January Inset programme Planning for Good to Outstanding Coffee in Arts Building Auditorium

1. January Inset programme • Planning for Good to Outstanding • Coffee in Arts Building Auditorium • Session 1: • 9:10am–10:00am in Arts Building Auditorium for all teaching staff • Aims and expected outcomes of the day (RHM) • Graham Cockill and Richard Durant speaking about achieving good and outstanding in inspection. • Session 2: • 10-10:30am in Arts Building Auditorium for all teaching staff • Presenting the Lesson Toolkit for Good to Outstanding • 10:30- 10:50 curriculum areas with all teaching staff • Returning to curriculum bases, with Leadership link available for further discussion/clarification of aims of the day, where necessary. • Coffee in curriculum areas • Sessions 3 and 4: • 11:10- 12:50 curriculum areas with all teaching staff • Curriculum teams to work on creating the lesson template. • The template should be discussed and agreed on by the team. • The agreed content of template should explain approaches which best reflect how a subject enables students to learn. (See headings on lesson plan and model provided in Toolkit). • Template pro forma will be available on the day in Staff network resources in a folder titled Ofsted Lesson Planning. • Lunch 12:50 – 1:40 Lunch in canteen • Sessions 5 and 6: • 1:40-3:15 pm in curriculum areas with all teaching staff • Crafting out templates for individual classes (if the main template has been created by the curriculum team). This is an opportunity for teachers to begin the task of filling in SEN/ G&T and wider learning issues information on their individual classes. • Submission of subject template by 3:30 pm at the end of the day – email to RHM. • Submission of individual class templates by the end of January for ALL teachers (Friday 29th January). Email to RHM.

2. Good to Outstanding from Planning to Plenary

3. Contents TCC Learning Policy p.3 Background and aims of the guide p.4 The structure of the guide: an explanation p.5 Section 1: Planning (linked to resource planning) p.6 Worked up example of a lesson plan and resources p.7 Break down and explanation of the lesson plan and resources p.30 Planning pack requirements p.40 Section 2: Examples of best practice from across the curriculum p.41 Subject knowledge p.42 Planning p.44 Teaching p.50 Students p.56 Learning p.61 Assessment p.67 Section 3: Planning for problems or surprises p.77 Section 4: Video Library p.83 Explanation of Video Library p.84 Video by video guide of content p.86

4. Learning policy • Values • Teignmouth Community College believes that students are successful when they are given: • a coherent learning experience • confidence in their ability to achieve • a feeling of being safe, valued, trusted and respected • opportunities to learn through social interaction • a stimulating, supportive, healthy environment and life style • opportunities to evaluate their own progress and achievement • learning that they perceive to be relevant, worthwhile, enjoyable and fulfilling • opportunities for challenge, innovation and adventure. • Aims • Teignmouth Community College aims to: • develop approaches which are sufficiently flexible to embrace new thinking across the curriculum • ensure that students receive regular feedback about their learning so that they can understand how to improve and progress • create a learning environment in which expectations and objectives shape outcomes • create a learning environment which builds on pupils’ capabilities, their prior learning and understanding • develop students who are highly motivated and can sustain their concentration • motivate students via the development of high quality resources, including technology, to optimise learning • create opportunities which promote learning and progress with high attainment • create a learning environment which challenges students’ understanding of the world around them • create an environment which promotes mature and thoughtful behaviour as part of successful learning.

5. Background and aims of the guide Last year Jon Lunn tabled a lesson planning package in the CTL meeting. The package focused on the criteria set out by Ofsted. The same criteria forms the evaluation process for Performance Management at TCC. Discussion indicated the difficulty of identifying what makes a lesson move from good to outstanding. This guide offers the beginnings of a response. It is not exhaustive, but instead offers a starting point in identifying what can be judged as outstanding practice. The aim is to offer an outline of possible strategies which may help towards planning outstanding lessons. The guide has continued to work on the materials tabled at the CTL meeting, in summer and in October, to provide continuity. It is certainly not definitive. Staff are not expected to read the guide from cover to cover, but rather, to dip into sections that they may find of particular interest.

6. The structure of the guide: an explanation Section 1: Lesson example of planning and resources The structure of this section deals first with the detailed example of a lesson. This example was tabled at the CTL meeting and so provides continuity of example. The planning and the materials appear first in completion, then broken down and annotated. The annotations aim to provide an explanation of how the lesson responds to Performance Management grade descriptors and Ofsted criteria. This section focuses only on one lesson in order to fully outline the process, in depth, from beginning to end. Section 2: Examples of best practice across the curriculum This section offers cross-curricula guidance. The team has tried to ‘cherry pick’ examples from across the curriculum which target specific areas of the wider process of planning an outstanding lesson. While we are aware that different subjects have different issues to contend with, dipping into a range of subjects areas might offer some approaches that are transferable across the curriculum. The most recent Ofsted descriptors have been used to explain what Outstanding to Not Adequate may look like for each section. Section 3: Planning for problems and difficult situations This section outlines some areas of delivery which cannot always be controlled. We can, however, try to anticipate and plan responses which may help to maintain the learning and progression of the class. Section 4: Video Library The guide contains references to filmed examples of lessons. The problem with these films is that lessons will always bear something of an artificial and staged appearance which seem to have little in common with the day to day realities of our own classrooms. Again, however, elements of them might be identified and applied to our own planning and execution of a lesson. Ofsted guidance In addition to the outstanding criteria outlined in each section, the guide also contains further recommendations and tips from inspectors, or from Ofsted documentation, which target what an inspector would expect to see in an outstanding lesson. (Film has also been provided to run alongside these suggestions in Section 4.) Classroom observation There maybe certain sections of the guidance which target a particular area of interest for which staff require demonstration. For this purpose it is hoped that staff would feel encouraged to approach different staff or subject areas about observation. The Cognitive Team forms the first point of contact for this so that active demonstrations might be negotiated. These demonstrations would not have to include a entire lesson but rather episodes of best practice. In this way staff can again ‘cherry pick’ from what is available and most appropriate to their subject needs. 4

