Ofsted Preparation – Lesson Visits

Ofsted Preparation Lesson Visits

Questions For Teachers/ALS

Open Ended

If someone misses learning, how will they catch up?

Multiple Select

Imagine delivering a lesson now, what skills are being learned today and why today? (Select all that apply)

• Time management and self management through practical, group or independent learning activity

• How to conduct electrolyte test which is used to find out if the body has a fluid imbalance or an imbalance in acid and base levels.

• Reading and writing skills so learners can complete assignments correctly.

• Knowledge is required at this time as a foundation for next topic which is "Building a PC"

Multiple Select

How and why are you setting clear expectations for behavior? (Select all that apply)

• I set out behaviour expectations at the beginning of the year – and reinforce them regularly afterwards to ensure learning takes place without disruptions

• Enforcing college behavioural expectations at the start of each lesson by making sure learners comply.

• Anytime I feel it is necessary to make sure that I can deliver my lessons.

• Rewarding good behaviour with commendations and using college reward system, modelling good behaviour. This will help conduct themselves professional as they progress.

• Giving students the ability to take responsibility for their behaviour and learn to self-regulate.

Open Ended

How and why are you checking learning in your lessons?

Multiple Select

Can you tell me as a teacher, the purpose of the curriculum you deliver? (Select all that apply)

• To help the College meet its enrolment targets.

• This is standard curriculum design that is relevant to vocational studies.

• Meeting the needs of learners and the employment market

• From interviews where learners expressed great interest in courses offered as opportunities for employment

Multiple Select

Where do students progress to after they have completed the course? (Select all that apply)

• University or Apprenticeship

• Higher level qualification such as L2, L3 etc

• Employment

• Graduation

Multiple Select

How do the aims of this lesson relate to any future employment and why are they studying it now? (Select 2 answers)

• It is an expectation in this field of study.

• The topic of the lesson is relevant to a number of jobs within this field.

• It is taught now because assessments are due for submission soon.

• It is taught now as there are essential skills that would be needed in their final project.

Open Ended

How does maths and English fit in within the course? Why are these skills important to learners?

Multiple Choice

How do the units delivered for each course relate to each other? What are the links between them?

• Lesson plan used as evidence. Explain learning outcomes delivered first as these provide underpinning knowledge for subsequent lessons.

• SOW used as evidence. Deliver advanced units first as these provide higher level knowledge required for easier units.

• SOW used as evidence. Explain compulsory units delivered first as these provide the underpinning knowledge required for subsequent units along with skills for employment/progression.

Multiple Select

How is the unit currently being taught linked to earlier units? (Select all that apply)

• Explain how the gradual development of the theory from the 1st lesson is linked to subsequent lessons

• Clear signs of planning and scaffolding on earlier learning.

• The earlier unit was easier to understand in comparison to the next unit.

• Earlier units are 30 credits and future units are 60 credits and above.

Multiple Select

How do you show the sequence to the learners in terms topics/units to reinforce the sequence for their long-term memory? (Select all that apply)

• Foundation units covered first to provide the basic scientific knowledge required eg Biology, chemistry

• Use PFL regularly to show learners how topics have been sequenced

• I ask learners to visit study space

• Key concepts are recapped in later advanced topics to ensure understanding and learners retain knowledge.

Multiple Select

How and why are you differentiating between different learners? (Select all that apply)

• I use the same approach for low to high level needs.

• To accommodate learners preferred ways of learning - visual (V), aural (A), read/write (R), and kinesthetic (K).

• Adopting the use of ILPs for learners with various disabilities.

• I prioritise learners that prefer to concentrate in lessons first.

Open Ended

Who are your high needs?  How are they supported?  How and why do you track progression? (Use fake names in your response)

Multiple Select

How do learners pick up gaps in their knowledge when they miss a lesson? How do you know they have done this effectively?

• Use recap quiz or activities to identify learning gaps and designing follow up activities.

• Use only questions and answers and trust the learner will catch up.

• Follow up with learners with poor attendance and create and implement support plan.

• Assign Individual learning activities to learners and follow up on only poor performance.

Multiple Select

How and why are you accommodating learners according to class profiles? (Select best answers)

• Class profile used for differentiation in lesson planning

• Class profile used to inform seating plan for easily distracted learners.

• To reduce disruptions in lessons and effective learning.

• To know the nature of students expected in any lessons.