SLG Learning Walks: January 2015

Academic school: Humanities and Social Sciences

MMn
Staff observing: FAh

Observed-Staff member:

**Please note that colleagues are not expected to comment on all parts of the checklist. This is meant as a guide only.
Checklist:

STR:

Impact:

EBI:

Learning Environment:
Tidy/Safe
Student Work
Displayed
Quality of displays
AFL?

Tidy, well organised and

student work is on display
including GCSE RS. One of
the most colourful and tasteful
classrooms in the school.

Student work is
Stretch and challenge
celebrated and
Display work.
acknowledged and
appreciated by students
who are eager to
contribute to aesthetic of
the classroom.

Atmosphere: Inspire,
Motivate
Calm/Buzz
Engagement
Positive
Relationships
Effective use of BFL
policy

Positive and calm environment Thinking time is

with all students on task and
prevalent throughout.
working in silence.
Students speak very
Engagement is very high and
highly of Mez and many
there is no need for the BFL
cite her teaching as one
policy to be used.
of the reasons for their
accelerated progress.

TA support for Jamal

Yacoob

Impact:

An area of the
classroom dedicated to
outstanding RS work
by the most able.

Jamal can be off task at

times and needs TA
support to encourage
him to complete
classroom tasks and
therefore make
progress in the short
and long term.

SLG Learning Walks: January 2015

Academic school: Humanities and Social Sciences
MMn
Staff observing: FAh
Evidence of Learning:
Welcome activity
Objectives
Outcomes
Use of IT
Targets, are they
known and
understood by
students?
Quality of the task
Risk (Hot Lesson)
Prior learning
Structured learning
Literacy
Articulating learning
Differentiation
Challenge
Reflection
opportunities
Learning from
mistakes
Teacher Talk (30/70)

Observed-Staff member:

Excellent welcome activity

utilising key terms. Lesson is
structured utilising the Prezi
format.

Welcome activity hooked

the learners into the key
concepts about Islam and
Justice.

Outcomes are differentiated,

colour coded and match the
milestones.

All students are aware of Make the link between

the outcomes of the
outcomes and milestones
lesson including the
explicit.
the most able who focus
on the top tier of
outcomes.

All students can articulate their Students are aware of the

targets and working at grades. things they have to do
improve their final
outcomes. Only class to
do so in the learning
walks.

Students have access to

milestones on the RS
blog and can check
their progress.

SLG Learning Walks: January 2015

Academic school: Humanities and Social Sciences
MMn
Staff observing: FAh

Evidence of Routines:
Independent
Learning/Flow
Kagan
No hands up
Timed activities
Seating plans
Jobs/Student Leaders

Observed-Staff member:

PLTs, literacy and creativity

Students are developing
apparent throughout the lesson. their key transferable
skills and ensuring they
develop literacy skills as
a life long skill.

Stretch and challenge

activities of the most able.

Students develop a
deeper understanding
rather than jus revising
for the exam.

Hands on activity which

visualises a difficult concept.

Possibly move Darja,

Donya and Asia to the
front.

All performing below

C+ and may benefit
from receiving one to
one when everyone is
doing the main activity.

Memorable activity
which will lead to recall
of the key attitudes.

Data led seating plan.

Timed activity with no hands
up policy. Learning is paced
and flows with some
independence.

Routines and
expectations are
embedded and adhered
to by every
single student.

SLG Learning Walks: January 2015

Academic school: Humanities and Social Sciences
MMn
Staff observing: FAh
Evidence of Progress/
outcomes:
Marking and
Feedback
Questioning
Use of data for
planning
Productive use of
Assessment
Peer/self-assessment
Use of Pupil
Passports

Books are constructively

marked, colour coded and
diagnostic. Students have
feedback.

Evidence of Targeted
Support:
TA involvement in
planning
TA support and
impact

No TA support.

Assessments have been

diagnostically marked using
department target setting
strategy and used as a starting
point for the next cycle of
lessons.

Students have an
excellent expectation that
books are marked
regularly and the quality
of student/teacher
dialogue is a hallmark of
Mezs teaching.

Observed-Staff member: