Lesson Observation Form

Teacher: Salma Subject: AUTUMN / SPRING / SUMMER

Date: 5th October

Observer: EMC Period: Year Group: 9 No. of SEN: No. of G&T:

No. of Additional Staff and how used:

Observation Focus: Challenge in lesson and enjoyment of Islamic studies.

Starter activity allowed them to develop their thinking skills. Working out timeline for prophets.
Pace was challenged as timings given. 5, 4,3
Guessing which prophet links to which pictures.
Powerpoint was professional presented with titles such as think, pair, share.
Pupils had to step back in time to the time of Noah.
Pupils worked in groups and each person was assigned a task. Teacher modelled what was
expected of pupils to start with.
Key word sheet was given and key names.
The amount of work completed was assessed and gauged and more time was given for the work to
be completed.
The gallery outside to look at what the pupils did in their group was a good idea, as it allowed pupils
to learn from each other.
Excellent relationship between teacher and pupils and did wanted to work well for teacher.

Areas for Development:

Would be better if video of Noah played or reading completed before the group task started. This
would allow them to access the group task quicker.

Overall Grade: 2 +

+ can be given where two

or more higher grades
 have been awarded

Lesson Observation Matrix

Outstanding (1) Good (2) Requires Improvement (3) Inadequate (4)

Rapid and sustained Most pupils, including Progress is broadly in line with Some, or all pupils are making
for almost all. groups, and pupils with national from similar starting inadequate progress.
Progress
D&SEN achieve well over points.
time.
Pupils learn Pupils learn well. Pupils learning is satisfactory. Learning limited; pupils
Learning
Pupils

exceptionally well. underachieve.

(Very) high levels of Most pupils are motivated Most pupils want to work hard Pupils, or specific groups (inc
engagement, interest, to participate. and to improve. They work D&SEN), are not excited,
resilience, confidence, They are resilient, cooperatively. enthused or engaged by the
Attitudes
independence, confident, independent, teaching.
courtesy, collaboration considerate, respectful
and cooperation. and courteous.

Lesson proceeds Disruption to lesson is Major disruption is uncommon; Persistent low-level disruption
Disruption to without interruption. unusual. there may be occasional low- occurs more than occasionally.
learning level disruption, but it is not It hinders learning. The lesson
endemic. is disorderly.
Pupils make every Pupils respond very well to Pupils respond promptly to the Some or all pupils are not
Attitudes and Behaviour

effort to ensure that the teachers behaviour teachers directions. Nearly all engaged by the teaching.
Pupils others learn and systems. They consistently students are engaged in
response thrive. There is an meet the teachers learning.
atmosphere of respect expectations.
and dignity.
Behaviour Behaviour management Clear procedures for managing Procedures for managing
Behaviour management is strategies are applied behaviour; usually applied, but behaviour are not clear or are
management systematic and consistently. not always consistently. not used consistently.
consistently applied.
Pupils understand Pupils understand unsafe Ps know the main risks they face Pupils do not understand risk
unsafe situations and situations and how to stay and understand how these may and may endanger themselves
Safety are highly aware how safe. threaten their own/others safety. or others.
to keep themselves
and others safe.

Excellent. Well-developed. Secure. Limited.

Subject K&U
Astute. Effective. Adequate. Planning fails to take a/c of
Planning
needs.
Time is used very well. Time is used well. Little time is wasted. Time is wasted by some or all
Use of time
pupils.
Tasks are challenging; Tasks are challenging; Individual needs are usually Challenge is inappropriate for
Challenge and match pupils needs match most pupils needs. met. some or all pupils.
match to needs accurately.
Teaching

Well-judged and often Effective. Mostly appropriate, but do not Not sufficiently well matched to
Activities
imaginative. meet all needs. pupils needs.
Consistently high.. High. Sufficient for satisfactory Not high enough.
Expectations
of all pupils. progress.
Sharply focused and Appropriate. Good impact Additional support is deployed Additional support has little/no
timely. Match on learning. carefully. impact on learning; gaps are
Interventions individual needs not narrowing.
accurately. Notable
impact.
Exceptional. Every Very effective. A range of Some support for skills, but Pupils cannot use RWCM skills
RWCM & other
opportunity taken to skills, including RWCM, is provided inconsistently. as well as they should.
skills, inc.
develop crucial skills, taught.
SMSC
including RWCM.

Systematic and Accurate. Careful, but may lack rigour. Assessment takes too little
Of prior
accurate. Some repetition of work/lack of account of pupils prior learning
learning.
challenge. or understanding.
Understanding is Progress is assessed Work is monitored in the lesson. Assessment is not used
checked regularly and accurately. T. General misconceptions are effectively to help pupils
systematically and listens astutely to pupils, picked up. Plans are adapted, improve.
During the
effectively, anticipating observes carefully and but this is not always timely or
lesson
interventions. questions skilfully to relevant.
Assessment

reshape tasks to
improve learning.
Appropriate and Appropriate and regular Appropriate homework is set. Homework is not set regularly
regular homework homework contributes well This contributes reasonably well or it does not contribute to
Homework
contributes very well to learning. to learning, including for learning.
to pupils learning. D&SEN.
Marking and feedback Assessments are Ps are informed about their Pupils are rarely, if at all,
are frequent and of a discussed with pupils so progress and how to improve. informed about progress. Many
Feedback and consistently high that they know how well This is usually timely and do not know how to improve.
marking quality. they have done and how encouraging. Marking is minimal.
Ps know how to to improve. Marking is
improve their work. regular.