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    Year 3 English lesson on shape poetry

    The lesson includes many opportunities for pupils to develop their reading, writing and thinking skills, as well as research, group work and peer assessment opportunities. The tasks are well planned and pitched at an achievable level. There is a good use of resources (TAs) and effective differentiation and pupils with specific learning needs are supported at appropriate times. There is also an effective use of learning resources (video, thesauruses and mind maps).

    The learning objectives are specific and the activities are planned in a way that meets these objectives. The teacher asks open questions, listens to their answers and encourages them to assess each other and complete tasks in groups. A variety of teaching strategies are used and the pupils are given the opportunity to refer to prior learning as well and the teacher can also assess progress.

    These parts of the lesson would be outstanding if the learning objectives were referred back to regularly - checked that they were being met at each stage of the lesson, as well as prior learning and how it was being built on.

    There doesn't seem to be a proper plenary to conclude the lesson and refer back to the learning objectives. No homework set. There is also the chance that the main activity (moving around in groups, peer assessment, etc) becomes unfocused. No time limitations are set in the lesson plan so without good leadership from the teacher, the middle of the lesson can lose the attention of the class and get them off target.

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    Year 4 Science lesson on friction and forces

    The learning objectives are clear, concise and achievable. The teacher uses a wide range of resources to support the lesson. The start of the lesson is focused, lays out the objectives, and incorporates some resources and revision of previously learnt material. The main activity is fun, interesting and challenges pupils to think about and question what they are learning. The teacher goes back and checks their work and allows the pupils to check things for themselves as well, which gives them a sense of responsibility and independence. The lesson is very well differentiated and assessed, as the plenary gets them to ask all the key questions that will make them review what they have learnt and draws all the different findings together at the end of the lesson.

    The teacher has high expectations and creates a positive climate for learning in the classroom. Effective teaching strategies are used and the lesson is planned in a way that should deepen a pupil's knowledge and understanding of the subject. The pace is quick and the activities are interesting and engaging and the teacher consistently checks their understanding throughout the lesson. The teacher also introduces the next steps, which prompts the pupils to think ahead.

    These parts of the lesson would be outstanding if the pupils were asked targeted questions about the next steps.

    No homework is set. The main activity and group discussion could become boisterous if the pace of the lesson is allowed to slow down.

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    Year 5 Numeracy lesson on ratio and proportion

    The work is pitched at a level that is achievable for individuals who work hard; the class is lower ability but the lesson plan caters for varying abilities within that lower ability range as well, therefore ensuring all pupils' needs are met.

    Effective teaching strategies are used, good resources are employed (including TA) and the class is given opportunities to use a range of learning styles. Teacher includes why the use of ICT enhances this project and how it is useful to pupils of varying abilities, which is a very helpful and thoughtful addition to the lesson plan. Teacher clearly models what pupils are meant to do.

    This lesson would be outstanding if the starter was as focused as possible, allowing for no disruption and if the range of teaching styles had included an opportunity for independent learning.

    The starter runs the risk of being disruptive. No opportunity for independent learning. No homework is set.

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    Year 6 Religious Education lesson

    Pupils are introduced in a clear and concise manner to the concept of religious education, which helps them understand what they are learning and why. Learning objectives are clear and differentiated. Opportunities for dialogue are planned in the lesson and used to promote learning. There are opportunities throughout the lesson for pupils to get actively involved. Teacher asks pupils carefully open questions (e.g why do some people turn to religion?).

    The lesson objectives are differentiated but the main activity is not. The teacher's only high expectations and differentiation is shown in the extension exercise for gifted and talented pupils. There is no plenary to recap the lesson and assess whether or not the learning objectives have been met.

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    KS2 Geography lesson on fair trade

    Lesson offers pupils opportunities to use a range of learning styles and the teacher employs various effective teaching strategies that suit pupils' individual needs. Teacher has high expectations of some of the pupils and asks them lots of targeted questions that will help them to expand their learning.

    Lesson is well differentiated throughout and the assessment opportunities are clear and regular.

    The conclusion of the lesson is teacher-lead when a targeted pupil-lead session recapping what they have learnt and showing they have attained the learning objectives by answering the key questions could be more effective here.