The best lessons are well planned and make effective use of a range of activities to cater for the differing abilities and learning styles of students. Lesson objectives are clear, there is a good balance of theory and practice and individual targets are set for each student. Teachers combine good subject knowledge with imaginative use of resources, for example demonstrating complex concepts by using short tasks, computer simulations, card games and role play. Data projectors and interactive white boards are used well by teachers for whole-class teaching and by students to give their own lively presentations. Where teaching is less effective, lessons lack structure, there is little variety in teaching style and insufficient account is taken of individual student needs. Teaching consists of exposition followed by individual work at computers. Theory teaching is uninspiring and fails to engage learners. There are few opportunities for discussion or for students to develop critical thinking or analytical skills. Teachers do not routinely check the understanding of all students. More able students are not challenged or given extension work. OFSTED