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 07/10/2013
Observation Time 9:00 AM -10:15AM
Course
taught/subject
Plastering Diploma 1
No of students
expected
14
Observation no. 1- 8 5
Module 4 Professional Development
Observer’s name Alison Blackhall
Observer
Status
Mentor, Tutor,
Co-ordinator
*
Course tutor
NB Please note here if dual observation for
training or QA purposes
Consortium College CCCU / 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
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.)
Theory session ( MW205) / 14 learners Male, (3 Apprentices) /Dyslexia/Skills Upgrade in
place. 16-18 year of age.
2. How does this session relate to the focus of the current module?
Professional Development.
• To discuss, compare and distinguish different type’s plasterboard
• To be able to list tools and equipment for fixing plasterboard.
• To be able to explain the process of cutting and fixing plasterboard.
• To determine the location of different types of plasterboard in a house.
• To complete bingo activity regarding plaster boarding.
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
will use the flipchart / activities to identify LNN.
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 myself. 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?
PowerPoint presentation, Flipchart, and activity sheets.

4. Developmental targets: You MUST include ALL targets from previous STEs. If this is your first
STE, include self-assessment 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 in section D of your PDP.
Targe
t No.
Target Identified by? How will you address
this in this lesson?
Examples of
evidence of
achievement
1. The introduction and
use of range of
questioning techniques.
Observer Start of Lesson
2. Clear learner
Outcomes
Observer Start of Lesson Evidence attached
3. Learners are aware
of the progress they
are making, and what
they need to do to
improve and pass the
6218 qualification.
End of Lesson
4. Work on your
learning outcomes
to make sure they
are SMART and
relevant to the
session.
Observer/observ
ee discussion
State clear
differentiated outcomes
(at appropriate level) at
the start of the lesson,
check learning and
feedback throughout.
Use formative
feedback,
questioning and
peer
observation.
5. Try the pose-pause-
pounce-bounce
questioning method.
Observer Attempt this type of
questioning technique.
Good use of
questioning
technique.
6.
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

5. 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 To use varied timed
activities throughout the
lesson to maintain
learners’ interest and
engagement.
I have planned several
activities and have allocated
set times for each task.
Good use of timing and getting
learner feedback about how much
time they still needed (please see
comment below).
2 To incorporate English
functional skills into
elements of the lesson.
Student will scribe (On flip
chart ) through listing tools
activity
You also embedded maths with a
quick discussion around
remembering the difference
between mm and cm (30mm
between).
3
4
5
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.
Excellent planning with clear learning outcomes for the session. Differentiated outcomes are
set to challenge individual learners. A range of activities planned that incorporate group work,
peer teaching and assessment, and individual work.
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.
Excellent introduction with learners having to identify what was wrong with the picture on your
opening slide. They were all engaged looking at it and eager to find the answer. It tied into work
they had already covered.

6. Nice creative activities to apply theory. These were also discovery learning activities that
encouraged learners to work things out themselves before being taught them.
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.
Good professional tips shared around working on site. Nice variety of activities and theory that
gave learners a range of ways to learn the theory. Theory was constantly applied to practice
which kept the learners focussed on their goal – to plaster, as one learner said.
Excellent practice of getting learner feedback around the pace of the lesson. You said they had
a couple of minutes left to complete the activity and then asked if they’d had enough of that
activity. When a learner said he had then you gave him a short target to meet by the end of the
few minutes. This kept him engaged and gave the rest of the group a time limit for the activity.
Outstanding bit of homework given to research online new gypsum boards on the market and
what they would be used for. This keeps learners’ knowledge current and gets them into the
good professional habit of keeping in touch with latest technology.
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;
Very good questioning technique used at the beginning of the session to introduce the topic
and skill. Learners were engaged and most learners answered questions. When learners didn’t
participate you nominated them for reading and answering easier questions. You also used
questioning to lead learner to higher thinking skills: “Why would we use tapered edged
boards?” and “Why do we plasterboard in the opposite direction to the joists?”
Outstanding use of peer assessment and peer teaching. This was done in a very subtle way so
that learners were not intimidated by each other: “Can you tell your colleagues how to do that?”
Outstanding discussion with learner around timber and stud fixings for plasterboard. You
encouraged the learner to formulate a good argument around why timber by asking specific
questions around speed, ease and fire risk.
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.
You modelled very good communication skills and professional manners to the learners. It was
obvious that you were treating them respectfully and they responded well to you. It was clear
that even learners who were reluctant to participate responded positively to you, for example
the learner who didn’t want to work in a group politely declined rather than making a show of

7. power.
Overall Summative Comments
commitment to improvement of personal and teaching skills. Please also complete observer comments
on all relevant developmental targets on page 3.
You have demonstrated outstanding commitment to improving your teaching skills. You work
conscientiously, managing your own learning (booking observations without being chased for
them) and sending you prepared material and STE form well in advance of the observation.
In spite of a power failure in the building you should have been teaching in, the lesson still
started on time in another room. This shows a commitment to professional practice, by getting
in early enough to organise another room and text all the learners about the room change
before 9am.
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
Date
Signed – Trainee
Reflect upon the Observation, for example, did you meet your original objectives? (learning
outcomes, focus, approach etc.) Did you implement and/or meet your Diploma targets? How? Why
not? How did you deal with the ‘unexpected’? What did you learn from the experience? Would you do
anything differently? Why or why not? How would you do this? You will need to justify your answers
fully.
This session I decided to deliver the topic of plasterboarding relating to unit my main aim
was for them to have a deeper understanding .I was very anxious at the start of the lesson
despite the unexpected of a power failure in the building when I checked the classroom. I
checked timetables on the system and found out suitable room that was free; I rushed to
organise a booking and managed to promptly text all the learners regarding the room change

8. before 9 o clock. I have learnt from this experience that an adequate check needs to be
made to the room before delivering a session. I feel I met my diploma targets, aims and
learner outcomes in refection of my observation grading. A few learners needed encouraging
but I feel they were uncomfortable due to the late room change.

9. 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
Alison Blackhall
Date 7/10/2013
Signed – Trainee
Paul Achenoul
Date 07/10/13

10. 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)

11. 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)