The Perfect (Ofsted) English Lesson

David Didau, Jackie Beere

• Publisher: Independent Thinking Press
• Year: 2012
• Print ISBN:
  9781781350522
• eBook ISBN:
  9781781350706
• Topic: Education
• Subtopic: Education General

Another from Jackie Beere's 'Perfect' stable, this simple but effective little book is designed to help bring the best out of all English departments during that all-important Ofsted visit. It is written by David Didau, a highly effective and innovative head of English at a school where Independent Thinking is a trustee. He has been instrumental in overseeing an enviable rise in A* to C results over the last few years to 84% in 2011. Packed full of ideas, strategies and simple yet effective innovations, this book is an essential tool in the toolkit of every English department - and not just for the inspection either! With topics including assessment for learning, progress, the learning environment and planning outstanding lessons, this is the book for every English teacher's desk drawer.

Chapter 1

Planning the Perfect Lesson

Failing to plan is planning to fail. With a class of students preparing for a controlled assessment or an exam, your starting point should be to share the mark scheme and work out what it means. Just so with lesson observations. The table below shows Ofsted’s generic criteria for outstanding lessons as well as the subject-specific guidance for English lessons.

Generic criteria (Ofsted framework) 1		English-specific criteria (Ofsted guidance)2
Achievement of pupils
	Almost all pupils, including, where applicable, disabled pupils and those with special educational needs, are making rapid and sustained progress in most subjects over time given their starting points.			Pupils show high levels of achievement in the different areas of English (reading, writing, speaking and listening) and exhibit very positive attitudes towards the subject.
	They learn exceptionally well and as a result acquire knowledge quickly and in depth and are developing their understanding rapidly in a wide range of different subjects across the curriculum, including those in the sixth form and areas of learning in the Early Years Foundation Stage.			They express their ideas fluently and imaginatively in both writing and speaking.
				They are very keen readers and show a mature understanding of a wide range of challenging texts, both traditional and contemporary.
	They develop and apply a wide range of skills to great effect, including reading, writing, communication and mathematical skills that will ensure they are exceptionally well prepared for the next stage in their education, training or employment.			Their writing shows a high degree of technical accuracy and they write effectively across a range of genres, frequently showing creativity in their ideas and choice of language.
	The standards of attainment of almost all groups of pupils are likely to be at least in line with national averages for all pupils with many above average.			Pupils have a mature understanding of the differences between written and spoken language.
	In exceptional circumstances, where standards of attainment, including attainment in reading in primary schools, of any group of pupils are below those of all pupils nationally, the gap is closing dramatically over a period of time as shown by a wide range of attainment indicators.			They speak confidently and with maturity, using Standard English very effectively when required.
				They have learnt to be effective independent learners, able to think for themselves and to provide leadership, while also being sensitive to the needs of others.

Generic criteria (Ofsted framework)		English-specific criteria (Ofsted guidance)
The quality of teaching
	Much of the teaching in the subject is outstanding and never less than consistently good.			Teachers make imaginative use of a wide range of resources, including moving image texts, in order to address pupils’ needs in reading, writing, speaking and listening.
	As a result, almost all pupils are making rapid and sustained progress.			They make English highly relevant to the needs of their pupils and the world beyond school.
	All teachers have consistently high expectations of all pupils. Drawing on excellent subject knowledge, teachers plan astutely and set challenging tasks based on systematic, accurate assessment of pupils’ prior skills, knowledge and understanding.			Teachers demonstrate high standards in their own use of language and they model the processes of reading and writing powerfully to help pupils make real progress in their own work.
	They use well-judged and often imaginative teaching strategies that, together with sharply focused and timely support and intervention, match individual needs accurately. Consequently, pupils learn exceptionally well.			They have a detailed knowledge of texts and use this well to extend pupils’ independent reading.
	Teaching promotes pupils’ high levels of resilience, confidence and independence when they tackle challenging activities.			Pupils are fully engaged through active and innovative classroom approaches including well-planned drama activities, group and class discussions.
	Teachers systematically and effectively check pupils’ understanding throughout lessons, anticipating where they may need to intervene and doing so with notable impact on the quality of learning.			Teachers have a very good understanding of the English language, including differences between talk and writing, and address these issues directly in lessons.
	Time is used very wel...

Table of contents

• Cover
• Praise
• Title Page
• Dedication
• Table of Contents
• Acknowledgements
• Foreword
• Introduction
• Chapter 1 : Planning the Perfect Lesson
• Chapter 2 : The Start of the Lesson
• Chapter 3 : During the Lesson
• Chapter 4 : The End of the Lesson
• The Perfect Lesson Checklist
• Appendix
• Recommended Reading
• The Perfect Series
• Copyright