7. Section 1 Lesson example: planning (linked to resource planning) The following lesson has been chosen since its approach was Ofsted inspected in 2007. Small modifications have been made to target any changes in Ofsted criteria since this time. The lesson has been included, first in completion, and then broken down with annotation to explain how it might respond to outstanding criteria. Areas of the following lesson plan which are marked purple indicate where information could be modified as appropriate, to accurately reflect how learning needs are being met. These approaches (marked in purple) reflect strategies which would typically be found in any lesson for the subject shown. If it can not be observed in the lesson, it does not appear in the plan. The formatting for resources would usually be in landscape, but has been modified for the purposes of this document. Teaching staff should discuss what sort of approaches best reflect how they meet learning needs, as teachers, and as subject areas. 5

8. A fully worked up example of a lesson plan (used in Performance Managment cycle)

9. History Lesson Plan Year Class Period Ability / set No. of SN NC Information Lesson Title 10 6 Mixed 2 SoW: USA 1919-1941: America during the 1920s The department aims to give pupils multiple opportunities to access the range of levels throughout the course. Pupils, therefore, are routinely challenged with a range of activities which take clear steps across the range of grades to ensure progression and challenge. The tasks aim to support their understanding towards attempting constructing supported judgements at grades A*-C. Assessment, attainment and progression: Since students are required to remember and understand current and target attainment grades for approximately 10 subjects or more, (this involves 20-30 separate grades) students record them in the front of the student planner to refer to. Lesson Objectives: these will be shaped by the need to gauge the working ability of the class (since it is a new class with the promotion of the timetable). Timing will be a consideration in this exercise insofar as the general pace of work and understanding is being ascertained. This will control how far the students will get with the devised activities. For these reasons the lesson objectives will take a broader and flexible of view of what will be achievable in this lesson and how this feeds into the next two to three lessons. Learning activities have been planned accordingly to build in further challenge and progression time permitting. There are also absences due to the Drama production rehearsals Overarching aims over the sequence of lessons: To understand what America was like during the 1920s; To start to understand what a GCSE answer looks like; To start to understand how students will be marked and how to improve. During this lesson pupils will: understand one of the key themes of USA 1919-41, the key features of life in the Roaring Twenties. Students will work answer a key question about the Roaring Twenties to understand what key, points, evidence and argument are. Students will begin to use marking criteria to understand what is required of a high level GCSE extended response. Over the next 2 (or 3) lessons pupils will: Be introduced to new units of study; work towards gaining an understanding of some of the key themes in their new units of study; students will also be encouraged to begin to develop a working understanding of new assessment criteria for GCSE. The lessons aim to guide students through what a high level answer looks like, in terms of point, evidence, argument, introduction and conclusion. As outlined above, the class is being assessed as the course is in its most early stages. Activities have been designed for flexibility to provide increased progression and challenge where needed.

10. Learning Activities • Starter Connect: connecting with what you already know/ checking established knowledge. • Paired collaboration and sharing to learn: Question: What should a good History answer always contain? Discuss and demonstrate understanding by writing on the back of the pack in 1-3 words. Share ideas. Check understanding. What are the most common ideas? • (Assessment via demonstration/ sharing of established knowledge.) • Share Aims and key question with class: In what ways did Americans enjoy life in the 1920s? Timing 5-10 mins • Introducing the new unit/key themes • Individual work: Looking to learn. Students watch part of a movie to take down the main points which show what America was like during the 1920’s. Challenge: target 6-10 main points. • Paired/ group work: moving/collaboration/disusing to learn. Swap and exchange information with somebody who has a different colour. Fill in gaps. (Assessment via peer evaluation of gathered information.) • Paired work: collaborating, and listening to learn. (working up from G-E grades) Students to explain the ‘story’ of the main points to each other in order to reinforce understanding. Targeted areas of the room to feedback to demonstrate/ reinforce learning to class and clarify/ model story. Challenge: the second person should try to improve on the first person by adding more information/ or explanation.(Assessment via peer performance and evaluation.) • Paired work/ class discussion: Learning through discussion, applying the marking criteria and modelling. Students to identify what is required of each grade range in terms of Key Point, Evidence and Argument. Students can discuss and modify accordingly. Criteria is then modelled. (Assessment via peer/ self evaluation/ modelling) • Challenge 1: Working up from D-A* answer: Individual/paired work. Sorting, moving and discussing to learn. Students to apply understanding of marking criteria by sorting point, evidence and argument cards into themed categories.Students are encouraged to look at other students’ work to change their ideas, then shown the modelled answer to reassess their work and correct where necessary.(Assessment via modelling and self-evaluation.) • TIME PERMITTING – see notes above about gauging pace and ability above. Challenge 2:Targeting B-A* grades by using established understanding to identify essential parts of a top grade answer. Individual/paired work: Modelling, identifying, discussion and peer evaluation to learn. Students to read through a top graded answer (this is deliberately without introduction/ conclusion which will be built into following lessons to layer the quality of response.) They will be encouraged to discuss with another students to allow for self/peer-assessment to evaluate and correct if necessary. The modelled will then be used to assess their performance. (Assessment via modelling and self-evaluation.) Timings 35 mins see timing issues above

