Planning for Learning

1. Planning for Learning Mark Jenkins

2. There are 3 Levels of Planning in Schools • LONG TERM • MEDIUM TERM • SHORT TERM

3. LONG TERM PLAN Covers a school year or a key stage • Is based on the requirements of the National Curriculum • Is usually written for each subject area by the subject leader in consultation with class teachers and senior managers • Shows WHAT will be covered in that subject by each year group and WHEN this unit of work will be taught • Often in terms of a simplistic overview • Reviewed annually

4. Needs to address: • breadth • balance • continuity • progression

5. Medium Term Plans: • Cover learning for a period of weeks. • Organise coherent units of work around clustered learning objectives and their outcomes – topics / themes • Often highly detailed

6. Medium term overview grid – Medium Term Planning Overview Grid

7. Who writes the MT plan? • Often written by subject leaders who should have a comprehensive understanding of their area of the curriculum • Such information is often shared and discussed at team meetings • Should be reviewed annually • Consider the medium term plans you have been given

8. Effective Medium Term Planning. • Assessment? How and when does this occur? Build in opportunities for peer, self and teacher assessment. • Evidence of progression? The sequence of lessons scaffolds learning. • Flexibility? Build in space for topical issues and events. Adaptability to meet pupils' learning needs. • Resources and equipment included? • The outdoor classroom? Some tasks will be conducted here. • Time-scale the plan. • Include meaningful cross-curricular links – see handouts

9. MEDIUM TERM PLANNER

10. MEDIUM TERM PLANNER

11. Why do teachers plan lessons? • It enables you to think ahead about the learning you want to take place in your lesson • You can think about the structure, timing and content of your lesson • It reduces the amount of thinking & decision making you will need to do during the lesson, enabling you to focus on fine-tuning • Materials & resources are ready in advance, suited to all needs. • Written plans support future planning

12. Planning Learning Objectives Delivery of teaching and learning objectives Review and target setting Learning Outcomes Lesson Delivery Assessment of pupil progress The Planning and Assessment Cycle

13. Short-Term Plans (lesson plans) • should evolve directly from medium-term plans • describe the activities to be undertaken in a particular lesson, taking account of the needs of that particular class of pupils • consider the lesson plans you have been given

14. Planning for Learning • What do I want the children to learn? • Do the children have sufficient prior knowledge to succeed with the new learning? • How will I formulate the learning objective and make it clear to the children? • Which activities will deliver my objectives? • How will I know if the children are learning; how will they know? What are my success criteria? NOTE: learning objectives = learning intentions – you will see both terms used.

15. Sharing Your Learning Intentions • In order to be able to share your learning intentions with the children, you need to have thought very clearly about what they are. • Take time to consider what it is you want the children to learn from your lesson – not just do! • Word them carefully in terms of learning • To know…. • To understand ….. • To be able to …… • Sometimes acronym WALT is used: We Are Learning To……

16. WALT – We Are Learning To… Learning intention on teacher’s plan says: “To investigate how settings and characters are built up from small details and Toidentify the main characteristics of key characters, drawing on the text to justify views” When shared with the children it might read like this: “We are learning to find clues from the text about the characters in The Lion, the Witch and The Wardrobe.”

17. Success Criteria: • What are the success criteria? How will you and they know how well learning is progressing? • Ensure that there is a clear link between what you want children to learn, what you ask them to do, what you expect as an outcome at the end of the lesson and the feedback you give.

18. WILF –What I’m Looking For… • You will write some sentences which describe your character or characters. • You sentences will contain adjectives that show your understanding of personality traits. • I will know that you really understand when you talk about where you found your evidence in the text.

19. Lesson Planning A-Z http://www.schoolsworld.tv/videos/the-primary-a-z-of-lesson-planning

20. Planning Examples Look at the sheet you have been given, it is designed for ICT use and is expandable. What do you think?

21. Planning a Lesson Using the themes from National Curriculum History With a partner • Take time to determine a lesson which could be undertaken in a particular age group • Ensure you develop a lesson to meet your learning objective and engage all of the children

22. Choose one of the following themes Key Stage 1 Key Stage 2 Local history study Romans, Anglo-Saxons, Vikings Tudors Victorian Britain Britain since 1930 Ancient Greeks A world history study such as Ancient Egypt Aztecs • Changes in their own lives and the way of life of their family • The way of life of people in the more distant past – who lived in the local area or elsewhere • Significant men and women drawn from the history of Britain or elsewhere • Past events which are commemorated – such as the gunpowder plot, Olympic games etc.

23. Sharing Time Look at what other groups have been able to produce

24. Bibliography • DfES (2003) Excellence and Enjoyment: learning and teaching in the primary years. London: DfES • English, E. and Newton, L. (2005) Professional Studies in the Primary School: Thinking Beyond the Standards. London: David Fulton • Jacques, K. and Hyland, R. (2007) Professional Studies: Primary Phase. Exeter: Learning Matters • Kyriacou, C. (1998) Essential Teaching Skills (2nd edition). Cheltenham: Nelson Thornes.