c¢5 E'if~ Student Lesson Observation Form

This form takes themes and key questions from the ITT Core Content Framework to help you explore and reflect
on the lessons you are observing. The list is by no means exhaustive and notes do not have to be recorded in this
format, but it needs to be used as guidance.

As you develop your own practice you may want to deepen your reflections on lessons you observe by makilg
use of the CCF to frame more detailed, specific questions.

Subject Observed: Date of lesson : 2

Time of lesson: Year group:
Number of learners: Abilit ran e:

Area to consider Observations, reflections and key questions for your own practice
Expectations for pupils , f'efrW'ici.e.vJ of ~a_l:<.o1,4 - w l ~
• How have these been established
and reinforced? S/4..c)~ /Nv.,-e_. d,.or-e .
• Is there a culture of shared values • ~<-1 dv.;.,.;':j el-(MV\ ;- f¥
and mutual trust? ck ..Jo I&<- fl.vC" 0 bV>- -
• Do expectations vary for children
from different backgrounds?
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How pupils learn C,U.P..-/1' tzv,u-, ev,A,.. ~ h ·IJ\M..~
• Is prior knowledge required for the
lesson?
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•How are pupils supported to tcJ...£tM ~ -
memorise and recall information?
• Do pupils have any misconceptions, s~ l.uMvt (µ cAt,,. ti ',t,.e
how are they addressed? wvwtJ -£.... r ea..4. ~ .
Subject and curriculum
• How does the lesson fit into the
•o~•tltj~W -
series of lessons and wider , &~ - pi.VL if{ -/-Gd "" f 'a<.. QU.~ d.uu-~~'j
curriculum? 1.,vavoJ
• What subject knowledge is required
for teachers to plan and deliver the
• \/1.Ju.A-l.J - h,o0 cJ..o . s ~'.r w/-e.lp,--ek
lesson? ·PE£, . ~c:t-Jw d}-- ~L,'-
• How do pupils build on existng • fl cki.r'j ou.,t;. 9-U-Ob::J:c.oi,y .
knowledge and concepts? 1

• Is reinforcement of literacy and • e_qJLoVLf\.q 'o(eJU~U-!2_ WM,::AJ- / ~ b

numeracy a feature of the lesson? • /2..h:a rl U\. a -/:tl..J,-1L,- /I s - .m ,./ ,,, i)n)(.'LL. · t ,._.,.,_.., .
Classroom Practice • .LUuJ::,~ ~- ~&lza1;
• How is the lesson structured to • U,,S'ilf1. k, &uvt
support learning?
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• How is questioning used? ~a..,._{.ev - '-1/' l,..) h.o ~ . J w,Jt,,. . ..
• How is individual, pair and group
work used to support learning?
• f~i-Ou./J 0 ¥ (.)J-fjJ_ 71:Y
• Is homework a feature of the C~· bOn../4... 1:, M<-Ab~
-
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learning?
Adaptive Teaching • S,n-ipl~ ,Ashi c.J:::t..o//l.J .
• Do all pupils in the group learn at the
same rate? What variations do you , Gru.-ou.vCl...[j.R/VI.Mvt:.. 01- -tf-.-oµ_ . . . f ~
observe? S. ~ .9 L.l'.Mi io e~ a..GJ--" = i&. 't;;<?LJ /(..
 • How is teaching adapted for different
pupils?
• How are SEND pupils supported?
• (,{.~ 9~c;t,on.uy 'fd,u,ol(jh,.,:u_,c
• How is learnin·g assessed?
~;.ee,t.,t ~ - qa.u1..J h,;,,&o
• How is feedback provided?
• How does the assessment and
w,d.et,yt4'd,..~ c4- ~ f~.
,,::d
feedback support longer term
progress?
• '1.o «.) welj. u..µ_..v'() -11-ev
• How does the lesson fit into the o-,{.o"':}Jt'd..t_ -futc.N.vl '
longer term assessment process? Jat , .
Managing Behaviour • C).li:l,V etf)eu:a:li.oil,,f
• How are routines established and
reinforced? . IAu-j 10€0 t1v¼hle_ ,_ Jwd
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• Is there an effective learning
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environment based on positive
reinforcement? ' 5/:;t.,d.e;'th {,Qc/4- ~ lv-e,U._
• How are instructions shared with
pupils?
t:f,.._,,oWjk.ot..v~ ..lj.e_ Vt ,

• How are negative behaviours

addressed?
Professional Behaviours • fleMtJvvLbU t-...>J:1-.
.J-&-<d-e.,,t../::f - ju,wWS
• How has the teacher worked with ou,l .
colleagues (includingTAs) to develop
the lesson? , J~ - /l'ekdJ.:tJv's/A.p.
• What is the key learning for you
personally based on observation in • lh.,:,../ r t,v-d;. - .S
the lesson?
• What might you like to explore w~ ~eol- ~J1- .
further in your own practice as a • l'.lddJ~..v 1 ~ l,DV\. v½) ,.;.__ 0- rU...U
result? I

Further notes and observations • 14 &:>UWJ (Jw,oK- to -~ ( - J'~

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