Short term lesson planning

Lisa Jeffery

Sorrell Kinley

BA QTS Year 1 Professional Studies

Session Objectives

• To consider the essential features of short term planning

• To investigate the design of learning objectives

• To understand the role of formative assessment in supporting and developing short term planning

‘It is children’s learning that must be the subject of teachers’ most energetic care and attention – not their lesson plans or schemes of work, or their rich and stimulating provision – but the learning that results from everything they do (and do not do) in schools and classrooms.’

(Drummond, 2003, p 10)

Planning

Planning process in a primary school

5

The Planning processAt planning stages:• Long

overall curriculum map…one year/two years or key stage

• Mediumterm/designated period of time or unit plan

• Shortweekly/daily/individual lessons

On School Experience, find out what your school uses

School:• Policies• Schemes of work-

published by school or bought in, i.e. IPC or CLJ

• Published resources• Long / medium / short

term plans

Statutory:• The National

Curriculum Handbook• EYFS Statutory

Guidance

Non Statutory:

• National Strategies-Literacy/Numeracy

• QCDA Units of work• EYFS other resources

Planning documentation Find out what your school uses

‘Although planning systems should enhance learning in a variety of ways, we need to make sure that planning systems do not become more important than a dedication to children’s learning needs.’

(Drummond, 2003, p12)

Learning objectives:

To be able to add 1,2,3,4 or 5 to a numberTo be able to subtract 1,2,3,4 or 5 from a numberTo be able to continue a number sequence To be able to identify the pattern in a number sequence and record the rule.

National Curriculum criteria met: Ma2. 2b, 3a, 3c, 3d, 3e

What is a learning objective?

Look on NILE for a short Powerpoint that will help you with building in lesson objectives into your planning

Numeracy lesson plan for Year 2 class

Assessment for learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go next, and how best to get them there.

(Assessment Reform Group, 1999)

Assessment for Learning:

Assessment of & for Learning

Summative Assessment

- occurs after the learning

- to prove learning

- measures learning

- done to learners

- widens the ability range…

- externally referenced

- outcome focused

Formative Assessment

- occurs during the learning

- to improve learning

- grows learning

- done with learners

- narrows the ability range

- personally referenced

- process focused

Task: discuss one example from each type that you have either experienced or know about

Self and Peer Assessment• Traffic Lights

• Thumbs

• Faces

• Self assessment sheets

• Self Evaluation

• Help Cards

• Focus for listening and reporting

back

Traffic lights: A means of self-evaluating

levels of confidence. Red means 'I need assistance'.

Amber means 'I'm reasonably confident',

Green means 'I can do this',

It is particularly effective when pupils are involved in establishing, or at least understand clearly, the criteria for success and can be used at various points in the lesson

Styles of recording• Grids and squares

• Post-Its or labels

• Block grid

• Assessing Pupil Progress sheets

• KS1/ SATs record keeping sheets

• Progress ladders

MeaningfulUseful

Accessible

Think about setting

choices!

Back to the cycle ....

Observe/Assess

Critically Evaluate assessments

Plan for Proximal Zone of Development*,

linking individual child’s learning interests, child development

and curriculum frameworks

Implement plan

1st1

We have the evidence

What is it telling

us?

*Where are they?*What do you think are the next step/s in learning?*What would you plan next?

OptimumLearning

Principles for Planning • Start from what every child knows and can do• Start with evaluation of prior learning• End with evaluation of learning related to Learning

Objectives/Intentions and remember differentiation• Differentiation • Link to EYFS/NC• Success Criteria *Possible questions • Assessment opportunities *Roles of adults• Organisational issues• Cross-curricular links • Anything else YOU think would be helpful

Be flexible!

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ReferencesAssessment Reform Group (1999) Assessment for

Learning – Beyond the Black Box. Cambridge: University of Cambridge School of Education.

Clarke, S. (2003) Enriching Feedback in the Primary Classroom. London:Hodder and Stoughton.

Drummond, M. (2003) Assessing Children’s Learning. London: David Fulton.

Watch this video about practical assessment for learning in the classroom.