Learning Planning & Observation Tool

class(es) teacher(s) date(s)

ability range - MA observer time

P,1, 2, 3, 4, 5, 6, 7
ContextG,F,D,E,C,B,A,A*
for the Learning PM Review duration
Completing action plans for their individual arts challenges.

Information about the learners (incl. identified groups/individuals)



Learning Objectives Learning Outcomes Level/ Knowledge

By the end of the episode learners will be able Learners will know they can do this Grade Or Skill
to… through…
To identify the needs of planning an Students will complete a card sort
arts challenge. based on the needs of performing a
dance routine.

Students will decide on 6 tasks

required in order to produce the
photos.

To implement an action plan. Students will create a personal

action plan for their own arts
challenge.

Professional Dialogue – to be completed after the observation

Strengths of the Lesson

Areas for Discussion

Teacher’s comments

Date of Dialogue Overall grade for Observation

Copies of this form to Observed Teacher, JDA and Team Leader

Learning Episode Plan

Stage of Learner Activity (what will learners be doing, what learning styles are being
episode used, how are they grouped, what resources are being used)

Concept  Model examples of other students arts award work.

How do you engage
the learners, put the  Use various example action plans to model work.
learning in context and
ensure all learners are
clear about the
objectives, identify the
key language and
focus for the learning

Development  Students will explore different ways of researching initial projects

How do learners
generate ideas about
before embarking upon them.
the learning, make
decisions about their
ideas and use the
ideas to generate their
own understanding.

Implementation  Students will evaluate each others responses and answers.

How do learners show
their understanding,  The students will realistically assess their own action plans/arts
use their learning to challenges to ensure they are practically possible.
address the objectives.
How do they evaluate  Whilst completing their individual action plans the students will be
their progress, carry asked to constantly refer back to their arts challenge to ensure their
out learning checks
and suggest ways to action plans reflect the needs of their challenges.
improve.

Operation  Students will learn how to prepare for an activity or event and prioritise
How do learners take
their learning and apply
planning.
the knowledge or skills
to a different area or
concept or example.
Can they build on
targets for
improvement

Use of Resources (incl. support staff)

Homework / Independent Learning Task

Other key elements being addressed

Aspect Y/N/ comment Aspect Y/N/ comment

Teacher creates focused, purposeful All learners are able to explain to the observer
atmosphere what learning has taken place
All learners are engaged from the start The teacher knows those vulnerable learners
and monitors their progress
Learning is linked to prior knowledge or skills
Learners given overview of learning and how
this lesson fits the “big picture”
All learners know the learning objectives and
outcomes.
Learning is suitably paced to provide
challenge
Activities match the learners well
Homework / Independent learning is suitably
challenging and links the learning
Homework is recorded in line with school
policy
Differentiation allows access to learning
Able learners are suitably challenged
Questioning promotes learner thinking rather
than simply providing the answer
Resources are used effectively to support
learning
Teacher makes appropriate use of praise
The classroom relations promote an ethos of
care and guidance
Notes
Planners checked?
How many learners have you spoken to?
Learners construct their own understanding
through transforming rather than reproducing.
Learners have a positive attitude
Learners are given the opportunity to
demonstrate their learning
The teacher has clear evidence of the
progress made (learning checks observed).
Learners work independently
There are a variety of learning strategies used
Displays and the learning environment
support learning
All learners know their target level/grade
All learners know their current level/grade
All learners know how to make progress
Plenaries / Learning checks were linked to
learning objectives
Learners were actively involved in the review
of progress
Assessment in Learner’s work?
Was lesson plan completed?
 The quality of learning and progress Grade 1-4
How well do learners acquire knowledge, understanding and learn and practise skills?
1 – acquire knowledge, develop understanding and learn and practise skills exceptionally well
2 – acquire knowledge, develop understanding and learn and practise skills well
3 – acquire knowledge, develop understanding and learn and practise skills satisfactorily
4 – acquire knowledge, understanding and practise skills inadequately

How well do learners enjoy their learning shown by interest, enthusiasm and engagement?
1 – demonstrate excellent concentration and are rarely off task, even in extended periods without direction from an
Almost all Learners

adult. They respond well to challenging activities and take control of their own learning successfully.
2 – apply themselves diligently in lessons, work at a good pace, are keen to produce their best work and are usually
interested and enthusiastic about their learning.
3 – work effectively when provided with appropriate tasks and guidance but lack confidence in improving the quality of
their work. They generally work steadily and occasionally show high levels of enthusiasm and interest.
4 – fail to work effectively unless closely directed by an adult and give up easily. They do not enjoy the activities
provided, which is reflected in poor completion of tasks.

How well do learners and groups of learners make progress?

1 – make progress that is at least good and is exemplary for some
2 – make at least good progress and some may make outstanding progress, with nothing that is inadequate
3 – make the progress expected given their starting points and some may make good progress. Progress is
inadequate in no major respect.
4 – make too little progress

The use of assessment to support learning

How well does teaching promote learning, progress and enjoyment for all learners?
1 – is good and much is outstanding, with the result that the learners are making exceptional progress. It is highly
Teaching

effective in inspiring learners and ensuring that they learn extremely well. Excellent subject knowledge is applied
consistently to challenge and inspire learners. Resources, including new technology where relevant, make a marked
contribution to the quality of learning, as does precisely targeted support provided by other adults.
2 – is consistently effective in ensuring that learners are motivated and engaged. The great majority of teaching is
securing
How well good progressused
is assessment and learning. Strong
in the lesson subject
to meet knowledge
the needs enthuses and challenges most to make good
of learners?
1 – are acutely aware of their learners’ capabilities and of their prior learning and understanding, and plan very effectively
Teachers

to build on these. Marking and dialogue between teachers, other adults and learners are consistently of a very high
quality. Learners understand in detail how to improve their work and are consistently supported in doing so. Teachers
systematically and effectively check learner’s understanding in lessons, anticipating where they may need to intervene
and doing so with striking impact on the quality of learning.
2 – plan well to meet the needs of all learners. Learners
Learners’are provided with detailed feedback, both orally and through
Behaviour
LearnersAlmost all

How do learners behave in the lesson?

1 – thoughtful behaviour is an outstanding factor in their successful learning. They are highly considerate and very
supportive of each other in lessons and there is no evidence of disruptive behaviour.
2 – behaviour makes a strong contribution to learning showing responsibility in responding to the expectations of
staff, set consistent standards for themselves and respond quickly to any guidance from staff.
3 – behave so that learning proceeds appropriately and time is not wasted. They understand what is expected when
asked to work on their own or in small groups and only gentle prompting is needed to maintain discipline.