1. Share a lesson Teacher Students
Talk us through the procedural parts of the lesson.
Try to give an insight into your reasons for planning your lesson the way you did,
Enact any significant activities / questioning / Afl in real time with us as students
Pause the discussion / lesson at any time you want to discuss a key point,
Look in particular at the area of teaching that you are responsible for

2. Success criteria for an ‘Outstanding’ Lesson
I have split these criteria up into 6 categories,
Each week, we will rotate which person is responsible for which category,
Your job is to focus on this aspect of the lesson, asking questions and giving guidance if necessary.
Planning and progress
Metacognition
Assessment for Learning
Questioning
Behaviour and Engagement
Literacy / Basic skills

3. 1. Planning and progress Learning objectives phrased as K/S/U
Learning objectives are clear / manageable
All tasks / outcomes clearly designed to aid progression towards objectives
Three main tasks progressing towards objective
Learning outcomes are stepped or graded in terms of progression towards objective
Students are engaged in active 'tasks' (rather than listening / answering questions) for the majority of the lesson
Students are given a success criteria, which is shared with them effectively to ensure understanding
Modelling is used to demonstrate how to successfully complete a task

4. 2. Metacognition Learning objective shared to encourage cognition
Learning objective is revisited regularly throughout lesson
Progress towards objective is regularly narrated,
Students are encouraged to track / discuss their own progress
Evidence of students responding to targets, either in books or within the lesson
Peer and self-assessment is used to allow students to judge their work against a success criteria

5. 3. Assessment for Learning
Progress towards objective is ‘benchmarked’ at start of lesson
Whole class AfL used to check learning
Hingepoint question used to check learning
Planning is adapted based on in-class assessment data
Final outcome designed specifically to demonstrate achievement of the objective
Plenary used at end of lesson gives conclusive data on progress
An exit ticket is used that tests for achievement of the learning objective

6. 4. Questioning
Wait Time / No Opt Out used to ensure all students participate in questioning
Encourages student ownership of questioning (A,B,C)
Teacher holds out for complete answers to questions / holds high standards for answers
Teacher uses follow up questions to challenge

7. 5. Behaviour and engagement
Lesson uses ‘hook’ to engage students in learning
Strategies are used to increase engagement in the lesson, for example competition
Positive framing of behavioural instruction and task instruction,
Tasks are sufficiently challenging / scaffolded to suit all learners,
Lesson uses variety of task types (pairs, groups, alone etc.,)

8. 6. Literacy / Basic skills
Literacy ‘Do Now’ used at the start of lesson
Techniques used to ensure students are accountable during whole class reading,
Techniques used to fix decoding / reading errors,
Success criteria used for any extended writing task,

9. 2 Two things that I will do in my next lesson1
One thing that I want to focus in next month
2 Two things that I will do in my next lesson
3 Three things I learned today

10. 1 2 3