11. Plenary Activities: 5 mins Plenary: Individual work: Learning through sharing and feedback What are the most important points that we learnt today? Students to write down the three important parts of a GCSE answer. Write them on the back of a blank sheet and share them with the room to check the key points of learning in the room. Wider Learning issues and approaches • Support tasks/organisation/ SEN issues • Charlotte Adams: Specific Learning difficulty (literacy): clear structuring of lesson activities and resources which break down text to the key points, then build up deeper understanding through collaborative approaches which enable discussion and reinforcement of textual information. • Anna Hendrey: Hearing Impairment. Sits towards front of the class. Instructions are delivered verbally – facing towards Anna – and in written form in the student resources which students are directed towards for reinforcement. Collaborative/ student discussion activities also target Anna’s understanding of what is being asked of her.) • Wider learning issues in the class: Holly Richard: social emotional issues which make forging positive relationship difficult. Oak McMahon: entered the school as an identified ‘disaffected’ student. Oak requires very clear structure and clear steps which stretch and challenge him towards the higher levels. STEPS TAKEN TOWARDS INCLUSION AND CHALLENGE • Require clearly structured exercises to enable them to access conceptual content of lessons, produce thematically structured arguments, interact with other pupils to focusing on exercises which require them to present/ exchange their own ideas and listen to and examine the ideas of other pupils (paired, group work and class presentation work). • Social interaction is at the core of how the range of students deepen and consolidate their understanding while avoiding becoming bogged down in complex text. • Interaction to encourage multiple opportunities for students to reinforce understanding and demonstrate learning and progression. • The coloured paper serves to create positive groupings by encouraging students to work outside their chosen friendship groups for targeted tasks, encouraging the range of abilities to collaborate with, and support, and develop each others’ understanding. The seating plan is still being worked on since this is only the third lesson. Some of the boys, however, have been targeted so that they can best learn (Lee, Oak, and Ryan) • A general policy in the department is to use coloured paper in all lessons to target students with dyslexia who may need overlays but who often ‘forget’ them, not wanting appear different. In this way everybody has a colour rather than black and white version, with one student targeted with colour. • Behaviour management: Collaborative structures/ varied learning activities aim to maximise students engagement, responsibility and initiative. The dept’s behaviour policy follows that of the school and is firmly rooted in the dept’s learning strategies.

12. Wider Learning issues and approaches Homework Home work: This will be set next double lesson as part of a Summer home learning task. Learning home works are set each week to encourage effective revision routines. Students are required to use the five steps to revision (outlined in the school diary) to actively learn for a weekly assessment. Revise the model answer for the first Thursday double lesson in September. This will be for a timed test extended answer. • Home Learning Strategy: In order to encourage a positive learning routine at home, the department provides a ‘Home Learning Folder’. • Students take their class work home to support revision and research tasks which are vital to success at KS4 • A portfolio of their extended written tasks is kept in school to reflect the outcomes of the tasks undertaken in class and at home. • Exemplar packages of work are provided in the portfolio to demonstrate the learning structures and approaches applied in History. Resources Inclusion: Due to the wide range of ability in the class materials need to be carefully prepared. Their implementation (paired/group work) aims to involve all pupils in examining the key ideas. Decision making/ discussion aims to enable pupils to present and exchange their understanding. Resources aim to provide a structure from which all pupils can craft a presentation of their understanding and access the higher levels via routine learning opportunities Literacy Key words provided in the word banks on student resources (in this case in the sort cards for ease of identification). The text is deliberately broken up into manageable boxes of information so that students are encouraged to think thematically and sequentially where appropriate to the learning task. This can than be more easily summarised, then built up again for the extended judgements. The range of abilities can identify the key points to build confidence, and then expand on these points using the more detailed information as appropriate. Students are also encouraged to make independent use of the dictionaries and word daisies (connective sentence starters) which are available in the room. The department aims to target specialist vocabulary in combination with nurturing a culture of initiative and independent learning Extension tasks/organisation/ Gifted and talented Hollie Richards and Alice Clarke have scored level 7 at key Stage 3. Swap and exchange tasks to encourage evaluation of quality of answers – amendment/ improvement. Routine opportunities, via discussion and feedback to make, and identify, extended judgements (see challenge) and evidence with clear reasons/argument. (Grades A*-C work). The aim is to challenge, and support, the range of students to access and attempt the higher level tasks via a structured framework of tasks throughout the lesson. Citizenship Communication. collaborative and presentation skills. Group structures to encourage students to value the contributions of others.

