ABSTRACT
The lesson planner has been used to: • Identify aims and outcomes • Acknowledge prior skills and
knowledge • Provide evidence of careful
planning • Reference skills development
where appropriate • Indicate awareness of
additional support where appropriate
The lesson planner has been used to: • Signpost specifi c aims and
outcomes • Specify outcomes for skills
development where appropriate
• Plan appropriately for differentiation
• Integrate an appropriate variety of assessment activities/strategies throughout the session
(Continued)
LLUK/LSIS Standards Level 1 – (Essential for Semester 1)
Level 2 – (Desirable for Semester 1, Essential for Semester 2)
Learning and Teaching Activity AP6.2 BP1.1 BP1.2 BP1.3 BP2.1 BP2.2 BP2.3 BP2.4 BP2.5 BP3.1 BP3.2 BP3.3 BP5.2 CP2.1 CP3.1 CP3.2 CP3.3 CP3.5 EP1.1 EP1.2 EP1.3 EP4.1
• Students actively engaged in learning process
• Evidence of differentiated activities/methods – i.e. not one mode of delivery
• Reference made to learning outcomes
• Appropriate feedback given (verbal and non-verbal)
• Positioning • Communication appropriate
to context/student group and subject
• Recognition of skills development in assessment activities
• Clarity of instructions • Opportunities for assessing
learning • Lesson planner followed
wisely i.e. fl exibility allowed for in responding to learners’ spontaneous needs and context
• Clear demonstrations and examples given to tasks
• Teacher promotes English/ Maths/ICT skills where appropriate
• Learning outcomes are referenced and reviewed
• Methods used identify and meet the needs of individual learners throughout the session
• Effective management of transition points in the session
• Active and independent learning is promoted
• Skills developed in an integrated process
• Effective management of physical environment/space
• Focussed learning environment for students throughout the session
Equal Opportunities and Safeguarding
• Students dealt with respectfully
• Equality of opportunity for students
• Language use appropriate to level/age/background of students
• Attempts are made to include all learners
• Reference made to appropriate frameworks, such as ECM/ELM agenda
• Communication strategies meet the needs of individual students
• Inappropriate comments or behaviour challenged via institution’s Equal Opportunities Policy
• Inclusion of all learners in all activities
• Considered reference made to appropriate frameworks, such as ECM/ELM agenda
LLUK/LSIS Standards Level 1 – (Essential for Semester 1)
Level 2 – (Desirable for Semester 1, Essential for Semester 2)
Resources BP3.1 BP5.1 BP5.2 CP3.5 DP1.2
• Resources are appropriate to the needs of all students
• Variety of resources and activities and refl ect diversity of students
• Resources recognize topic sensitivity where appropriate
• Production quality high and language use is accurate
• Resources are current
• Diversity of teaching and learning resources
• Production of own resources and/or adaptation of existing resources
• Resources enhance teaching and learning
Assessment EP1.1 EP1.2 EP1.3 EP2.1 EP2.2 EP2.3 EP3.1 EP3.2 EP4.1
• Assessment activities are linked to learning outcomes
• Appropriate variety of assessment methods used to check and support learning
• A contextualized introduction to assessment activities is provided for learners
• Assessments used are valid, reliable and fi t for purpose
• Use made of questioning strategies
• Appropriate and suffi cient feedback provided to learners
• Self-assessment and peer assessment used in appropriate situations
• Students take appropriate responsibility for assessment of their learning
• Effective use made of a range of questioning strategies
• Assessments challenge all learners
• Positive responses are made to learner contributions
Personal Qualities and Professionalism AS1 AS2 AS3 AS4 AS5 AS6 AS7 BS1 BS2 BS3 BS4 BS5 CS1 CS2 CS3 CS4 DS1 DS2 DS3 ES1 ES2 ES3 ES4 ES5 AP1.1 AP6.2 BP1.1 BP1.2 BP1.3 BP2.5
• Positive relationship/rapport established with students • Confi dent classroom manner • Enthusiasm and interest for subject and students • Knowledge of subject accurate and up to date • High expectations of all students; committed to raising
educational achievement • Demonstrates empathy and respect for learners and where
appropriate for colleagues • Punctuality and lateness addressed appropriately • The session proceeds with purpose and pace • Inappropriate behaviour/s are challenged promptly and
appropriately • Appropriate voice projection • Acts with integrity and consistency • Safeguarding matters and Health and Safety issues are
appropriately considered Teacher Self-evaluation BP2.6 BP3.4 BP5.2
This section must be completed by the teacher after the observation and should include references to issues raised in feedback with the observer(s)
