GUIDANCE ON COMPLETING LESSON PLAN - PART ONE LESSON PLAN PART ONE: OVERVIEW SUBJ ECT: CLASS: DATE(S) US ED: PURPOS E OF LESSON State the purpose(s) of the lesson. These are your teaching intentions for this lesson i n relation to your medium term plan, e.g. to i ntroduce a new topic, to consolidate previous learning, to prepare for a visit, to review or revise previous learning, to provide an opportunity for children to report on work done, to assess learning, to develop positive attitudes to ….etc. FEED-FORWARD from previous lesson evaluations and pupil assessments: How does information you have obtained about pupils’ learning in previous lessons inform the planning of this lesson? How does your developing knowledge and understanding of teacher action (e.g. strategies for pupil and class management, choice of teaching and learning strategies, etc) inform the planning of this lesson? LESSON LEARNING OBJ ECTIVE(s) State what you intend pupils to learn in the lesson as learning objectives. This will be informed by your medium term planning and Feed Forward. There might be one key learning objective or there might be a number of them. You may need to identify different learning objectives for different parts of the lesson. In addition to the main subject focus there may be learni ng objectives for other subjects, e.g. a maths learning objective in a geography lesson, and objectives for pupils’ wider ed ucational development, e.g. a social objective. Do not confuse what you intend pupils to learn (learning objective) with what you want them to do (pupil activity), which should be detailed Part Two! CLASSROOM OBJ ECTIVES Lesson learning objectives expressed in a form that could be shared with the pupils. SUCCESS CRITERIA These relate to the learning objectives and highlight what you will be looking for as evidence of learning. Express them in a form that could be shared with pupils. MONITORING and ASSESS MENT Indicate who, what, how and when you will be monitoring pupils’ progress and assessing their learning during this lesson, e.g. I will mark pupils’ work during the main activities part of the lesson, I will question the whole class on their understanding of the process of erosion in rivers during the plenary. INCLUS ION and DIFFERENTIATION Note key considerations, e.g., individuals and groups with specific needs, culturally sensitive issues, opportunities to introduce content of cultural significance, opportunities to involve particular children KEY VOCAB ULARY Indicate the key subject-specific vocabulary that the pupils will need or that you i ntend to introduce/consolidate. TASKS FOR OTHER ADULTS Indicate the planned role for the any adul t helper(s) who will be supporting this lesson. RESOURCES AND PREPARATION (including heal th and safety considerati ons) List resources, including ICT, needed by (a) yourself, (b) the pupils (c) any other adul ts. State how these will be organised. State any safety precautions which are necessary. GUIDANCE ON COMPLETING LESSON PLAN - PART TWO LESS ON PLAN PART TWO: LESS ON S TRUCTURE Divide lesson plan as appropriate: INTRODUCTION, MAIN ACTIVITIES , CONCLUS ION/ PLENARY Phase TEACHER’S ACTIONS PUPIL ACTIVITIES Annotations Timing Resources Introduction State how you will introduce the lesson e.g. by Indicate how pupils (individuals, groups Identify referring to the lesson objectives, use of stimulus, and/or whole class) will be involved – specific Indicate by referring to previous experiences. targeting specific individuals where resource estimated How you will introduce activities that the pupils necessary. needs. time required are going to carry out, e.g.:- Identify opportunities for pupil for each phase exploring understandings and ideas through contributions, discussion, questions and (minutes) questioning - state questions; assessment. providing a demonstration - state main teaching points/any questions you might ask; Indicate how teaching and learning will be setting a problem (give key aspects); inclusive and differentiated. giving instructions (state key ideas). How will you maintain interest, motivation and Indicate how any support assistants will be pace? involved or the type of support needed to Indicate how you will manage the transition to enable inclusion for specific pupils. the next phase. Main This part of the lesson should normally take the Indicate how pupils will be organised - Identify Acti vi ties greatest proportion of time. You may decide to individually, in pairs and/or in specified specific (this may be work with one group, the whole class and/or groups? How will you brief pupils? resource needs further deploy other adult helpers against the Once the pupils are engaged in their activities Identify activities pupils will be