What does challenge look like?
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In a Good Lesson |
A Very Good Lesson |
In a Lesson with Outstanding Features |
An Outstanding Lesson |
| Good levels of differentiation, especially in relation to high and low ability groups, leads to progress being good. | The setting of demanding objectives and awareness of the needs of different ability groups leads to progress being at least good on a short and long term basis. | Very good differentiation leads to all learners being appropriately challenged leading to progress being very good. | Good quality information about the prior learning of individuals leads to them making excellent progress both in the short and long term. |
| The learning objective is clear and well presented so that all know what is expected of them.The objective is referred to as the lesson proceeds.Learners have a sense that they are working hard and know what they have to do before the lesson ends.The activities are suitably differentiated and meet the needs of the different learners. | Learners work with a real sense of purpose.There is good industry in the classroom.The adults have set a realistic but demanding objective for the learners.Learners know their targets, especially in relation to writing, and know what to do to improve.
Activities are organised so as to take account of the differing ability ranges in the classroom. |
Learners are fully aware of their targets and can explain what they need to do next to improve.There is very good differentiation with all abilities working at the right level for them.
Expectations are high with learners knowing what they are expected to have achieved by the end of the lesson. Teacher has good understanding of the context of the learners and has made adjustments to the learning accordingly. |
It is evident that the teacher is aware of the learners’ prior learning and has organised the activity to take that into account.Learners work at a brisk pace and have clear understanding of what is expected of them.Tasks are organised well to take account of all abilities.There is a real sense of the learners enjoying their work and each knows exactly what they need to do to improve.
All learners are challenged by high-order, open ended tasks. |
How can I move my lesson to the next grade?
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A Good Lesson |
A Very Good Lesson |
A Lesson with Outstanding Features |
An Outstanding Lesson |
| Is the learning objective clear to all learners?Can learners explain exactly what the learning objective is?How do you ensure that the learning objective is regularly referred to?Do learners know exactly what good outcomes should look like?
How have you ensured that the tasks are suitably differentiated? |
Have you ensured that activities are very well differentiated and each group is appropriately challenged?Have you ensured that all learners are aware of their targets and have a good idea as to what they need to do to improve their work?Are you sure that there is good industry with very little, if any, disruption to the flow of the lesson?Do you support learners so that they are encouraged to hypothesise and speculate? | Are learners fully aware of what they need to do to improve their work because excellent use is made of targets/ challenges (where appropriate) to ensure that they know this?Are learners fully aware of what is expected of them and are they fully aware that the teacher has expectation of the output?Is the learners’ context taken into consideration and have activities been organised to take this into account?Are inadequate outcomes challenged on a regular basis? | have good quality pre learning activities taken place to help the teacher know exactly where to put emphasis on the learning?Have you ensured that not only is there a great sense of productivity amongst the learners but there is also a great sense of purpose and enjoyment?Do learners take a great pride in what they achieve and can they talk about the improvement they have made or are beginning to make?Have you planned for and delivered a number of high-order, more open ended tasks? |
Are targets and challenges being used effectively to support learning?
Some key questions:
Are learners aware of how to use targets or challenges in order to support their learning?
Are targets or challenges set out in a user friendly way?
Are targets reviewed and changed regularly to take account of improved learning?
Are challenges based on existing Schemes of work?
Are challenges linked to data of individual students?
Are students aware they are being challenged in order to improve their target grade?
How did students respond to the challenges?
Which where the most , group challenges or individual’?
Are learners able to talk about their targets and explain what they did and how this has helped them improve?