Short term lesson planning

1. BA QTS Year 1 Professional Studies Short term lesson planning Lisa Jeffery Sorrell Kinley

2. 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

3. 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)

4. Planning process in a primary school

5. The Planning process On School Experience, find out what your school uses At planning stages: • Long overall curriculum map…one year/two years or key stage • Medium term/designated period of time or unit plan • Short weekly/daily/individual lessons

6. Planning documentation Find out what your school uses Statutory: • The National Curriculum Handbook • EYFS Statutory Guidance • Non Statutory: • National Strategies-Literacy/Numeracy • QCDA Units of work • EYFS other resources School: • Policies • Schemes of work- published by school or bought in, i.e. IPC or CLJ • Published resources • Long / medium / short term plans

7. ‘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)

8. What is a learning objective? Numeracy lesson plan for Year 2 class Learning objectives: To be able to add 1,2,3,4 or 5 to a number To be able to subtract 1,2,3,4 or 5 from a number To 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 Look on NILE for a short Powerpoint that will help you with building in lesson objectives into your planning

9. Assessment for Learning: • 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)

10. Assessment of & for Learning FormativeAssessment - occurs during the learning - to improve learning - grows learning - done with learners - narrows the ability range - personally referenced - process focused Summative Assessment - occurs after the learning - to prove learning - measures learning - done to learners - widens the ability range… - externally referenced - outcome focused Task: discuss one example from each type that you have either experienced or know about

11. Self and Peer Assessment • Traffic Lights • Thumbs • Faces • Self assessment sheets • Self Evaluation • Help Cards • Focus for listening and reporting back

12. 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

13. Think about setting choices! Styles of recording • Grids and squares • Post-Its or labels • Block grid • Assessing Pupil Progress sheets • KS1/ SATs record keeping sheets • Progress ladders Useful Meaningful Accessible

14. We have the evidence Back to the cycle .... Optimum Learning Observe/ Assess 1st1 Critically Evaluate assessments Implement plan *Where are they? *What do you think are the next step/s in learning? *What would you plan next? Plan for Proximal Zone of Development*, linking individual child’s learning interests, child development and curriculum frameworks What is it telling us?

15. 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!

16. References Assessment 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.