Introducing Learning Establishing a climate of engagement Students come into the classroom and they are presented with a learning activity that begins to alert them to the learning objective immediately.
Contextualising Learning Encouraging a clear and precise learning dialogue The skill the teacher intends to master with the students is then precisely introduced and contextualised in terms of what, how and why. Reference is made to prior learning and the outcome by the teacher.
Unlocking the concepts of learning. Providing multi-‐ sensory learning experiences. The next section of the lesson will involve a brisk activity or series of activities to catch the imagination and
An Outstanding Teaching and Learning Journey “Clarity, precision, passion and belief are features present in every minute of the teaching and learning journey.” Outstanding Good Requires Improvement Unsatisfactory 1 2 3 4 Students come into the classroom and An engaging opening activity is An attempt is made to The opening of the lesson are presented with a highly engaging an embedded feature within offer students an is disorganised and slow learning activity. Students are instantly the learning journey. It is immediate learning to start. Students are captivated by the crafted challenge and evident that students are activity however it is the directed to use this time spend time identifying/reinforcing the willing to participate due to the lack of ambition and to unpack their learning skill they will master. The teacher active and keen nature of expectation by the equipment and wait for skilfully promotes high expectations subsequent student teacher that hampers others to arrive rather through carefully considered pitching discussions. The teacher potential interest and than consider the learning of the challenge. A climate of skilfully manages initial progress. The activity experience ahead of them. inquisition and exploration is instantly discussions steering them so offers such limited Poor management of this established and is embraced by all that students’ better challenge that students do time leads to a disjointed students. The teacher expertly guides appreciate the purpose of this not value this opening learning experience. the resulting discussions learning journey. There is learning experience and Learning time is lost and communicating the belief that all evidence that students are disengage quickly resorting as a result there is a contributions have a value. The willing to engage with to off task behaviours. distinct lack of focus and students take risks, engage with ideas challenging concepts and ideas disengagement from the that they find challenging and however this needs to be beginning. appreciate the value of making further promoted and mistakes. Opening exploration tasks of established for it to be this nature promote enthusiastic and commonplace practice. confident learning talk-‐ a key lever in enabling students to make exceptional progress. A key concept is communicated: that not a minute can be lost as what we are learning and developing is so important. The skill the teacher intends to master The teacher clearly introduces The teacher introduces the The teacher simply states with the students is precisely the skill to be mastered. Key skill to be mastered, what the students are introduced. The skill is put into context language used within the however, the length of the going to ‘do’ rather than and students fully appreciate the value explanation is verbally defined introduction is not always what they are going to of mastering this skill. Prior when it becomes apparent well judged resulting in learn, explanations are consideration of how this will be best students have not fully only some of the students tentative and imprecise delivered, to ensure understanding is understood. A variety of understanding. There is no and also indicate a clear evident. The method of contextualising methods are utilized to evidence of the teacher lack of aspiration. The the learning takes many forms support the students’ modelling the de-‐coding of teacher continues with a including visual depiction to reinforce understanding of the skills to words resulting in students laboured explanation verbal explanations. The learning be mastered and the timing having a lack of clarity and despite dis-‐engagement. dialogue is not only precise but and pace of delivery aids disconnecting and There is no evidence that expertly timed ensuring all students focus. Being aware of the dismissing new words and the teacher has considered remain focused during this period. language challenges that some concepts rather than how to clarify There is also evidence that the teacher students experience and engage with them. There is understanding of key has predicted the language challenges addressing them through clear a limited understanding of vocabulary and as a result that some students will experience explanation enables the the challenges that some the students’ within the verbal explanation and majority of students to have a students experience understanding is not clear. addresses these through precise clear understanding of the however these are not There is also no evidence explanation. This enables all students to learning journey and make effectively addressed of the teacher utilizing have a clear understanding of the good progress. enabling only a limited different methods to learning journey and allows all to make number of students to contextualise the learning considerably better progress than might make progress. which culminates in a be expected. superficial understanding of skills with frequent dis-‐ engagement. A variety of engaging approaches and Various teaching methods are There is some attempt at The lesson relies heavily expertly paced tasks are evident during evident throughout the using a range of varied on one learning style and this stage of the journey. Where teaching and learning journey. resources. At times these this is not deviated from. appropriate kinesthetic, visual and There are a range of do engage learners, The method relied on auditory resources are used to enhance kinesthetic, visual and auditory however, the timing of most frequently is teacher student understanding and engage all resources used to compliment their use is not always talk. Resources are not learners. The skills are developed and a series of planned learning well considered and organised methods are reinforced through a series of activities. The teacher uses therefore they do not either mundane, extremely well planned and executed these resources at an support the student in repetitive, lack purpose activities. These activities are designed appropriate time in the making the expected and do not sustain to allow the learner to experiment with learning journey to reinforce progress. Due to the interest. Any resources the skill, positively ‘struggling’ with the what is being taught. resources not always being used to clarify the talk are concept to truly embed it. The Resources include: images, used at an appropriate poorly timed, uninspiring teacher’s well timed and expert use of a talk and hands-‐on activities time only some of the and do not offer any variety of teaching methods ensures that allow movement.The learners understand what additional clarity. This
introduce the concepts of the skill.
