This document summarizes a teaching observation of a plastering course. The observer notes that the teacher planned thoroughly, with clear learning outcomes and assessment methods. During the session, high expectations were set and learners were engaged through challenging questions, practical tasks, and opportunities to develop literacy and numeracy skills. The teacher demonstrated specialist knowledge of plastering and facilitated learning effectively. Learners of all abilities progressed well through differentiated support. The observer concluded this was an excellent lesson demonstrating commitment to professional teaching standards.

1. Teaching Observation Form 2013/14
Part 1: PLANNING
A copy of the Observation form with this part completed will need to be given/sent to
the observer prior to the session.
Trainee’s name Paul Archenoul
Observation Date 25.03.14
Observation Time 10.45-11.45
Course
taught/subject
Diploma in Plastering level 1
No of students
expected
13
Observation no. 1- 8 7
Module Module 6 – Professional Investigation
Observer’s name Jane Eley- Course
Leader, Ofsted HMI
Barbara Strange
Observer
Status
Mentor, Tutor,
Co-ordinator
*
NB Please note here if dual observation for
training or QA purposes
Consortium College LeSoCo
*Delete as appropriate, or add relevant status
Documentation checklist
Group profile
Y
All previous Observation reports
and documentation are within my
Observation file and available for
observer to read at this
Observation
Y
Register if appropriate
Y
I have completed the general
information section Y
SoW and Lesson Plan Y I have identified my targets and
completed this form Y

3. General Information:
1. Session context (environment, group size, gender balance, support needs, group dynamics
etc.)
Practical Session (MW4) / 13 learners Male, ALS/Dyslexia/Skills Upgrade in place.
16-18 year of age.
2. How does this session relate to the focus of the current module?
Module 6 – Professional Investigation
- Identify, discuss and select materials and equipment.
- Control suction to provide an adequate finish.
- - Gauge .prepare materials for applying and mix render in accordance with given instructions.
- Developing techniques and applying render to external surfaces in preparation for the
Creekside project on the 31/03/2014.
- Fixing beads and trims in accordance with given instructions.
- identify rendering faults and remedies
Applying render to external surfaces at height on a tower scaffold with given instructions from
the tutor or the instructor.
4. Explain and justify your teaching approaches and strategies. (Include specific
reference to supporting learners’ language, literacy, numeracy and ICT skills as appropriate).
In this session I decided to use a PowerPoint presentation for my visual learners and I helped identify
LLN, by getting students to write keywords associated with external rendering.
5. How you will assess the students learning? (including explicit reference to subject
learning, literacy, numeracy and ICT).
Learners will be given the opportunity to engage in peer assessment and to independently check
their learning. The whole group can analyse/scrutinise each other’s decisions as Self-
Assessment. Question and answer/ discussions will be used throughout the session. Each
learners input will be analysed by tutor and peers. Visual observations will be done by me.
Learners must discuss and share information and ideas. The group can also evaluate
what they have learnt.
6. What resources do you intend to use and why?

4. PowerPoint, YouTube video, Flipchart

5. If you have development targets from previous observations these should be cut and
pasted or copied into the following table.
Developmental targets: You MUST include ALL targets from previous observations. If
this is your first observation, include self-development targets. Targets are identified
and informed through self-evaluation, peer evaluation, student feedback, mentor
feedback and /or CCCU observer feedback during your teaching practice. These should
form part of your on-going action plan and be recorded in the Progress Log
Targe
t No.
Target How will you address
this in this lesson?
Comment from observer on
progress for this target
1 Innovative start to the
session.
A challenging and energising start to
the lesson (questioning for prior
learning and Youtube clip), observed.
2 English and Mathematics
are explicit at the
beginning of the session.
Explicit and relevant opportunities
for learners to develop FS
observed.
3
Part 2: OBSERVATION: To be completed by the observer.
Comment on strengths and areas for development. Include explicit reference to
trainee’s targets and use of strategies relating to literacy, numeracy and ICT where
appropriate.
Planning
planning and sequencing of activities, links to scheme of work, variety of teaching and learning
activities; planned use of resources; differentiation; planned assessment of learning.
Thorough planning that takes account of differing abilities and skills-set within the cohort. A
clear aim that is fully supported through a range of differentiated learning outcomes. Learning
outcomes are measureable and challenging. Assessment methods are varied and include
many opportunities for self and peer assessment; and addresses all three learning domains
(cognitive, psychomotor and affective).
Learning and Teaching
management of learning environment; clear expectations for learning and behaviour; activities match
learning outcomes; effective use of resources; learners challenged; learners engaged; flexibility and
adaptability; effective communication; quality of dialogue; consideration of barriers to learning;
supporting learners’ language, literacy, numeracy and ICT skills as appropriate; appropriate use of
technology.
High expectations of learners were observed. This was both implicit and explicit through a