13. Lesson Resources Lesson resources appear in completion in order to fully explain the lesson plan. The resources would usually appear landscape.

14. What are we aiming to do today? Aims: To understand what America was like during the 1920s. To start to understand what a GCSE answer looks like. To start to understand how you will be marked and how to improve.

15. Detailing your key points with evidence and argument… If you do this… + …and you also do this… + …and finally you do this. Assessment: Modelling and self peer-assessment Talking and applying knowledge from the mark scheme to learn

16. Challenge 1! The main points, the evidence, and argument: sort it! Team Workers Working and discussing in pairs to learn

17. Sharing information to assess what we have learnt Plenary What are the three important parts of a GCSE answer? Write them on the back of a blank sheet be ready to share with the class. Remember the homework!

18. Breakdown and explanation of the lesson plan and resources This section deals with the lesson plan and resources shown earlier. Explanation is provided which targets how the lesson meets outstanding criteria.

19. Planning What might Outstanding to Not Adequate look like?

20. Ofsted and the features of outstanding planning Below are extracts and explanations from Ofsted inspectors which outline what might they might expect to see in an outstanding lesson. • Is the lesson learner focused or teacher focused? Start with the learning objectives. You need to make sure these are not a ‘to do’ list, or a set of woolly aims. They must be firmly rooted in a set of challenging expectations that will lead to measurable gains in learning. Share these with pupils and make sure they understand what is expected of them. Sometimes the learning objectives lack any challenge and a bright pupil could achieve them in 5 minutes. • Make sure that the objectives are clear and challenging and that you constantly strive to ensure that all pupils meet these objectives. Refer back to them, briefly but appropriately, at regular points in the lesson. • Do not make the plenary just a repeat of the introduction. • A range of activities and teaching styles will help to support good learning for all pupils.Never be one-dimensional. Vary your style and delivery and think about the full range of learners and their preferred learning styles – we all like a bit of variety – pupils demand it. Plan activities that ensure the visual, auditory and kinaesthetic learning styles are addressed. • Remember – it is important to ensure that your learners are not just passive recipients. They should be involved at every stage. They should be doers, contributors, evaluators and teachers.A variety of approaches to cater for a range of learning styles, constant checking that everyone is ‘on board'. This will ensure a brisk pace, clear challenge and opportunities to extend or reinforce the learning for those that need it. Planning must also build in opportunities to support self and peer assessment.A wide variety of resources to include appropriate use of the internet/videos/PowerPoint etc. • Immaculate planning and preparation, particularly in terms of providing activities that get progressively more demanding are essential. • Think very carefully about what you expect all pupils to achieve as a minimum and then what the SEN pupils need, the least able, the middle achievers, the higher achievers and finally the gifted and talented. Remember, for a lesson to be outstanding, all pupils must make at least good gains in their knowledge, understanding or skills. 14

21. Sections from the lesson plan: context and objectives Does the lesson have clear objectives visible in the lesson? Is structure and progression evident in the planning of topics? The lesson objectives explain the aims of the lesson within the wider context of a series of lessons/ scheme of work. This can help to make progression clearer. There can often be a fear that the teacher must complete every part of the planned lesson at the expense of quality. This helps to avoid this by clearly placing the lesson in the wider scheme of work. The order of activities might then be modified without the risk of rushing and sacrificing student learning. Clear aims are stated in the lesson plan and in the lesson materials. These would then be explained to the class following a starter activity to connect them actively with prior learning The department aims to give pupils multiple opportunities to access the range of levels throughout the course. Pupils, therefore, are routinely challenged with a range of activities which take clear steps across the range of grades to ensure progression and challenge. The tasks aim to support their understanding towards attempting constructing supported judgements at grades A*-C. Assessment, attainment and progression: Since students are required to remember to understand (prior) current and target attainment grades for approximately 10 subjects or more, (this involves 20-30 separate grades) students record them in the front of the student planner to refer to. Lesson Objectives: these will be shaped by the need to gauge the working ability of the class (since it is a new class with the promotion of the timetable). Timing will be a consideration in this exercise insofar as the general pace of work and understanding is being ascertained. This will control how far the students will get with the devised activities. For these reasons the lesson objectives will take a broader and flexible of view of what will be achievable in this lesson and how this feeds into the next two to three lessons. Learning activities have been planned accordingly to build in further challenge and progression time permitting. There are also absences due to the Drama production rehearsals Overarching aims over the sequence of lessons: To understand what America was like during the 1920s; To start to understand what a GCSE answer looks like; To start to understand how students will be marked and how to improve. During this lesson pupils will:understand one of the key themes of USA 1919-41, the key features of life in the Roaring Twenties. Students will work answer a key question about the Roaring Twenties to understand what key, points, evidence and argument are. Students will begin to use marking criteria to understand what is required of a high level GCSE extended response. Over the next 2 (or 3) lessons pupils will: Be introduced to new units of study; work towards gaining an understanding of some of the key themes in their new units of study; students will also be encouraged to begin to develop a working understanding of new assessment criteria for GCSE. The lessons aim to guide students through what a high level answer looks like, in terms of point, evidence, argument, introduction and conclusion. As outlined above, the class is being assessed as the course is in its most early stages. Activities have been designed for flexibility to provide increased progression and challenge where needed.

