Good and Outstanding teaching Challenging all students Progress with higher ability students KCC: David Wibberley Tom Graham

How do these 3 images relate to the concept of ‘outstanding’ teaching and learning ? Rally Robin (in pairs) as many ideas as possible.

Consistently good

Challenging the most able… Everyone making progress…differentiation

Consistently Good leading to Outstanding For a lesson you have taught in the past fortnight, record your actions and student actions in the relevant boxes on page 1. Challenge task: Read pages 2,3 and 4 Identify any strategies already used in your lessons and tick. Add an asterisk / highlight any strategies which you will try out / revive with a specific class.

Consistently Good leading to Outstanding Signposting Learning opportunities AfL: informing subsequent actions

Mixed menu of revision with outcomes

R.A.G. your notes Action Plan

Be synoptic: make links as you revise… The more you process the facts, the more links you make, the better your ability to recall and apply your knowledge…

Be realistic with your preparation

Revision: make it better….

B.U.G. Exams Box / bubble command words Underline key points in the Question B.U.G. Glance back at the Question

You have approximately 28 minutes to answer this 16 mark question. 2 minutes to B.U.G. Time well spent!

Tick off words in the question as you use them in your answer. Tick off words in your B.U.G. plan as you use them in your answer.

Dip into the TfL tool-box

What makes an Outstanding lesson? Back story? Challenge? a) Learning Objective ? b) Success Criteria c) Task d) AfL e) Differentiation f) Literacy & / numeracy g) Demonstrating Progress

Consistently Good leading to Outstanding; EXIT PASS