Top Tips for an OUTSTANDING Lesson Outstanding can

‘Outstanding’ “can you give me a tick list of things to do in a

Common Sense Engaging Appropriate Relevant Pupil Focused Adaptable (You/The Lesson/The Pupils)

3 Part Lesson 5 minute starter task, mid lesson plenary, 53 rd minute plenary

Engaging Lessons This does not mean FUN, lessons should capture imaginations and develop/nurture curiosity.

Learning creates Change In any 25 minute period a gain in learning should be

Progression To be OUTSTANDING, learning should engage the majority of learners and the majority

Differentiation should be appropriate and reactive. Teacher thinks on feet to provide appropriate differentiation.

Whole Class Q&A/Teacher Lead Discussion Teacher question and answer sessions which involve the whole

Pupil Discussions UNDERSTANDING is developed through discussion. ALL learners involved in small groups. AFL

Traffic Light & Thumbs Feeling is that uncertain pupils simply mirror the responses of

AFL- Assessment for Learning This should permeate through learning activities and IMPACT upon outcomes.

Literacy Agenda There is an increased focus on literacy, however opportunities should be maximised

Word searches/Code Breakers Such activities are considered to have little value in helping learners

SMSC- Spiritual Moral Social Cultural The feel of the school, in classrooms and on

Other Adults in the room should be used effectively and actively. Ownership of small

Time Impact of teaching evident after 25 min. Appreciate that not all learners will

Key Elements of an OUTSTANDING Lesson Gains in UNDERSTANDING. AFL Permeates through learning. Teaching

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Top Tips for an OUTSTANDING Lesson

‘Outstanding’ “can you give me a tick list of things to do in a lesson to be outstanding”

Top Tips for an OUTSTANDING Lesson

HOOK Picture Question Song Film Clip

Common Sense Engaging Appropriate Relevant Pupil Focused Adaptable (You/The Lesson/The Pupils)

3 Part Lesson 5 minute starter task, mid lesson plenary, 53 rd minute plenary are not elements of a good lesson. Learning and the lesson should be engaging and allow learning, lessons need not be regimented and learners may finish at different times/progress at different rates.

Engaging Lessons This does not mean FUN, lessons should capture imaginations and develop/nurture curiosity. HOOK- at the start of the lesson to engage and interest pupils. This is then built upon.

Learning creates Change In any 25 minute period a gain in learning should be evident. UNDERSTANDING valued over knowledge. A learning journey should have depth. It is not just about moving from a to b, it is about the quality of the learning/experiences.

Progression To be OUTSTANDING, learning should engage the majority of learners and the majority of learners should make progress. Majority = 29/30 out of a class of 30.

Differentiation should be appropriate and reactive. Teacher thinks on feet to provide appropriate differentiation. Plan to be able to react.

Whole Class Q&A/Teacher Lead Discussion Teacher question and answer sessions which involve the whole class are not seen as beneficial. Simply a succession of 1 pupil being involved at a time.

Pupil Discussions UNDERSTANDING is developed through discussion. ALL learners involved in small groups. AFL via feedback to individual groups, not whole class. Problem Solving Decision Making Exercises Think & Discuss

Traffic Light & Thumbs Feeling is that uncertain pupils simply mirror the responses of more certain pupils. AFL- should show IMPACT, such measures are often used to assess impact and then move on regardless.

AFL- Assessment for Learning This should permeate through learning activities and IMPACT upon outcomes. Small scale as opposed to whole class. Celebrate success/Rectify misconceptions.

Literacy Agenda There is an increased focus on literacy, however opportunities should be maximised and not contrived. It is not just literacy, but numeracy and ICT also.

Word searches/Code Breakers Such activities are considered to have little value in helping learners to develop knowledge or UNDERSTANDING. Activities should stimulate learners and move them forward.

SMSC- Spiritual Moral Social Cultural The feel of the school, in classrooms and on the corridors is a key area of the judgement. Ethos Pupil Voice Parent Voice Behaviour

Other Adults in the room should be used effectively and actively. Ownership of small groups, either in the classroom or away from the classroom.

Time Impact of teaching evident after 25 min. Appreciate that not all learners will finish at the same time, react (plan? ) to this. Lesson Plan should be flexible.

Key Elements of an OUTSTANDING Lesson Gains in UNDERSTANDING. AFL Permeates through learning. Teaching has an IMPACT on learning. ENGAGEMENT. SMSC, positive ETHOS. APPROPRIATE.