Form P A

FACULTY OF EDUCATION AND SPORT

PARTNERSHIP OFFICE

[09/09]

Observation and feedback report

An on-screen version of this form is available on the Primary Partnership page of our website:
www.brighton.ac.uk/education/placements/resources

Student: Sophie Purcell

School: OMS

Date: Wednesday 7th January 2015

Subject being taught: History (1.5 hour lesson)

Feedback (This should arise from observation of the lesson and scrutiny of the files: reference should be made to
relevant QTS Standards 1. (Q1-9) Professional attributes; 2. (Q10-21) Professional knowledge and understanding; 3.
(Q22-33) Professional skills).
You started the lesson by pointing out to the children that they should remember your expectations and allowing them to
settle after their language lesson. By asking children to state your expectations it shows that they do remember them and
therefore should be capable of following them.
Your collective mind map on the IWB to collate the things the children already knew about WW2 was a good way for
numerous voices to be heard and their numerous ideas to be shown to the whole class. Strengths here were the way you
included information which wasnt relevant to todays particular learning intention and by including the words or names
which children remembered but couldnt explain as it showed that all their ideas were valued and important. Another
strength was the way in which you kindly stopped the over-enthusiastic speaker by asking him to hold on to his ideas for a
later lesson. Throughout this task you reassured children who werent quite sure by explaining that we would find out more
in later lessons.
The story about Hitler was incredibly effective in grabbing the childrens attention, and every single child listened attentively
throughout the entire description. The fact that they did not know at which point they may be called upon to say who the
story was about ensured that they werent too eager to sit down too early. It also gave some empathetic information about
Hitlers background which the more able in the room would have soaked up and will be able to refer to in future lessons.
Throughout the lesson you included a wide variety of voices by calling on children who didnt necessarily have their hand
up- you took risks by calling on children who may not respond in the way you wanted them to but that just highlights your
dedication to including all children in your class.
This was a long lesson and you managed to use the time wisely with just enough time spent on each activity. You included
a range of different resources- the PPT, the mind map, gap fill, pair work, class discussion and the top trumps game.
Although the children didnt have time to play the game they all used the cards to help them find the necessary information
when writing about the leaders. You were right to leave out the game in favour of the class discussion as this was more
beneficial to the class and their learning. The game can always be played in a later lesson!
The gap fill tasks were differentiated and I like the way their sheets were put into their books before the lesson started as
this saved time handing them out and prevented the confusion of who was doing what. The group discussions during this
task enabled the higher able children to take a lead role in helping their peers and gave the less able children the
opportunity to ask their peers when help was needed. It also provoked some interesting discussions about the information
they had just learnt.
Throughout the lesson you demonstrated an outstanding subject knowledge and were able to enter into discussion and
answer questions on a variety of different topics with all of the children.
The children were enthused about the subject right from the start and you were able to maintain the level; of enthusiasm
throughout the lesson. By teaching from different parts of the class room you were able to give ownership and control to
the children and then take it back again. By wandering around the classroom during the gap fill tasks you were able to
clear up misconceptions, ensure children stayed on task and discus the subject further where necessary.
Well done for maintaining the use of praise to reinforce good behaviour and for beginning to use non-verbal clues for
unwanted behaviour without disrupting the flow of the lesson. You have developed a great rapport with this class and are
much more relaxed in your delivery of the lesson. Keep the humour in, the children respond well to it and enjoy it when
their teacher can crack a joke or two!
Lesson observation: Observation Criteria are available atwww.brighton.ac.uk/education/placements/resources/primary
Using Observation Criteria, at this point your practice has been judged as a grade: (indicate as appropriate).
Grade 1
Grade 2
Grade 3
Grade 4 cause for concern

Progress and Future Actions (please make reference to the QTS Standards in the commentary)
In discussion with the student, identify and comment upon:
(i) Progress made in relation to actions identified on the ITDP and previous feedback report forms
(ii) Additional points for discussion (e.g. significant achievements, issues arising from specific lessons)
(iii) Ways forward and actions (including and suggested amendments to the ITDP)

Ensure all children are listening when they are supposed to be and develop your use of non-verbal clues to bring
children back to task without disrupting the flow of the lesson or giving them attention.
Develop you use of questioning to draw out information before giving it to the children - What do you think did next?
Why might they do that? How do you think responded? How would you feel in that situation?
Although you are consistently praising good behaviour you should now try to reward children with Ace Points for good
answers or participation.

As seen and discussed:

Signed (student):

S Purcell
Signed (mentor/ placement tutor ):

Date: 08/01/15
Date:

Sheet _2_ of __2__

Please make two copies: (1) student's file (2) school mentor / placement tutors record