Reviewer: Subject: Present: Observation Time: Lesson Observed: Whole Part Date

Teacher observed: Grade and section: Assistants (specify): Observation Type: Individual Paired

Standard Very Weak Weak Acceptable Good Very Good Outstanding

3.1.2 Lesson planning, the learning Teachers’ planning, time management Teachers’ planning, Teacher plan lessons, manage time and use Teacher plan purposeful lessons, provide Teacher plan engaging lessons, provide motivating learning environments and Teacher plan imaginative lessons,
environment and the use of time and and use of resources are ineffective and time management and resources appropriately to provide interesting learning environments and use use time and resources skilfully to enable all groups of students to be very provide inspiring learning
resources the learning environments are bleak use of resources are environments where students can meet time and resources effectively to enable successful learners. environments and use time and
and uninspiring variable. Teachers do learning expectations. students to be successful learners. resources creatively to enable all
not consistently provide groups of students to learn very
environments that successfully.
encourage learning.
Evidence checked ➢ Lesson planning.

➢ Clear learning objectives aligned with standards

➢ Time management
➢ Effective use of resources

➢ Differentiated instruction for diverse student needs

➢ Classroom management

➢ A well-managed and orderly classroom

3.1.3 Teacher student interactions Teachers’ interactions with students Teachers’ interactions with students Teacher’s interactions with students ensure Teacher’s interactions with students Teacher’s interactions with students ensure that they are keen to learn. Students’ teacher interactions, ensure
including the use of questioning and result in disinterest. Questioning is not result in demotivation and that they are willing learners. Questioning and ensure that they are engaged learners. Questioning promotes higher-level thinking and critical responses. Dialogue that students are always active and
dialogue. sufficiently challenging and dialogue disengagement. Questioning and dialogue engages students in meaningful Questioning promotes thought and engages students in thoughtful discussions and reflection. focused. Questioning challenges
does not engage students effectively. dialogue are ineffective. discussions. considered responses. Dialogue engages students’ thinking and promotes
students in meaningful discussions and insightful responses. Dialogue engages
reflection. students in insightful discussions and
reflection.

Evidence checked ➢ Teacher uses open-ended questions which leads to critical thinking.

➢ Teacher provides guided feedback on students’ reflections.

➢ Students’ Peer reflection

➢ All students in each group are engaged and reflect (enough time for students
to reflect)

➢ Activities that promote critical thinking.

➢ Students’ group work with a defined role for each student (Communication
and collaboration)
➢ Challenge for all groups of students

3.1.4 Teaching strategies to meet the Teachers have low expectations. They Teachers do not use strategies that Teachers use strategies that adequately meet Teachers use strategies that are effective Teachers use strategies that are highly effective in meeting the individual needs Teachers use strategies that very
needs of individuals and groups of lack the knowledge and understanding meet the needs of groups of students. the needs of groups of students. They provide in meeting the individual needs of the of the students. They consistently provide specific levels of challenge and successfully meet the individual needs
students of how to meet the needs of students. They do not provide appropriate challenge and support generally but this is not students. They provide appropriate levels support. of students. Teachers have high
They do not provide any challenge or challenge and support. Teachers have always sufficiently personalised. of challenge and support. expectations of all groups of students.
support. low expectations. They lack the They provide very challenging work
knowledge and understanding of how and excellent support.
to meet the needs of s
Evidence checked ➢ Differentiation based on P4P sheet (use of data for the differentiation)

➢ Differentiated student's work.

➢ Expectations for the different groups of students are clear and well-
informed.
➢ SEND students are well supported.

➢ Adaptation in teaching strategies for the G&T students.

3.1.5 Teaching to develop critical Teachers do not develop students’ Teachers rarely develop students’ Teacher sometimes develop students’ critical Teacher systematically develop students’ Teacher purposefully develops students’ critical thinking, problem-solving, Teacher skilfully develops students’
thinking, problem-solving, innovation critical thinking, problem-solving, critical thinking, problem solving, thinking, problem-solving, innovation and critical thinking, problem-solving, innovation and independent learning skills. critical thinking, problem-solving,
and independent learning skills innovation and independent learning innovation and independent learning independent learning skills. innovation and independent learning innovation and independent learning
skills. skills. skills. skills.

Evidence checked ➢ Quality of questioning

Promoting Independent learning
➢ Activities promoting critical thinking.

➢ Students are well engaged in research and finding solutions for high-
order thinking questions.

➢ Independent learning is visible.

➢ Students are making connections with real-life examples.