6. prompt start to the lesson, challenging and clearly explained learning outcomes, a differentiated
approach (questioning, practical tasks) and strong facilitation throughout.
The rapport between peers and between teacher and learners was very strong and this was
seen in the smooth flow of the session, the engagement and contribution of all learners.
Confidence levels were high in this group of learners and all were secure to take a trial and
error approach to learn and develop these skills.
Several opportunities (writing, spelling, ratios) were afforded the learners to develop FS (maths
& English). These were contextualised (industry-focused), providing explicit relevant links to
industry, strengthening the employability skills of this group.
Innovative and effective use of small outside space for practical workshop tasks. Facilitation
was strong and clear overview of each learner’s progress was managed effectively through
this.
End result, all learners made very good progress, achieved the stated outcomes and enjoyed a
fun lesson.
Specialist Learning and Teaching
evidence of secure subject knowledge that develops learners’ understanding and skills, use of subject
knowledge to find different ways of explaining or teaching approaches to ensure that all learners make
expected progress, use of teaching and learning strategies appropriate to the subject specialism.
Excellent mix of dual-professionalism observed. Pedagogical approach clearly evidences
considered planning and implementation, that is both learner-centred and innovative. Specialist
knowledge was informative and contextualised within current industry practices. This was
seamless - from industry to classroom-based learning,
Challenging approach taken as a whole – these level 1 learners are given the opportunity;
through the forward thinking of the teacher, to develop level 2/3 skills (window decoration)
alongside level 1 curriculum – the impact of this was observed in the high levels of motivation
and commitment to learning of this group.

7. Assessment for Learning
evidence of a range of appropriate and differentiated assessment methods matched to intended
learning outcomes, evidence of learner progress, use of formative feedback in assessment for learning;
Questioning techniques were of a high standard. All learners were assessed through
differentiated and directed questions, through individual and whole group approach.
The scaffold approach in place was very effective and started with fact finding questions (what
& when) and developed to higher levels of challenge (how and why). Learners interacted very
well with this and contribution was very good.
Excellent use of a Youtube clip to illicit learner’s knowledge and understanding of H&S. This
was a fun task and learners fully engaged (without any prompts from teacher), clearly
identifying H&S issues and lack of PPE. This further developed higher-level thinking skills
(examine, analyse and evaluate) and acted as a reminder for the appropriate PPE to be used
with lesson practical task.
Thoughtful approach to practical tasks – more able learners were allocated tasks that both
challenged their skills-base and supported independent approach, these learners rose to this
challenged and worked effectively and efficiently as a small group to achieve the set tasks at a
high standard. The less able learners were supported with closer 1-1 facilitation which included
mini-demonstrations and related questions.
Professional Values
awareness of inclusive practice in relation to learners, including supporting learners’ language, literacy,
numeracy and ICT skills as appropriate, appropriate links to workforce and community, evidence of
differentiation in planning and delivery.
This particular session acted as revision, consolidation and further development of skills-base,
and preparation for community-based project (Creekside). The approach taken by the teacher

8. ensured that each learner was provided with clear, challenging and achievable outcomes, and
differentiated facilitation, that enabled the learners to engage with all aspects of this lesson.
.
Overall Summative Comments
commitment to improvement of personal and teaching skills. Please also complete observer comments
on all relevant developmental targets on page 3.
This was an excellent lesson observed. It is very clear that there is both a commitment to the
professional standards (congruency between espoused theory and theory-in-use), and
effective use of CPD (DTLLS), from which you provide a stimulating and challenging learning
experience for your learners.
Consider the following:
As the Youtube clip had such an effective impact on learning and engagement of learners,
consider further development of visual tools in other areas of the curriculum.
Look for additional ways to develop a glossary of terms to support spelling of difficult words
(Americanised spellings (z vs. s))
New developmental targets agreed with trainee following this Observation should be
added to the existing table on page 3 to be carried forward to the next Observation
Part 3: THIS SECTION IS RESERVED FOR MENTOR OBSERVATIONS ONLY
(NOT TO BE COMPLETED BY COLLEGE AND CCCU TUTORS)
For mentor only to complete
I confirm that the lesson was at least satisfactory
(please indicate with X)
YES NO
Signed – Mentor
J.Eley
Date
Signed – Trainee
P.Archenoul

