All pupils know there are learning objectives
Most know what they have to do; a few have a limited understanding of what they are trying to learn.
Some pupils can relate the lesson to recent lessons.
Most pupils can work together
Some are confident to contribute to discussions.
Some are confident to talk about their work.
Most pupils make progress in their learning.
Lessons are planned to learning objectives and appropriate tasks then identified.
The learning objectives and/or learning outcomes are shared e.g. displayed.
Opportunities are provided for discussion related to learning (whole class, group or paired).
Pupils are encouraged to listen and learn from each other and contribute to discussions.
Progress, in relation to the learning objectives, is reviewed with the class e.g. during the plenary.
Most pupils are clear about what they are trying to learn.
Many are aware of some features of good learning outcome.
Many can, with support, identify some strengths and weaknesses in their work and suggest how to improve it.
Many recognise how the learning builds upon earlier learning.
In whole class discussions all pupils listen to others.
Many are confident to contribute.
In paired or group discussions most pupils contribute & learn from each other. Discussions remain focused.
Most pupils make progress in relation to the learning objectives.
The lesson is planned to appropriately challenging learning objectives (linked to N.C. standards) which focus the teaching.
The teacher explains the learning objectives and outcomes and checks pupils’ understanding.
The teacher explains what a good learning outcome will ‘look like’ and this relates to subject standards.
The teacher explains the value of what is being learned and how it links to past and future learning (big picture).
The teacher relates the tasks to the learning objectives and outcomes throughout the lesson.
The teacher regularly assesses learning and provides specific, positive feedback to inform next steps.
There are opportunities for structured whole class, and supported group/paired discussion.
Teacher uses specific strategies to improve the quality of dialogue and pupil confidence.
All pupils have a clear understanding of what they are trying to learn (and value having learning objectives).
All pupils are clear about the success criteria and can, with support use these to judge the quality of their own and each others’ work and identify how best to improve it.
Most pupils can, with support, contribute to determining the success criteria.
All pupils can relate their learning to past, present and future learning in the subject and most can relate this learning to other subjects.
In whole class, group or paired discussions all pupils develop their thinking and learn from each other.
Pupils are confident to take risks by sharing partially formed thinking or constructively challenging others.
All pupils make good progress, in relation to the learning objectives, with some independence.
The lesson is planned to appropriately challenging learning objectives and intended learning outcomes using success criteria to scaffold learning.
Opportunities are provided for pupils to explore the objectives, outcomes and success criteria and sometimes determine the success criteria themselves.
Exploration of the big picture includes links to other aspects of the subject and to other subjects.
Pupils are helped to use success criteria (which focus on fine grades of progression key concepts and skills) to identify how to take their next steps.
Progress is regularly reviewed with pupils e.g. prior to the next stage of a task.
The teaching is flexible and responsive to pupils’ learning needs and the progress they are making.
The teacher uses skilful questioning, appropriate resources and engaging activities to focus and sustain whole class, group and paired dialogue.
The teacher explicitly develops pupils’ dispositions, skills and confidence to engage in dialogue.
All pupils understand what they are trying to learn and confidently discuss this using subject terminology.
All pupils routinely determine and use their own success criteria to improve.
Pupils understand how the learning relates to the key concepts and skills they are developing.
Pupils value talk for learning and consciously use it to advance their thinking.
There is a classroom buzz: pupils initiate and lead whole class discussions; group discussions are self determined and governed.
Responses are typically extended, demonstrate high level thinking and support their views.
All pupils have an appetite for learning: they independently identify and take their next steps in learning to make good progress.
Planning is informed by an in depth understanding of standards and progression in key concepts and skills (subject and cross curricular).
The teaching enables each pupil to use AfL to take their learning forward independently.
The teacher routinely explores with pupils how they learn most effectively and how this can be applied.
The teacher and pupils develop the lesson together in response to the learning needs.
Whole class and group dialogue is skilfully orchestrated and supported as an integral feature of the lesson to accelerate learning and develop pupils’ independence.
Teacher intervention in discussions is minimal but timely and in response to critical learning moments.