One of the privileges of my role is that I often get the chance to observe lessons. I love having the opportunity to drop in on classes across the different year groups and the fantastic range of subjects available in the Senior School.

It so happens that I have observed nine lessons over the last two weeks. These have included classes in English, Maths, German, Physics, Chemistry, History, PE and Computer Science. Seeing lessons like this really gives a sense of what learning at The Abbey looks and feels like and it is invigorating to see so many excellent lessons going on.

Defining an ‘excellent lesson’ is notoriously difficult and the concept is endlessly debated by education professionals. Sometimes I think that teachers, and those who write about teaching, get caught up in the theory and the arguments around this crucial topic, seeking catch-all definitions that simply do not exist. Those who are involved in an excellent lesson – students, teachers or observers – recognise excellence when they see and feel it.

There is no single hard and fast rule of what makes an excellent lesson and excellence depends on context and circumstances. In general, an outstanding lesson is generally better measured by its outcomes rather than its processes. That said, some common components of great lessons are a feeling of genuine mutual exploration and deep interest in the subject, warmth, care, personalisation and progress. Every student and every student’s learning matters. The very best lessons have a sense of magic in the air. Finally, there is lots of evidence that students take away more from lessons that are genuinely fun and engaging.

In the lessons I have seen over the past couple of weeks I have witnessed students designing their own Minecraft characters, playing battleships based upon the technicalities of German grammar, debating the different ghosts in ‘A Christmas Carol’ and enjoying challenging themselves by doing some extremely complicated mathematical Chemistry, amongst many other tasks.

More important than these activities themselves, over the past two weeks I have seen students not being worried about being ‘wrong’ but willingly getting involved in lessons, answering and asking questions and throwing themselves into tasks. I have seen them laughing and learning, being stretched and challenged and having fun in the classroom.

In a world in which it looks as if so many human functions could potentially be replaced by AI, the roles of teachers and learners are very specifically human. An excellent lesson is by definition very personal. It is only when students and teachers engage with one another as individuals that classroom magic can happen. I have repeatedly witnessed this over these weeks, and it has been a pleasure.

Throughout this period the wonderful sounds of orchestras, choirs and ensembles rehearsing Christmas carols and tunes for this week’s carol service at Reading Minster have infused the school, winding their way into lessons as students learn. The beauty and happiness of the festive period is undoubtedly in the air. Reflecting on this and on all of the classes I have been fortunate to observe, means that even before the carol service begins, I have already experienced the contagious joy of nine lessons and carols.

Sarah Tullis, Senior Deputy Head