22. Does the lesson have clear objectives visible in the lesson? Is structure and progression evident in the planning of topics? Students are introduced to the aims at the start of the lesson. They are also asked to explain them to each other, evaluate and indicate whether the other has understood. Learning objectives are repeatedly returned to during the course of lesson since key questions and progression are shaped by these aims. Structure and progression are made clear in the planning of resources by the level of challenge at each stage, which is clearly linked to the aims.

23. Planning pack requirements • Each lesson will require a planning pack. This pack should contain the following: • Lesson plan: Subject areas are expected to use the lesson plan provided which can be modified to the requirements of their subject. Curriculum teams should make it clear how they, as a department, target the following: • Learning objectives: Are learning objectives revisited throughout the lesson and in the plenary (interim plenaries might be included)? Where will students demonstrate their understanding of the learning objectives and outcomes? Is this explicit in the lesson plan? • Planning for the range of needs (identifying SEN and G and T students): where are the learning needs of SEN/ G and T students identified? Does the lesson plan explain the strategies planned for the inclusion and challenge of these students? Does the lesson plan explain how literacy is tackled in your subject via learning activities and learning resources? Is this explicit in the lesson plan? • Adult support in the lesson: how are other adults in the room being used to support students? What strategies are being used by other adults? Do other adults know what the learning needs are in the room? Are other adults aware of what how to meet the needs of students? Is this explicit in the lesson plan? • Assessment opportunities: where are opportunities built into the lesson to target APP/ AFL strategies? Is this explicit in the lesson plan? • Reflection time on learning: have sufficient activities and time been planned into the lesson to enable students to reflect on their progress. Are they being asked to reflect on their progress as learners within the subject, AND in terms of their understanding of how they best learn? Is this explicit in the lesson plan? • Homework: how does homework link into the overarching learning objectives of the lesson and scheme of work? Is this explicit in the lesson plan? • Challenge: where are all students being challenged (appropriate to their ability)? Where is the progression of all learners planned as taking place in the lesson? Is this explicit in the lesson plan? • Seating Plan: some explanation, indication or information about how the students are seated to optimise learning opportunities. Is this explicit in the lesson planning pack? • Assessment Data sheet for the Group: this should include the target data/ assessment data for the Key Stage. • Student/ lesson resources – provide a copy • Student statement documentation – provide a copy and make it clear that needs have been planned for, in the lesson plan, using the statement information. • Class/ Student Photograph sheet - provide a copy where possible Student engagement and demonstration of learning, not teacher exposition, are key.

24. Section 2: Examples of best practice across the curriculum This section offers cross-curricula guidance. The team has tried to cherry pick examples from across the curriculum which target specific areas of the wider process of planning an outstanding lesson. While different subjects present different issues with dipping into a range of subjects areas might offer some approaches that are transferable across the curriculum.

25. Teaching What might Outstanding to Not Adequate look like?

26. Ofsted and the features of outstanding teaching Below are extracts and explanations from Ofsted inspectors which outline what might they might expect to see in an outstanding lesson. • Challenging and imaginative tasks which will engage students and support the learning process. • Students are encouraged to work things out for themselves (questions that are also sensitively targeted according to ability). • Students have easy access to, and make use of, additional resources which they use independently to support or enhance their learning. • During the lesson the teacher may be relaxed enough to go off at a slight tangent and then come back to steer. But underneath the calm or perhaps relaxed atmosphere of the lesson, the teacher is very clear what their/his/her pupil’s abilities are, who works well with whom – which groups work well together and which pairings work well. • Pace is an interesting concept. I liken it to oxygen, as the song so eloquently puts it – too much and it gets you high, not enough and you’re going to die. Don’t sacrifice thorough embedded learning just because you have planned too much for the lesson. • Give pupils time to answer – make sure they are given time to think and to reinforce their learning. On the other hand, never let activities go on for too long. Be watchful! Spot signs in pupils’ body language that they are slowing down, getting bored etc – re-inject pace into the lesson where necessary. • I would suggest that practical activities should not go on for more than twenty minutes unchecked – remember that learning or rather the speed of learning should not be sacrificed. The pace of the lesson should be just right. • No time should be wasted and pupils should move quickly from one learning activity to another. However there should never be a sense of rushing and everybody must be given enough time to think.

27. Science Example • The following lesson demonstrated that teaching styles were used which were appropriate for the audience,as audio, visual and kinaesthetic learning activities were used. Furthermore, the lesson demonstrated that progressive demands are made of studentsin terms of building on different learning styles, and developing knowledge. • The aim of the lesson was to learn about specialised cells. • The learning activities were designed to use different learning styles and to provide the students with the opportunity to: • Build their confidence by learning using their preferred learning style. • Strengthen their ability to learn using their less preferred style. • Allow them to work with students who have different strengths to their own. • The students learnt about specialised cells using 4 different activities: • Playing a pairs game, matching up pictures of cells with the correct name. • Building plasticene models of specialised cells. • Writing descriptions of the cells and identifying key descriptive words. • Listening to a description and drawing the cell without seeing a picture of it.

