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1. Outstanding Learning How do we create outstanding lessons?

3. Outstanding Lessons Assessment for learning Buzz Learning 2 Learn Reflecting Ownership Peer/teacher relationships “ Failing well” Risk- taking Setting their own success criteria

5. Personalisation: students are challenged at an appropriate level; they are engaged and enthusiastic and make significant progress that they can identify. Snappy starter: engages students, recalls prior learning, excites, creates mystery and focuses attention. Teaching styles: a variety of styles that match the content and context of the lesson, teaching in ways that the students can identify with. (VAK) Relationships: students get on well with each other and the teacher. There is a mutual respect. Ownership: giving students the tools and responsibility to manage their own learning (L2L). Allowing them to set their own success criteria at times, have a say in what and how they learn and to ask their own questions. Evaluation and reflection: regular and constructive feedback, link with NC levels, exams, success criteria etc. Set specific improvements & targets based on assessment (self, peer, teacher) Confidence: appropriate challenges are set to all learners. Both staff and students have a good idea of what failure and success is acceptable. Staff need to have the confidence to let students take risks. Students need to trust in the teacher and themselves and accept failure and success well. Learning coaching: helping students to identify how they “learn best” as a group and an individual. Teaching them transferable skills and processes. Wow factor: creating mystery, excitement and surprise enables lessons to be fun and helps students retain information and interest. Pace: a variety of pace allows for creativity, questioning, noticing and can help with thoughtful reflection, bursts of activity and relaxation. Environment: Creating boundaries and routines that help students feel secure, respectful and ready to learn. Having a lively and interesting place to learn will encourage questioning. Thinking skills: student’s thinking is deepened, they make their own knowledge rather than receiving it.