10. PART 5: THIS SECTION IS RESERVED FOR COLLEGE AND CCCU TUTORS
(NOT TO BE COMPLETED BY MENTORS)
X
Outstanding The trainee has performed to a high standard consistently during the
observation.
x
Good The trainee has performed to a good standard consistently during the
observation.
Needs
improvement
The trainee has performed to a satisfactory standard during the observation
but requires further development.
Unsatisfactory The trainee has not consistently performed to a satisfactory standard during
the observation and requires significant development.
Signed – Tutor
Jane Eley
Date 4/4/14
Signed – Trainee
Date

11. For College tutors and CCCU tutors only (not applicable to Mentors) -Guide to grading based on the Teachers’ /LLUK standards
Minimum standards achieved. Requires
improvement to be good.
Good (in addition to points in
“requires improvement”)
Outstanding (in addition to points in
“requires improvement” and “good”)
Planning Plan individual lessons that are appropriately
structured to support learning. (4)
Plan for use of a range of teaching strategies
and resources. (4)
Plan a range of approaches to teaching
and learning (4)
Plan to take into account the needs of
groups of learners and individuals. (4)
Use well-chosen, imaginative and creative
strategies that match individuals’ needs and
interests. (4)
Plan flexibly to respond to learner progress
during the lesson. (4)
Teaching and
Learning
(including
specialist)
Set appropriate expectations of learners and
most learners are engaged in their learning.(1)
All learners make at least satisfactory
progress in lesson. (2)
Show sufficiently secure knowledge and
understanding of subject and subject
pedagogy. (3)
Some support for learners to develop English
and mathematics (3)
A range of teaching strategies and resources
are employed (4)
Learners are usually engaged (4)
Some use of distinctive strategies to support
Consistently set high expectations of
learners and most learners are enthused
and motivated. (1)
The majority of learners make good
progress in the lesson (2)
Make good use of their secure subject
knowledge to deep learners’ knowledge
and understanding. (3)
Support learners to develop English and
mathematics (3)
A range of approaches to teaching and
learning are used (4)
Learning is sufficiently differentiated to
support individuals to achieve learning
Create an atmosphere highly conducive to
learning and generate high levels of
participation and commitment to learning.
(1)
The majority of learners make very good
progress in the lesson (2)
Draw on in- depth subject knowledge and
subject pedagogy to capture learners’
interest. (3)
Successfully exploit opportunities to develop
learners English and mathematics (3)
Imaginative and creative strategies are used
and thy match individuals’ needs and
interest. (4)

12. learners with additional needs and reduce
barriers to learning (5)
Acknowledge equality and diversity in teaching
strategies and resources (5)
Apply strategies appropriately to promote
positive behaviour (7)
outcomes (4)
Use of a range of effective strategies to
support learners with additional needs and
reduce barriers to learning (5)
Support learners in developing awareness
of equality and diversity (5)
Manage behaviour effectively so that
disruption is unusual (7)
Use of effective and different teaching
approaches to support learners with
additional needs and reduce barriers to
learning. (5)
Fully incorporate social and cultural diversity
(5)
Manage behaviour with ease to that there
are high levels of engagement and co-
operation (7)
Assessment Use a range of formative and summative
assessment strategies designed to support
learners in making progress. (6)
Use a range of assessment strategies and
adapt teaching within the lesson in the
light of learners’ responses. (6)
Systematically and effectively check learner’
understanding throughout lessons,
anticipating where intervention may be
needed and by intervening, make notable
impact on the quality of learning (6)
Professional
values
Review and reflect on own planning and
teaching to make changes so that learners
progress is sustained. (4)
Show an awareness of the challenges and
opportunities of teaching in a diverse society
(5)
Carry out systematic evaluation of the
effectiveness of the lesson including its
impact on learning through the use of the
Observation documentation and through
this improve practice (4)
Show a good understanding of the
challenges and opportunities of teaching
in a diverse society (5)
Engage in highly reflective and critical
evaluation of their lesson through the use of
the Observation targets and completion of
the Observation paperwork prior to the
lesson. Use this reflection for further
improvement (4)
Show a full understanding of the challenges
and opportunities of teaching in a diverse
society (5)