28. MFL Example This series of lessons incorporates appropriately high expectations, challenge and inspiration for students of all abilities in the group. In the first lesson students used a ‘Boardworks’ introduction to euros & saying prices. They counted out money in pairs. This was followed by a whole class auction. These varied learning activities meant that teaching styles were varied and appropriate for the audience. In the second lesson, students recapped on their previous knowledge by saying prices in euros. Therefore, there were effective links with what students have done and progressive demands were made of them. This was followed with a whole class auction of jewellery and then auctions in groups of 8 with pictures of items they brought in. Altering the grouping of students meant that student grouping arrangements within the room were appropriate for the tasks and range of student ability. There was a very enthusiastic response to these activities.

29. Students What might Outstanding to Not Adequate look like?

30. Ofsted and the features of outstanding student engagement Below are extracts and explanations from Ofsted inspectors which outline what might they might expect to see in an outstanding lesson. • Pupils in an outstanding lesson have a rapport with the teacher where they are learning together. It’s exciting and there’s an ingredient that’s hard to quantify. You can feel it in the atmosphere. Whoever is in the room is carried along with the interest, the stimulus and the content of the lesson. • All students are challenged and make good progress, especially those at the ends of the ability range and those who lack confidence; some make exceptional progress; a lot of ground is covered in the lesson but stragglers are not left by the wayside. • Students go out of their way to help each other; they provide mutual support. • Enthusiasm and enjoyment pervade the classroom. • To be an outstanding lesson teaching is at least good in all or nearly all respects and is exemplary in significant elements. As a result, learners thrive and make exceptionally good progress.

31. Both of these activities encourage students to show enthusiasm for the subject because they include a quiz/challenge which the students see as fun. They want to do well. • Similarly, both activities show that the students work constructively together. • In the ‘Around the Room Challenge’, students must listen to what one another say to make sure that the class has been successful in completing the challenge. • In the ‘Complex Sentences Quiz Challenge’, students must make questions for one another, answer one another's questions, and mark each others work. • Finally, both activities mean that the students are able to demonstrate their understanding,either to a partner, or to the whole class and the teacher. Cognitive Example English Example

32. SMS Example This was the plenary for the Year 10 coping with conflict conference. The exercise aims to bring out the inevitability of choice – that sometimes we cannot stand apart and sit on the fence.  It highlights the difficulties facing the Palestinians and Israelis.  Each participant was given three cards – green, amber and red.  There was to be no calling out.  Students simply put up their hand to express a preference.  This provided an effective way to sample the views of a large number of people in a compressed time (10 minutes).  This allowed for every student to demonstrate their understanding, while challenging ideas and views appropriately. The structured way in which this activity was led also meant that students were managed well to promote an atmosphere conducive to learning.Hands and calling out could have been difficult to control in terms of behaviour management. By providing an opportunity for all students to share their ideas, this plenary allowed for all students to be treated fairly in terms of participation, and encouraged students to respect the views, feelings and opinions of others in their class.

33. Geography Example This slide is animated ad played at the start of lessons. The procedure was explained to students, and a prize offered to the best three students after 4 weeks. To add variety the colour, cartoon and shapes were changed frequently. This shows that behaviour systems of the college are used effectivelyto promote positive behaviour and relationships between teacher and pupils. The countdown music plays in the background to this slide and most of the class follow the instructions. This is to encourage more difficult students to sit down and refocus after an out of seat activity. Showing that students are managed well to promote an atmosphere conducive to learning.

34. Learning What does Outstanding to Not Adequate look like?

35. Ofsted and the features of outstanding learning Below are extracts and explanations from Ofsted inspectors which outline what might they might expect to see in an outstanding lesson.. • However much pupils enjoy the lesson, however hard they work, andhowever well behaved they are, if they don’t learn enough, the lesson cannot really considered to be satisfactory. • All students know how to improve as the result of regular and constructive feedback; where appropriate this is linked to national criteria or examination requirements • As an Ofsted inspector, I have often walked into lessons and seen pupils working hard, enjoying themselves, behaving well and seemingly being part of a successful lesson; however, appearances can sometimes be deceptive. In a nutshell, lessons are judged by the amount of learning that goes on, or put another way, how much progress the pupils make in terms of what they know, understand and can do at the end of the lesson that they couldn’t do at the beginning? • This all seems pretty straightforward: you plan a lesson, you deliver it and pupils learn something.

36. The PE department altered the phrasing of the new KS3 levels so that they were in student friendly terms. These levels can be used to self or peer assess work so that students know how well they are doing or have done, and the students know what they must do to improve. They can also write down their targets for improvement to help them to remember what they need to work towards. PE Example This plenary is a quick way for student to show new learningthat has taken place during the lesson. Other students and the teacher can then check that the desired learning has been achieved. History Example

37. Assessment See planning section for explanation of SEN and G&T students. What does Outstanding to Not Adequate look like?

38. The above ‘Learning Checklist’ allows students to indicate the level that they think they are working at. This enables the Maths department to record individual progress appropriately.It alsoenables students to clearly see what they have done and what they will need to do in the future to improve. This demonstrates that students know how to progress to the next level. The ‘Student Self-Assessment Record’ also shows that students’ written work is assessed regularly against the learning objectives. It clearly indicates what students have learnt over the course of the year. Furthermore, the recording of levels enables students to remind themselves and know their current level, while the target setting encourages students to consider what they must do to progress to the next level. Mathematics Example

39. Music Example Music have developed a workbook for certain Schemes of Work. The ‘Assessment for Learning’ sheet in this books allows students to use AFL strategies for self -assessment. This shows that student understanding is assessed throughout the lesson, and the extent to which students feel they have achieved a target is taken into account. The ‘Music Assessment Levels’ sheet indicates that appropriate records of individual progress are kept. Furthermore, it shows that students know their current level and how to progress to the next level. Their current level is indicated at the bottom of the page, and the level descriptors are included above it so that students are aware of what they need to do to improve. All student targets are known. This also demonstrates that AFL strategies are being used to develop targets for improvement.

