• Develop more coherent planning for learning across the school.

• Ensure planning for progress and for the use of AfL in all lessons.

We need to …

This is not …

• A rigid template to encourage teaching and learning by numbers.

• Meant to fit every lesson neatly.

A 5 Part lesson Structure

Starter

Modelling

Group/Paired Work

Independent Learning

Review & Reflection

A 5 Part lesson Structure

Starter

Establishing

Developmental Phase

Plenary

• Deadline:• Have it written clearly on board as students

enter with a precise due date.• Set a task that consolidates what was taught

in lesson or bridges to the next lesson.

Homework

• Linked to topic (mental task is ideal as a thinking task).

• Important to bridge from prior to current learning.

• A question or series of questions about a stimulus (photo, text, sound, video) are the most effective.

• Spend five minutes maximum, and allow for some sharing and feedback.

Starter

Topic: Lesson Content

How to express skill(s) as a statement linked to assessment criteria

How to…• Show students how to apply a skill• Spend 10 minutes maximum• Ask questions to less able students about

what teacher did• Ask higher order questions to middle ability

students around how teacher did it• Ask higher order questions to most able

students around why teacher did this

Modelling

• Pairs or groups practice skills through discussion and record their thinking on sugar paper, in discussion, on mini whiteboards, using new technologies.

• Teachers should circulate to get a feel for how the students are progressing.

• Support staff deployed to work with particular groups to ensure access and progress.

• Teacher intervenes to support, scaffold and prompt.• Spend 15 minutes maximum, including feedback • Feedback should include carefully scaffolded questions about

what has been done, what has been learned and how it has been learned.

Group/Pair Work

• Students apply skills independently to new content

• Display success criteria with levels/grades linked to NC or Syllabus

• Support staff deployed strategically to work with key students and/or groups of students

• Planned extension task• Spend 20 minutes minimum

Independent Learning

• Use directed questioning to probe and elicit what learning has taken place and how. For example:– What were the (correct) answers?– How did students manage to get to those answers?– Which strategies were most successful and why in the

eyes of the students?– A future course of action or application of the skills or

content used in the lesson.

• Link back to learning objectives and skills OR success criteria/grade descriptors.

• Spend 10-15 minutes maximum

Review and Reflection