Teacher Classroom Observation Form

Date: Wednesday 4th Teacher: Chimezie Subject: ICT Group: Year 10 IGCSE Ability Level: Mixed
October 2023 ability
Key Aspects Outstanding Good Satisfactory Unsatisfactory
Lesson structure & The lesson has clear The lesson has * The lesson has The lesson lacks a
teaching strategies structure. clear structure. some structure. clear structure.
The purpose of the lesson Lesson objectives * Lesson objectives Teacher and student
is explained in detail and are provided and are provided. activity appear more
the content is described. explained. concerned with
occupying the
students time than
learning.
Stimulating teaching Varied teaching * The students are There is little
methods are used to methods are used to generally engaged evidence of the use
extend enthuse, engage challenge, enthuse and show interest in of appropriate
and inspire all students. and engage a large their work. teaching strategies.
majority of the
students.
Use is made of a wide Use is made of a There is some * The teaching
range of appropriate number of evidence of the use methods used and
teaching strategies i.e. appropriate teaching of appropriate of the expectations of
connection to prior strategies i.e. teaching strategies students do not
learning, learning connection to prior i.e. connection to sufficiently engage,
intentions, self and peer learning, self and prior learning, self encourage or
assessment, use of peer assessment, and peer enthuse the
exemplars, cognitive use of exemplars, assessment, use of students.
strategy teaching, cognitive strategy exemplars, cognitive
appropriate wait time. teaching, strategy teaching,
appropriate wait appropriate wait
time. time.
There is a review of the *
content at the end of the
lesson.
Comments:
 Lesson objectives are outlined and explained, but the students do not record these.
 The lesson has clear structure and is delineated into task and activity segments.
 There is cross-curriculare links between ICT and mathematics - the students are engaged
 Assessment is evident with some marked work on Google Classroom and with tasks in the lesson submitted on GC
 There are reviews at different stages of the lesson.

Key Aspects Outstanding Satisfactory Unsatisfactory

Use of prior learning, The teacher uses The teacher uses The teacher uses * Curriculum
assessment data and curriculum documentation curriculum curriculum ? documentation is not
curriculum to plan effective, detailed documentation to documentation to used and there is
documentation to lesson plans which take plan effective lesson plan satisfactory limited lesson
inform both short into consideration differing plans which take lessons plans which planning.
and long term ability levels. into consideration generally meet the Work is not
planning. differing ability needs of all groups personalised or
levels. of students. differentiated.
The work is very well The work is * The work is There are
pitched and is suitably challenging for most appropriately pitched weaknesses in
challenging for every of the students. and the level of appropriately pitched
student. challenge is work and the level of
adequate for most challenge is
students. inadequate for most
students.
Through the use of regular Through the use of * Limited assessment The majority of
assessment during the regular assessment during the lesson students do not
lesson, the teacher is fully during the lesson, enables the teacher make adequate
aware of student progress the teacher is aware to plan/implement progress.
and plans/implements of student progress some strategies
strategies which enable all and plans which enables many
students to make excellent /implements some of the students to
progress. strategies which make satisfactory
enable the majority progress.
of students to make
good progress.
Comments:
 The lesson planning was provided, and was clear, but I could not find evidence on the G Drive of planning for all ICT classes.
 There is good challenge with the work provided and stronger learners are being pushed.
 Assessment took place in the lesson and evidence on GC.
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Wednesday, 17 January, 2024

Key Aspects Outstanding Good Satisfactory Unsatisfactory
Student progress There is evidence in formal The great majority of * The majority of Most students make
and feedback evaluation of students students make good students make some little or no progress.
learning and samples of progress, with some progress.
students’ work that almost students making
all students make very good progress.
exceptional progress.
Thorough and ongoing Ongoing Students are * Students are not
assessment ensures that assessment ensures informed about their informed about their
students are clear about that students know progress and how to progress and are not
how well they have done. how well they have improve, by marking informed about what
They can confidently done and they can and/or dialogue with to do to make
discuss what they have to discuss what they the teacher. progress.
do to make future need to do to sustain
progress. good progress.
Feedback is regular, Teachers give * There is some Any comments on
individualised and explicit. regular oral and evidence of progress and
It specifies achievement written feed back to feedback and improvement, is
related to criteria and next students related to discussion to some directed towards the
steps. the next steps in individuals and whole class.
their learning. groups.
Comments:
 Students are making clear progress, but some focus needs to be put on exercise books as the GD/GC is a hiding place.
 Students get their marked work feedback on GC – and this was showcased early on in the lesson.
 Written and oral feedback featured across the lesson.
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Key Aspects Outstanding Good Satisfactory Unsatisfactory

The learning Students’ attitude to Students show a * Students’ attitude to Students’ attitude to
environment learning is excellent and positive attitude to learning is learning is poor and
including student behaviour is exemplary. learning and behave appropriate and behaviour is often
interaction. well. behaviour is inappropriate.
satisfactory.
High expectations of Expectations of * Expectations of Expectations of
learning and behaviour are learning and learning and learning and
evident. behaviour are good behaviour are behaviour are
satisfactory. inconsistent and
inappropriate.
The relationship between Respect between * Respect between There is little respect
the students and teacher a the students and the students and demonstrated
clearly built on mutual teacher is evident. teacher is evident between the
respect students and teacher
There is positive There is good * There is satisfactory Interaction between
interaction between all interaction between interaction between most groups is poor.
groups clearly evident all groups. most groups.
Comments:
 Almost all students show a positive attitude to learning, with one or two sidetreacked with listening to music on their laptops.
 The teacher has high expectatins of the students and this was very clear, professional and business like
 There is mutal respect between the teacher and his students, and vice versa.
 Students work well together in regards to discussions and idea sharing.
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Key Aspects Outstanding Good Satisfactory Unsatisfactory

The physical The classroom is The classroom is * The classroom is The classroom
learning environment welcoming and tidy, with tidy, with no clutter. relatively tidy, learning
no clutter. although there is environment is
some clutter. poor. There is a lot
of clutter and/or the
displays are not
interesting, varied,
up-to-date and/or
informative.
The displays are of a high There are There are some Many areas of the *
quality, are up-to-date interesting, good interesting displays classroom may lack
and provide a stimulating quality displays for of satisfactory a display.
and informing learning different class quality, but other
environment groups which are areas of the
up-to-date. classroom may
lack a display, or
the display is not
up-to-date.
 Health & Safety has been Health & Safety * Health & Safety There are hazards
considered and the room has been has been within the room
is a very safe considered and the considered and the which make it an
environment for all. room is a very safe room is a safe unsafe environment
environment for all environment for all. for all.
Students clearly respect *
and understand the
importance of safety for
all.
Comments:
 The room is tidy and clutter free.
 Displays are largely non existent and this area must be improved upon.
 Health and safety is well considered with a safe learning environment.
 Students enter the room sensibly and are greeted in turn by the teacher – the students understand their conduct expectations.
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O G S U O G S U
Lesson structure & teaching 4 1 The learning environment 4
strategies including student
interaction

Use of prior learning, 2 1 Physical learning 3 1

assessment data and environment
curriculum documentation to
inform both short and long
term planning.

Student progress & feedback 2 1

Overall Ratings for the Lesson Outstanding Good Satisfactory Unsatisfactory

as per sectional grade awards.
15 4 1
Strengths:
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Areas for development:

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Curriculum Professional Development recommendations:

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Teacher………………………………………………………… Date…………………

Observer……………………………………………………… Date…………………