Observation of a KS3 English class; monitoring the success level lesson planning and timing

Both planning and timing go hand in hand as the inclusion of good time management is a consequence of a lesson plan that is well prepared and successful. So, instead of considering each factor separately, I will acknowledge both these elements together, as a well planned lesson results in good time management and a steady flow to the lesson.
My observation was a successful venture as it demonstrated how a well planned lesson consequently has a positive effect upon the class and the timing of the lesson. All elements of the lesson linked together and sustained a steady pace. The starter implemented the grounding for the learning for the remainder of the lesson. Resulting in each element of the lesson progressively evolving the pupils knowledge.
The variety of activities within the lesson was rich, as a significant amount of the pupil's time was spent out of their seats engaging in group tasks appointed by the teacher. Although, in order for this exertion to be successful prior knowledge of the class is key, the teacher must be aware of how the class react to active activities. In order to have a successful lesson the teacher must be sensitive to the pupil's needs and understanding. The teacher must be flexible with the timing as the time they may have allocated within the planning process may not be that in reality. My observation revealed there was a high level of compucy demonstrated by the teacher in this area as all students seemed to have kept up with the pace of learning.
Moreover, in order for the timing to be effective; initially a well thought out lesson plan must be in place. Also, the teacher must be adaptable and versatile,  as not sticking to the lesson plan rigidly enables the learning to be successful. Although a lesson plan may not be a teacher's Bible, it is a scaffold for the lesson and must be in place for good timing and an effective lesson to occur.

Observation of a KS3 English class; predominantly focusing on how the criterias are met from within the Programme of Study

In order to develop and assess a class's speaking and listening skills, the obvious exercise of speaking and listening between individuals is an obvious exertion. However, the challenge as the teacher figure is how to motivate the students whilst the lesson is at the preliminary stage of the school day. As this could potentially be a challenging and problematic factor; especially with a lower level group. In order to motivate the class and to extinguish this hurdle, the teaching approach of the facilitator was applied, thus meaning the students are in control of their own learning. This is echoed within Piaget's (1952) constructivism theory; that the students are at the centre of the learning. It is this approach which assessed whether the criterias were met from the programme of study (POS), at key stages three, levels three to seven.
The concept of the students fulfilling the role of the teacher is an idea which has been used within the classroom for a significant amount of time. However, the concept proved to be a successful venture, as the students worked in pairs to perform pre-prepared speeches, or "rants", on their chosen subject. The students were provided with a breakdown of the different levels, so they could assess each other in regards to their presented speech. This would then develop into a whole group activity and entailed a full class participation, commenting on both the positives and improvements required to their speeches. Both pair and whole class feedback is crucial to the development of their speaking and listening skills at key stage three, as it is the higher level achieving students whom would provide the feedback constructively.
Also evident of the higher level achieving students was good utilisation of: eye contact, tone and emphasis, complex sentences, pitch and pace. In comparison the lower level students merely hid behind their paper with little pitch or emphasis to their voice, and sentence lengths tended to be shorter using simple or compound sentences. The majority of the pupil tend to sit within the middle levels, as they lack the vocabulary required to reach the higher levels. However, observing the class from across which encompasses students across all levels has revealed how the foundations of speech centers around a true understanding of the English language. In order for any student to progress to a higher level, the pupil must have a greater grasp upon their vocabulary, and factors which can be improved by the other elements from the POS; reading and writing. Moreover, for a pupil to be successful within one aspect of the POS, the other components must be a 'building block' to this success.