engaged in different subdivided) indicate how you will:: to facilitate the learning objectives. activities/ monitor their progress to ensure that all are stages. Indicate estimated learning Indicate how these activities will be times required check their work to identify errors and differentiated so that they include, are for each stage misconceptions accessible to all pupils and provide within this ensure that all pupils are being challenged challenge to all pupils. phase. and that interest/pace is maintained (minutes) ensure that all pupils understand what they are doing decide when to make whole class interventions provide formative feedback set targets for individuals and groups for the remainder of this part of the lesson assess pupils’ learning What will any teacher assistant do? - how will they interact, with whom? - what are the key points for them to attend to? How will you organise the transition to the next part of the lesson? Plenary or Time must be planned to allow every lesson to Indicate how pupils (individuals, groups As above. Conclusion be brought to an appropriate conclusion. The and/or whole class) will be involved – plenary should be used to emphasise the learning targeting specific individuals where Indicate achieved (with reference to the learning necessary. estimated objectives), to question/assess the pupils about Identify opportunities for pupil time required what they have learnt, to share achievement (e.g., contributions, discussion, questions, (minutes) by showing or reading work), give feedback; set evaluation/assessment. homework where necessary. Indicate how any support assistants will be Allow time for tidying up /collection tasks. involved or the type of support needed to enable inclusion for specific pupils. N.B. You may well need to use more than one page for describing lesson structure, organisation and content. GUIDANCE ON COMPLETING LESSON PLAN - PART THREE LESSON OUTCOMES AND EVALUATION LESS ON PLAN PART THREE: LESSON OUTCOMES and EVALUATION PUPIL ASS ESS MENT NOTES (significant achievements & difficulties for pupils) Refer back to your objectives and success criteria. Make brief notes about any significant pupil achievements, difficulties, misconceptions or under - or over-expectations on your part. You may refer to the class as a majority, groups and/or individuals as they relate to the achievement of the objectives for this lesson. This may well be informed by not only your observations during the lesson but also by the scrutiny of pupils’ work afterwards . NEXT S TEPS for support of pupils’ learning (based on PUPIL ASSESSMENT NOTES) What are the implications of your assessments for the planning of subsequent lessons? e.g. some pupils may need to consolidate learning, misconceptions may need to be addressed, some children may need a greater challenge, all pupils are ready to move on, etc. It should be evident in later lesson plans (Feed forward: pupils’ learning) how assessments have influenced/affected planning, provision and teaching. LESS ON EVALUATION The process of evaluation involves you analysing your performance to identify how you can improve further. Discuss each lesson that you teach with your Mentor/teacher who will help you to identify an appropriate focus for evaluation . Evaluation should focus on the reasons for both successes and problems within planned sessions and be concerned with how children are learning and how you are performing. In order to improve the effectiveness of your teaching it is important you analyse why some aspects were or were not successful rather than simply describing what happened. The underlying issue is: ‘How can I enable children to learn more effectively through my behaviour as a teacher?’ In your evaluations you should reflect upon specific aspects of your teaching, for example: introductions, use of resources, questioning skills, ability to include and differentiate for all learners, feedback to children, monitoring individuals’ work, behaviour management, pupil attainment etc. Your evaluations should focus on relevant aspects of one or more of the following areas (refer to the Standards for the Award of Qualified Teacher Status for more detail): Professional Attributes Professional Knowledge and Understanding Professional Skills NEXT S TEPS for you as teacher (based on your lesson evaluation) Evaluation is more than a purely descriptive process. It should include proposals for action in the immediate future. You should therefore conclude by identifying specific implications for your future planning and teaching as a result of your evaluation. It should be evident in later lesson plans (Feed forward: teacher action) how your evaluation has influenced or affected planning, provision and teaching.