40. Section 3: Planning for problems and difficult situations

41. Planning for problems and difficult situations • Outstanding teaching is not just characterised by students being able to explain what they have learnt in a lesson, but also what makes them effective learners; they must be given opportunities to reflect on which learning approaches work for them and enable them to progress. Approaches can be bedded down over a period of time to help students to do this. The following approaches can help to establish a positive culture of reflective learning in a classroom. If used routinely, students will become increasingly confident about evaluating what makes them an effective learner irrespective of whether an Ofsted inspector is present or not; the point is that your learning routines will be in place and part of the fabric of the students’ experience for Ofsted and beyond. • What might an inspector expect to see in terms of reflective learning? • The fact of the matter is that inspectors do not want to see a teacher holding forth from the front as students sit passively ‘listening’. Of course, there is always the possibility that you will have been through a large chunk of active learning techniques before they settle into a more extended task. What should you do? There are learning exercises that can be established to enable that students to demonstrate active and reflective learning. The following is not exhaustive but might offer some starting points which will enable some flexibility, rather than sticking rigidly to every syllable of lesson plan which can run the danger of becoming to rigid in terms of timing a stated activity. These strategies could be used in part, or modified, to the particular needs of your class where appropriate. • Strategy 1: Checking back the understanding • If you are have been speaking from the front for some time…check their understanding. • Suggested strategies • Ask students to explain to their neighbour what they have understood so far. • Hold a round the room challenge which asks that each student give one point or one key word about what they have understood so far. • Ask the students to listen to their neighbour and offer the main thing that students seem to have understood. (They could write it on a board or on a piece of paper for speed of feedback.) • Challenge the class around the room to see if anyone thinks that there are things that the class has not understood quite as well • Strategy 2: Target setting, challenge, assessment and feedback • Setting targets can help to inject pace where an activity might be of an extended nature but you need to help students to demonstrate their understanding. • Let students complete a few minutes of the task. • Stop the task and introduce a further challenge by asking students to complete a certain section of the task by a given amount of time. • An interim plenary can then be built into the target setting by asking students what they think they have managed to do so far, what they think they have understood so far, and what they think they need to do next. • Rather than taking each student’s individual feedback (which can be time consuming), ask them to explain it to another student, and then target a student from each area to quickly feedback.

42. Strategy 3: Interim plenary • The interim plenary, assessment and reflective learning • The interim plenary can be used at any point in the lesson to support ALL students by giving them a further opportunity to reinforce their understanding of the learning task. • Suggested strategies • Ask students to look at two people’s work that are close to them. Ask for feedback about what they think their neighbour has understood about the task, what they have produced, what they are starting to do well, or what they could do to improve it. • Get students to walk around the room/lesson and look at what has been achieved so far by other students (student modelling is a key learning strategy in PE lessons). Ask them to feed back on something positive, or something that has helped them to improve their own work. • Ask students to discuss what has helped them to learn in that lesson. What has been the most successful strategy for them so far and why? Ask students to consider and discuss why certain activities have worked better than others for them. As them to feedback via a spokes person.

43. Again these quick activities help to insert an interim plenary activity at any appropriate point in the lesson to enable students to assess their own learning. These tasks could even be applied to students’ understanding of the learning task to check back understanding. If students are able to complete this tasks, they could then be asked to consider what they feel helped them to learn most effectively during a lesson. The Quiz challenge approach could be used in modified form for non-text heavy subjects by just asking students to devise one question that they feel a student should be able to answer the end of a lesson. Questions could then be posed to other students like a question answer relay about the content of the lesson.

44. What if it all goes wrong? • Problem 1: ICT problems or power cuts • Anticipate this since power cuts have been known to happen in Performance Management lessons. Make sure that all electronic resources can be ‘translated’ into hard copy. For example, if you are showing materials on Power Point or another ICT package, make sure that the same learning resources are available in hard copy for the observation lesson so that students can share materials or have their own copy. • Problem 2: Fire Alarm or unexpected interruption • On returning to classroom, do not feel that you must stick rigidly to the lesson plan. • Assess what is possible in the remaining time and make sure that it is active learning that takes place. This may involve delivering one focused activity, or part of, the lesson.. • Ensure that you reconnect the activity with the learning objectives of the lesson before the alarm went off. Use a starter/ interim plenary strategy to achieve this. • Try to build in some challenge which introduces an element of the extended or higher learning concepts that you would have introduced had you been given time. This may involve a more extended response in discussion activities, attempting the beginnings of a higher level problem, or identifying the differences in skill between one level of task and a higher level of task. • Ensure that you build in opportunities for reflection about what has been learnt. • Problem 3: What if an activity does not work? • Turn the situation to the positive in terms of learning reflection. Challenge students to discuss why something may not have worked so well, and to suggest ways that it might work more effectively, for their learning styles. • Ask them to explain why they think as they do. This could be a discussion or written exercise which is shared with other students to offer feedback about their learning. • Problem 4: The problems of pace and timing • Over planning • One of the most common problems is over planning and that there is not sufficient time to deliver a meaningful plenary. • There is no reason why you should not stop a task at an appropriate point. Just make sure that you offer an opportunity for students to attempt a higher level of applied understanding through simple questioning and discussion activities. This can then prepare them for next lesson. • Then insert an appropriate plenary task about progress made up to that point. Just ensure that students are able to assess their learning measured against the original learning objectives. • Use your lesson plan to explain possible issues of timing and how you intend to tackle them to ensure that the full range of learning opportunities will be delivered. • Under planning • Insert a series of reflective and active learning approaches, such as those shown in the previous pages.

