What implications does this have for ourselves and our pupils?

1.Every single pupil would be on task ALL of the time. 2.All of your teaching must be outstanding. 3.In a class of 30 pupils at least 28 pupils will make considerably better progress than might be expected. 4.Learning is more important than teaching. 5.AFL is key to assessing/demonstrating learning taking place and promoting/identifying learning that should follow next FALSE True Not a ‘perfect lesson’ but creativity/risk taking leading to high quality learning

What makes an outstanding lesson? What are we going to do? Develop your understanding of the Ofsted guidelines on ‘Outstanding lessons’ Analyse part of a lesson against some of those criteria. Run through an example of a lesson taught by myself Consider the implications for your own teaching.

Ofsted grading criteria sheet – run through - Best fit basis for judgements If in doubt – learning/progress and evidence for this is deciding factor. This means ‘pupils doing things’ and ‘pupils assessing themselves/peers’ – to form evidence 97% or above Class 30 28/29 pupils 80-96% or above Class pupils AFL

The 4 P’s for perfection. PLANNING PROBLEM SOLVING PERSONALISED LEARNING PROGRESS PLANNING AND AFL.

PLANNING PERSONALISED LEARNING PROGRESS PLANNING AND AFL. PROBLEM SOLVING pace challenge Learning journey differentiation Thinking skills Use of data Working together creativity communication Success criteria Individual progress mapping Learning styles Motivational topics and resources Planning model e.g. TEEP Pupil engagement

PLANNING PERSONALISED LEARNING PROGRESS PLANNING AND AFL. PROBLEM SOLVING pace challenge Learning journey differentiation Thinking skills Use of data Working together creativity communication Success criteria Individual progress mapping Learning styles Motivational topics and resources Planning model e.g. TEEP Pupil engagement

So where are we now in terms of grading? Think about the best lesson you have taught… Discuss for 3 mins in pairs/groups: What grade (1,2,3,4) did it get/do you think it would it have been? WHY did it get this grade? Would anyone like to share their ideas?

Planning for success………………

Watch this video clip and use your key aspects sheet to identify as many aspects as you can

BONO – thinking hats – sheet as an evaluation tool.

Video clip Dave H at Great Barr – 5mins to 7mins What key aspects does this focus on?

So lets look at a whole lesson… – Cell division observation lesson

TEEP model for planning…

What is the force (newtons) here? Mile’s fist accelerates at 100 m/s 2 The mass of his fist/arm/shoulder together is 20kg. What force does he hit with? Grrrrrrr!!!

Consider a lesson you have taught/are going to teach Using the Ofsted criteria and lesson observation sheets and ideas we have looked at. How can you ‘plan’ to be outstanding? Bullet point/spider diagram ideas you have covering: -Differentiation – (SEN, personalised learning) -Learning activities (variety, challenge, engaging) -Lesson structure (prepare, present, construct, apply, review) -Assessment for learning

What makes an outstanding lesson? What are we going to do? Develop your understanding of the Ofsted guidelines on ‘Outstanding lessons’ Analyse part of a lesson/s against those criteria. Run through an example of a lesson taught by myself Consider the implications for your own teaching.

Plan for success but still take risks………………. Thanks for coming ………..see you in two weeks!