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

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

3. Consistently good

4. Challenging the most able… Everyone making progress…differentiation

5. 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.

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

7. Mixed menu of revision with outcomes

8. R.A.G.
your notes
Action Plan

9. 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…

10. Be realistic with your preparation

11. Revision:
make it better….

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

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

14. 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.

15. Dip into the
TfL tool-box

16. 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

17. Consistently Good leading to Outstanding;
EXIT PASS