Standard 3 4 5 6
1.1.3 Knowledge, skills and In lessons and in their recent work, only In lessons and in their recent work, less In lessons and in their recent work, most In lessons and in their recent work, the In lessons and in their recent work, a large majority of students demonstrate In lessons and in their recent work,
understanding a few students demonstrate levels of than three-quarters of students students demonstrate levels of knowledge, majority of students demonstrate levels levels of knowledge, skills and understanding that are above curriculum most students demonstrate levels of
knowledge, skills and understanding demonstrate levels of knowledge, skills skills and understanding that are in line with of knowledge, skills and understanding standards. knowledge, skills and understanding
that are in line with curriculum and understanding that are at least in curriculum standards. that are above curriculum standards. that are above curriculum standards.
standards. There are significant gaps in line with curriculum standards.
students’ knowledge and weaknesses in
their skills and understanding.

Evidence checked ➢ Students Notebooks

➢ Student’s work I the class
➢ Students’ reflection and response to the formative assessment showed
that 75% of students have achieved the success criteria as per the
curriculum std. and 60% of them achieved the next level challenge and
exceeded the success criteria.

1.3.1 Students’ engagement in, and Students are very easily distracted and Students are easily distracted and work Students have positive attitudes toward Students enjoy learning and take Students are keen to learn and take responsibility for their own learning. They Students are enthusiastic and take
responsibility for their own learning work only with constant teacher only with their teachers’ direction. learning and can work for short periods increasing responsibility for their own know their strengths and weaknesses and act purposefully to improve. responsibility for their own learning in
direction. They do not show interest in Students rarely reflect on the quality of without their teacher intervention. They may learning. They know their strengths and sustained ways. They focus well and
learning. They do not evaluate the their learning and consequently they be passive learners, but they know what they weaknesses and take steps to improve. reflect on their learning to evaluate
quality of their learning and are unsure how to improve their work. have learned and how to improve their work in their strengths and weaknesses
consequently they do not know how to general terms. accurately. They take targeted actions
improve their work. to improve.
Evidence checked ➢ Self-evaluation
➢ Peer checking
➢ Students’ responses

1.3.3 Application of learning to the Only a few students are able to make Students find it difficult to make Students make a few connections between Students make clear connections between Students regularly make meaningful connections between areas of learning and Students consistently make meaningful
real world and making connections connections between areas of learning connections between areas of learning areas of learning and relate these in simple areas of learning and relate these to their relate these well to their understanding of the world. connections between areas of
between areas of learning and relate knowledge to their and to relate knowledge to their ways to their understanding of the world. understanding of the world. learning and use these to deepen their
understanding of the world. understanding of the world. understanding of the world.

Evidence checked ➢ Students are able to make Connections with real life.

➢ Effective cross-curricular connections are set throughout the lesson by

teachers and students.

1.3.4 Innovation, enterprise, enquiry, Only a few students can find things out Students find it difficult to do basic, Students can do basic research with teachers’ Students are enterprising. They can find Students are innovative and enterprising. They use enquiry and research skills, Students are innovative and
research and critical thinking and use independently and use learning independent research or use learning direction. They use learning technologies in things out for themselves and use and learning technologies effectively. Critical thinking and problem-solving skills enterprising. They are independent
of learning technologies technologies effectively. Critical technologies effectively. Critical limited ways to support their learning. Critical technologies to support their learning. are key features of learning. learners and can find things out for
thinking and problem solving skills are thinking and problem-solving skills are thinking and problem-solving skills are Critical thinking and problem-solving skills themselves using a variety of different
not features of learning. underdeveloped features of learning. developing features of learning. are common features of learning. sources. They use learning
technologies independently and very
effectively. Critical thinking and
problem-solving skills are intrinsic
features of learning

Evidence checked ➢ Most students are engaged, and research using ICT and reflect innovative
ideas.

➢ Teacher asks questions using HOW, WHY, elaborate which leads critical
thinking.

➢ the peer reflection and feedback form teacher are made effective.

➢ Promoting Independent learning

➢ Activities promoting critical thinking.

➢ Promoting research skills

Standard 3 4 5 6
1.2.2. Progress in lessons In lessons, only a few students make In lessons, only a majority of students In lessons, most students make expected In lessons, a large majority of students make better than expected progress in In lessons, most students make better
In lessons, the majority of students make relation to appropriate learning objectives aligned with the expected curriculum
expected progress in relation to make expected progress in relation to progress in relation to appropriate learning than expected progress in relation to
better than expected progress in relation standards.
appropriate learning objectives aligned appropriate learning objectives aligned objectives aligned with the expected appropriate learning objectives aligned
to appropriate learning objectives aligned
with the expected curriculum with the expected curriculum curriculum standards and a few make better with the expected curriculum
with the expected curriculum standards.
standards. standards. progress. standards.

Evidence checked ➢ Objective and success criteria are aligned with grade-level curriculum
standards.

➢ At least 75% of Students achieve success criteria, 60% of them exceed

success criteria.
Progress is to be seen through the following.

1. Students’ notebooks

2. Number (60%) of students of each group achieving next level

challenging task.