Modelling Learning Expert model ling of how to utilize the initial skill taught. PRE-‐PREPARED MODEL Teaching practitioners effectively plan, prior to the learning journey, a model of the expected written/practical outcome. OR REAL TIME MODEL-‐ The teacher expertly demonstrates in ‘real time’ the outcome. The verbal commentary includes comments and illustrations of the cognitive processes involved in constructing the piece/text.
the full range of learners are engaged and this engagement offers them a clear understanding of the skill to be mastered. This level of understanding creates confident, resilient learners who are willing to take risks and attempt to master challenging concepts. The exposure to a range of learning techniques and the security of the knowledge of the students enables them to continue to learn in new ways and over time develops a strong growth mindset.
teacher’s well timed use of a variety of teaching methods ensures that the majority of learners understand what is required. Students demonstrate some confidence in their learning and at times take risks in order to master the skill being taught. The well planned tasks enable most to have a clear understanding of the concept or skill being taught. The teacher produces a model that enables students to have a clear sense of what the final outcome should look like. The model is influenced by the assessment criteria and demonstrates the teacher’s expert skills. It is evident that the teacher expects students to replicate writing or practical work of a similar standard. A real time written/practical model is completed. Most students are keen to see how the final product is constructed. The teacher offers a verbal commentary as the final product is created. This enables students to gain further understanding and ultimately produce a final outcome that is shaped by the assessment criteria and an understanding of the cognitive skills required.
is required. This results in students lacking confidence in their learning and heavily relying on additional support. The resources, while creative, do not always enable the successful grasp and application of the concept being taught.
results in a total lack of confidence, students become disengaged with the skill being mastered feeling it is out of their reach.
The teacher produces a pre-‐prepared written/practical outcome however its impact is limited due to the lack of aspiration and challenge. The efficiency of the model is also hampered by the teacher’s lack of knowledge regarding the assessment criteria. The teacher produces a real time written or practical outcome however its impact is limited due to the teacher’s lack of knowledge regarding the assessment criteria and their inability to verbally explore the cognitive processes.
The teacher does not produce a pre-‐prepared written or practical model of the expected outcome. This hampers students’ understanding as they are unable to ‘see’ the final outcome. The teacher does not have the confidence to attempt a written or practical model of the expected outcome. Again this lack of a model hampers students’ understanding as they are unable to ‘see’ the final outcome.
During the deconstruction stage the teacher expertly draws on the assessment criteria and cognitive processes unpicking why the inspirational model is successful. As a result students have a clarity regarding how to achieve something of a similar standard. They understand the learning process required in order to achieve something of this standard and feel inspired and motivated to produce work that exercises an individualistic approach rather than one that is influenced by rote learning.
The model is deconstructed in such a way that students are able to replicate a final outcome of a similar standard. The way the model is influenced/shaped by the assessment criteria is discussed and students appreciate how to achieve a final outcome of a similar standard with many exercising independence during the production of the final outcome
Due to the lack of a model students are attempting to complete outcomes by ‘guessing’ what they should look like. They are unable to link the final product with the assessment criteria and as a result the outcome demonstrates a lack of understanding and progress.
Students complete a highly sophisticated written/practical outcome that not only demonstrates a conscious understanding of the assessment criteria but also the metacognitive skills required. As a result students are able to clearly articulate decisions they have made and coherently verbalise
The final written or practical outcome produced by students is of a very good quality and is influenced by the assessment criteria. Students are able to discuss their individual learning journey with a particular emphasis on the creation of
The teacher attempts to deconstruct the model however this is carried out superficially with limited impact. The lack of understanding of the assessment criteria hampers any depth of analysis and as a result students can ‘see’ the final outcome but are unable to appreciate how this was achieved and why certain decisions were made regarding the final outcome. Students complete a final product of satisfactory standard. There is a limited knowledge of the assessment criteria and utilization of this knowledge to create the final outcome is limited
The practical or written model produced by the teacher is inspirational. The teacher ensures that the model enables students to clearly ‘see’ the expected outcome. It is evident from the model produced that the teacher has exceptionally high aspirations. These are expertly balanced, stretching students understanding and belief constantly without it feeling unattainable. The teacher is an expert and their skills and talents are evident in the piece being showcased. The teacher expertly demonstrates in ‘real time’ the written/practical outcome. A verbal commentary explaining the success of the piece is delivered as the task is carried out in real time. The verbal commentary includes comments and illustrations of the cognitive processes involved in constructing the piece/text. Students are in awe of the teacher’s skills and are eager to carry out the final outcome independently.
