriate,
professional/work place appropriate
and demonstrate high mutual teacher /
learner value / respect. There is
evidence of high expectations with
regard to inappropriate language and
behaviours (including discrimination,
victimisation, harassment,
stereotyping, radicalisation and
bullying). Any instances are
challenged effectively. There is a
strong culture of zero tolerance to
bullying. Excellent teaching promotes
learners spiritual, moral, social and
cultural development.
15 Health and Safety Highly effective group / individual
management. Clear directions and
health and safety stressed throughout.
Learners are fully aware of the
importance of health and safety and
apply it in all activities.
16 Learning All learners actively involved and
involvement and engaged. Highly motivated, interested
response and enjoy learning. Ask and answer
questions well. High levels of co-
operation, interaction and learners
use/take initiative in learning and take
responsibility where appropriate.
Observation of Teaching, Learning and Assessment 16/17
Relationships in the lesson reflect
vocational / professional context.
Students are well behaved. Tutor
and learners respect and value
each other. Inappropriate language
or behaviours (including
discrimination, victimisation,
harassment, stereotyping,
radicalisation and bullying) are
challenged and there is evidence
that bullying is not tolerated. Good
teaching promotes learners
spiritual, moral, social and cultural
development.
Good management of group
activities. Clear instructions and
good emphasis on health and
safety. Most learners are aware of
the importance of health and safety
and apply it to all activities.
Good involvement and
engagement of learners. Good
level of interest, attention and
enjoyment by most learners asking
and responding to questions.
Some examples of effective co-
operation, interaction and initiative.
Most students take responsibility
for their learning.
Appropriate working relationship
overall but there is little
professional expectation of the
learners and some evidence of
disrespectful behaviour. Some
evidence of inappropriate language
or behaviour which is sometimes
challenged (including
discrimination, victimisation,
harassment, stereotyping,
radicalisation and bullying). The
environment lacks a real culture of
respect. Teaching makes some
links to learner’s spiritual, moral,
social and cultural development.
Satisfactory management of group.
Health and safety appropriate.
Some learners are aware of the
importance of health and safety
and apply it to activities.
Satisfactory involvement,
engagement and enjoyment of
learners. Some learners stay on
task for some of lesson. Some
learners ask and answer questions.
Generally students do what has to
be done and nothing more.
Ineffective management of group /
individual activities. Instructions not always
clear, tutor cannot impose themself,
inappropriate noise levels, learners not
always listening or responding. There is
little evidence of a respectful environment
and instances of inappropriate behaviours
or language are not effectively challenged
or dealt with. Teaching makes no links to
learner’s spiritual, moral, social and cultural
development.
Ineffective management of group /
individual activities. Ineffective or
inadequate management of health and
safety. Learners have little or no
understanding of the importance of health
and safety and fail to apply it in activities.
Insufficient or no involvement or
engagement of learners. Learners told
what to do and when to do it. Relatively
passive. Limited concentration and
interest. Some learners bored and showing
it.
 17 Review/recap/ Highly effective review of learning at
summary of intervals throughout lesson and very
learning clear (and creative) summary linked to
learning aims / objectives and to next
lesson. All learners are clear about
how activities have related to the
learning outcomes.
18 Attendance and Learners display commitment to
punctuality learning through excellent record of
attendance and punctuality (93%+
attendance and exemplary
punctuality).
Observation of Teaching, Learning and Assessment 16/17
Good review / recap at points in the
lesson and clear summary of
learning progress at end of lesson
with reference to next. Most
learners are clear about how
activities have related to the
learning outcomes.
Good attendance and punctuality
records (85% attendance and all /
nearly all learners on time).
Some review of learning and brief
summary at end of lesson and brief
reference to next lesson. Limited
understanding of how activities
have related to the learning
outcomes.
Satisfactory attendance and
punctuality (80- 85% and above
attendance some learners are late).
Insufficient or no review of learning and/or
insufficient or no summary at end of lesson
and little or no reference to next lesson.
Students do not understand how activities
have contributed to the learning outcomes.
Unsatisfactory attendance and punctuality
(less than 80%) attendance and pattern of
low attendance overall. Unsatisfactory
punctuality – less than two thirds present at
start of lesson.