3. Quality of Students' class Work

4. Assessments(P4P) sheet

5. Response to the formative assessment

3.2.5. Teacher’s knowledge of and Teachers’ knowledge of the strengths Teachers have insufficient knowledge Teacher has reasonable knowledge of the Teacher has good knowledge of strengths Teacher has very good knowledge of the strengths and weaknesses of individual
support for students’ learning and weaknesses of students is very of the strengths and weaknesses of strengths and weaknesses of the individual and weaknesses of individual students. students. Teacher provides personalised challenge, support. Feedback to student Teacher has in-depth knowledge of the
limited. Students are given little students. Students are not given students. Teacher provides some challenge, Teacher provides well-focussed challenge, is constructive. Students are regularly involved in assessing their own learning. strengths and weaknesses of individual
challenge, support, feedback or follow- enough challenge, support, feedback support, feedback and follow up. Students are support and follow up. Students are students. Teacher provides excellent
up. They are not involved in assessing or follow-up. Students are rarely sometimes involved in assessing their own usually involved in assessing their own personalised challenge and support.
their own learning. involved in assessing their own learning. learning.
learning. Feedback to students is comprehensive
and constructive. Students are routinely
involved in assessing their own
learning.

Evidence checked ➢ Teacher’s feedback is guided and provides the next step of learning for
each student.

➢ Effective use of data for instructional improvement

➢ Data-driven Differentiated instructions and challenges according to the

level of individual student

3.2.4 Use of assessment information to Assessment information is not used to Assessment information is not used Assessment information is used adequately to Assessment information is used effectively Assessment information is used very effectively to influence teaching and the Assessment information is used skilfully
influence teaching, the curriculum and inform teaching or curriculum planning adequately to inform teaching or inform teaching and curriculum planning in to influence teaching and the curriculum curriculum in order to meet the learning needs of all groups of students and to and effectively to influence teaching
students’ progress and the needs of students are not met. curriculum planning. Consequently, the order to meet the needs of groups of students. in order to meet the learning needs of all enhance their progress. and the curriculum in order to meet the
needs of groups of students are not groups of students and to enhance their learning needs of all groups of students
progress. and to optimise their progress.

Evidence checked
➢ Use of CAT 4, Internal assessment, and External Assessment data for the
differentiation (P4P)

➢ Use the formative assessment data to adapt the more appropriate

teaching strategies.

➢ Providing next level task based on the performance of the students on

the task assigned

4.1.4 Cross-curricular links There are no meaningful Cross There are no planned Cross curricular Some cross-curricular links are planned but Cross-curricular links are meaningful and Cross-curricular links are meaningful and planned carefully. They are managed Cross-curricular links are meaningful
curricular links. links. Students’ transfer of learning they do not fully facilitate students’ transfer of planned. They are managed well and well and enhance students’ transfer of learning between different subjects. and planned purposefully and
between different subject areas rarely learning between different subjects. assist students’ transfer of learning innovatively. They are managed well
happens. between different subjects. and significantly enhance students’
transfer of learning between different
subjects.
Evidence checked ➢ UAE culture connection
➢ Effective curriculum connection throughout the lesson

➢ Effective Real-life connection

4.2.3 Links with Emirati culture and There is little acknowledgement of There are limited opportunities for Some appropriate learning experiences are Appropriate learning experiences are Coherent learning experiences are embedded through almost all aspects of the Innovative and coherent learning
UAE society Emirati culture and little is done to students to develop their provided to develop students’ understanding of integrated through most aspects of the curriculum to enable all students to develop a broad understanding of the UAE’s experiences are embedded through all
promote students’ understanding of it. understanding of the UAE’s culture and the UAE’s culture and society but these are not curriculum to enable all students to culture and society. aspects of the curriculum to enable all
society. fully integrated into the curriculum. develop clear understanding of the UAE’s students to develop excellent
values, culture and society. understanding of the UAE’s culture and
society.

Evidence checked UAE culture connection Appropriate UAE cultural links with the objectives

Effective connections with UAE society aligned with the objective

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Remarks Personal and Social Development (Behaviour and Attitudes): Safeguarding and Supporting Students (Health & Safety/Supervision)

Class seating arrangement as per the seating plan Cleanliness of the class
Student -Teacher relation Applying safety protocols
Students/ Teacher Behaviour related remarks
Students’ active participation
Availability of Notebooks and Books

Target for Next Lessons (Which must be implemented in future lessons)

Focus 1: Focus 2 Focus 2 Overall Grading

Key (Mean Score) Judgments may be rounded up only when

Example: Questioning for higher- Example: Questioning for higher-
progress and assessment are both evidenced in Example: Progress in lessons
the higher boundary.
order thinking order thinking

6- Outstanding 3- Acceptable
5- Very Good 2- Weak
4- Good 1-Very Weak

eed to
updated
CP is designed according to the uality cycle

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