This snapshot, taken on
11/08/2011
, shows web content acquired for preservation by The National Archives. External links, forms and search may not work in archived websites and contact details are likely to be out of date.
 
 
The UK Government Web Archive does not use cookies but some may be left in your browser from archived websites.

Consistently high-quality teaching: Overview

Learn how consistently high-quality teaching improves pupil outcomes and find a step-by-step plan for designing a high-quality lesson.

Impacting on pupil outcomes

Teaching and learning is most effective where teachers are enthusiastic, knowledgeable and have the confidence to help and encourage pupils to become independent learners.

Securing the quality of lesson planning and monitoring delivery of lessons are essential elements in securing high-quality teaching and learning. This is particularly important in schools with a relatively high number of inexperienced or temporary staff, and where large numbers of pupils are making inadequate progress. The cause and effect between these two conditions can be a key cause of significant in-school variation.

Where teaching is effective and consistent across a school, it leads to improved learning and outcomes for all pupils. You can secure consistently high-quality teaching and learning by planning lessons well and monitoring their delivery.

Designing a high-quality lesson:

  1. Locate the teaching sequence or lesson in the context of:
    • the scheme of work
    • the pupils’ prior knowledge and understanding.
  2. Identify the learning objectives for the pupils.
  3. Structure the teaching sequence or lesson as a series of episodes by separating the learning into distinct stages and selecting:
    • the best pedagogic approach to meet the learning objectives
    • the most appropriate teaching and learning strategies and techniques
    • the most effective organisation for each episode.
  4. Make sure the lesson is easily understood by providing:
    • a stimulating start to the lesson that relates to the objectives
    • transitions between episodes that are clearly signposted for the pupils
    • a final plenary that reviews learning and identifies next steps.