45. Section 4: Video Library The guide contains references to filmed examples of lessons. The problem with these films will always be that they have something of an artificial and staged appearance which seem to have little in common with the day to day realities of our own classrooms. Again, however, elements of them might be identified and applied to out own planning and execution of a lesson.

46. Moving From Good to Outstanding – Video Library The video library offers footage from outstanding lessons and discussions about how aspects of lessons can be raised to an outstanding level. The areas chosen for each video are linked directly to the Ofsted lesson plan criteria and will be expanding all the time as staff will be able to add any links that they have found useful to the already existing bank of resources. Footage ranges in length from five minutes to half an hour and staff are encouraged to select links and browse through footage to find areas of interest. All teachers have different needs and some may find certain footage less, or more, valuable than others. In the spirit of cross-curricular sharing of ideas, the video library does contain some subject specific footage, and other subject areas are encouraged not to overlook these resources as less useful. Also, if helpful subject specific material is found it should be added to the video library with the confidence that other staff may well find something of use within it. As sharing video footage taken directly from staff and students in Teignmouth Community College is an area that many are not comfortable with, the resources in the video library have been taken from external sources and feature unknown people in order to respond to this sensitively. However, some may find that certain resources lack depth or direction that is clearly linked to the ethos of teaching within TCC. Whilst we would like to take feedback on what has and has not been found useful it must be remembered that it is virtually impossible to make seamless connections between resources taken from diverse areas, such as ‘Teachers’ TV’, and practice within our own school. The spirit of this resource is to encourage staff to look beyond their curriculum area for support and guidance when looking to move from good to outstanding in their lesson planning and delivery. It is also designed to promote an understanding of what an outstanding lesson might look like. Notes on how to select from the video library can be found in Staff resources/Ofsted lesson plans/video. The same outline information is provided in this guide (see following pages).The library will also be loaded onto the VLE. The library is relatively simple to use although some computers may need to be checked for compatibility with the application used to store and show video footage.

47. Videos available under staff network resources/Ofsted lesson planning/ video clips

48. Video by video guide of content • The following notes offer a brief guide to each of the videos provided so that you can target examples that may be of use. • 1. AFL Activities • Dynamic Assessment for Learning in MFL keeps both students and teachers focused, according to one London School. • At Hendon School in Barnet, the MFL department believes AFL keeps pupils on task and teachers focused on the next steps for all ability groups. • A Year 9 German lesson kicks off with guided conversation, followed by a speed dating activity for unguided conversation practice. Students follow both activities with peer assessment to set targets. • With the introduction of AFL, lessons are taught primarily in the target language. English is used for the assessment elements to take the students outside of their usual language. • A Year 11 set uses a diamond ranking activity to help prioritise grammar elements in the speaking part of their GSCE. Peer assessment takes the form of a narrator card challenge, with students assessing each other's spoken language. • Meanwhile, AFL is introduced more gradually to a Year 7 French class, where they self assess in a vocabulary-based lesson. • 2. AFL: Questions and Answers • In this programme we visit Valentine's High School in Ilford where the teaching and learning group are spearheading a whole-school strategy for Assessment for Learning. • At an evening meeting we see teachers sharing ideas and offering feedback on experimental work undertaken in their own departments. • Science teacher Richard Griffin uses Key Questions with Year 9, but also grapples with more complex ways of questioning pupils to deepen their understanding. • Maths teacher Vicky Inman combines "Traffic Lights" and "No Hands Up" techniques with her Year 9 class. She comments on their value as tools for inclusion in a subject that traditionally alienates many pupils. • In addition, Vicky discusses the excitement of getting positive responses from students rather than the usual sea of blank faces. • Back at the meeting, we hear views on the deeper meaning of AFL that lies beneath the surface "tick list" of strategies. • 3. Assessment for Learning • Framwellgate School, Durham has pushed results even higher by developing their own style of AFL. • In this programme, we see students getting to grips with the hidden internal workings of formal assessment as they work towards exams. • The top Year 10 English group use GCSE grading criteria to look at their creative writing skills in coursework, and the students describe the value of "knowing what goes on behind the scenes". • Head teacher, Joan Sjovoll explains the pressure she is under from aspirational parents, and an AS-Level group practice marking exam papers in Health and Social Care. • Head of Business Studies, Jonathon Knowler remembers a time when marking was "in the closet" and LEA advisor, Ron Rooney comments on the current results-driven climate in which schools must operate.