Deconstructing Learning In collaboration with students the model is deconstructed and the assessment criteria and key cognitive processes are drawn out and explained. Applying learning The teacher moves quickly to get students to apply what they have learned, in a group
The final written or practical outcome produced by students demonstrates a lack of progress. The students are unable to demonstrate any understanding of the assessment criteria and as
pair or individually. Their response builds on their understanding of organisation and cohesion gained from the earlier learning activities.
the process of their thinking. The final product reveals a highly sophisticated, individualistic take on the task and is evidence of significant progress.
the final product. The students are able to draw on the previous learning activities and as a result make good progress
too. Students can talk on a basic level about how previous learning activities have supported the completion of the final outcome however this limited understanding and lack of ownership over the final outcome suggests learning by rote.
a result the final outcome has no relation to the assessment criteria. Students are unable to discuss their individual learning journey or make links with the previous learning activities carried out. As a result progress is below the expected standard.
Assessment of Learning Celebrating successes and utilizing mistakes The students fully understand what an effective piece of work looks like and as a result are able to successfully apply and evaluate current work produced.
The teacher makes insightful decisions regarding when to recognise and utilise excellent achievements to support others. Students’ work is carefully used to inspire and motivate others to produce work of an exceptional standard. The teacher draws on examples and the verbal commentary benefits all. This results in genuine admiration enabling student to further improve their work. A range of students are celebrated and the celebration is specific so that the praise itself enables students to learn and improve their own work as a result of it. The teacher accurately monitors progress at all times and effectively intervenes where progress is not sustained, confidently returning to whole class teaching where necessary to sustain progress
The teacher is able to recognise and utilise students work to support others. The selected example is used to enable others to further improve their work. This is achieved through specific verbal commentary that highlights the successes of the piece. The teacher times the interjections appropriately and a range of students are celebrated enabling students to learn and improve their own work as a result of it. The teacher accurately monitors progress at all times and intervenes where progress is not sustained, interventions tend to be at small group level and there is some evidence of needless duplication of teaching at this level.
Teaching interventions are well timed and enable students to make at least satisfactory progress. The commentary is positive but not always specific enough. Students appreciate being highlighted however, they struggle to fully appreciate how the strengths in the piece link to the marking criteria. Learning appears to be monitored throughout the duration of the task and there is a clear sense that the teacher is aware of student progress though there is no evidence of the teacher’s ability to respond to this with any immediacy.
Consolidating Learning
The carefully considered plenary enables students to effectively consolidate what they have learnt in the lesson and allows the teacher an insight into their impact on students’ understanding of the skill. The teacher coaches discussions to identify misconceptions and gaps in knowledge so that support strategies can be implemented in follow up lessons. The plenary provides an insight into the metacognitive processes involved, extending and broadening students’ knowledge of the concept or skill being taught. Students leave the lesson feeling they have made significant progress and can confidently explain the processes behind this progress. Students can not only articulate what they have learnt but also how they mastered the skill-‐ identifying sticking points and how they worked through these.
The teacher presents a planned activity that encourages students to reflect on their learning journey. The task predominantly offers opportunity for students to consolidate their learning. The teacher is able to identify areas of need coming out of the plenary task and there is some evidence that is addressed in follow up lessons. Students leave the lesson feeling they have made good process and can explain what they have learned, how they mastered the skill and why they are concentrating in this particular set of skills.
There is evidence of a plenary however mishandling of time means this is a rushed process with limited outcomes. Students can begin to articulate what they have learnt in broad terms discussing what they ‘did’ but are unable to appreciate the metacognitive processes undertaken. The teacher can make some crude assumptions from the students’ responses however this is a generalised knowledge. There is limited evidence that this is addressed in follow up lessons.
The teacher intervention is not effective in enabling students to make progress. The majority of students do not feel valued and support enables only a minority to feel they are achieving. The teacher does not offer specific enough feedback when highlighting students work and students feel irritation that their work has been interrupted. The teacher fails to monitor student progress accurately and application tasks are allowed to persist for long periods of time with no effective teacher intervention. As a result students make little or no progress. The teacher’s mismanagement of time results in the lesson concluding abruptly. There is no evidence of a planned plenary and as a result no opportunity for the students to consolidate their learning. In addition the teacher is unable to identify misconceptions or gaps in knowledge. This lack of evaluation results in a limited knowledge of what is required in following lessons.
The lesson closes with a plenary session in which the teacher draws out key points. Students are encouraged to explain what they have learned and how it can be used in the future, perhaps in other lessons