Warwick University: Centre for Teacher Education 17-18

Learning Plan (with Prompts) for Primary and Early Years
Date: / Subject: / Year Group: / Trainee:

INTRODUCTION / TEACHING: MODELLING LEARNING / DIFFERENTIATED CHALLENGE(S) TO ENABLE LEARNING / PLENARY
ANTICIPATED TIMING:
Note how long you anticipate this stage of the lesson will last. / ANTICIPATED TIMING:
Note how long you anticipate this stage of the lesson will last. / ANTICIPATED TIMING:
Note how long you anticipate this stage of the lesson will last. / ANTICIPATED TIMING:
Note how long you anticipate this stage of the lesson will last.
Expand in greater detail the content of relevant boxes above. You will need to plan a careful sequence of which might include content from:
-‘Hook’
- ‘Prior Learning‘
-‘Outcome of Series of Lessons’
- ‘Learning Objective’
-‘Context’
-‘ Success Criteria’
How will you ensure that pupils use/apply the key vocabulary/concepts identified on the first page? / Expand in greater detail the content of relevant boxes above. You will need to plan a careful sequence of which might include content from:
-‘Teaching: Modelling Learning’
-‘Learning Objective/Context’ and ‘Success criteria’
-‘Key Concepts & Vocabulary’
-‘Misconceptions’
How will you ensure that pupils use/apply the key vocabulary/concepts identified on the first page? / In greater detail, Identify the challenge for each group and how this is differentiated to meet the needs of all learners so that all pupils can achieve the learning objective. [e.g. additional resources, different levels of adult support, different tasks, different expectations etc.] How are pupils grouped? [e. g. mixed attainment, similar-attainment grouping etc.] / Expand in greater detail the content of the ‘Plenary’ box above.
As above.
As above.
ROLE OF THE TA:
Identify how the TA(s) will be deployed to support teaching and learning in each phase of the lesson. / ROLE OF THE TA:
Identify how the TA(s) will be deployed to support teaching and learning in each phase of the lesson. / TA GUIDED GROUP:
Identify how the TA(s) will be deployed to support teaching and learning in each phase of the lesson. / ROLE OF THE TA:
Identify how the TA(s) will be deployed to support teaching and learning in each phase of the lesson.
ASSESSMENT FOR LEARNING STRATEGIES
Expand in greater detail the content of the ‘Checking Children’s Learning: AfL’ box above.
Identify how and when you will look for evidence that children can meet each of the success criteria.
Identify the AfL techniques you will use.
Plan key questions, exactly as you will ask them of children, to check understanding against the success criteria. / Expand in greater detail the content of the ‘Checking Children’s Learning: AfL’ box above.
Identify how and when you will look for evidence that children can meet each of the success criteria.
Identify the AfL techniques you will use.
Plan key questions, exactly as you will ask them of children, to check understanding against the success criteria. / Expand in greater detail the content of the ‘Checking Children’s Learning: AfL’ box above.
Identify how and when you will look for evidence that children can meet each of the success criteria.
Identify the AfL techniques you will use.
Plan key questions, exactly as you will ask them of children, to check understanding against the success criteria.
SELF-EVALUATION of the LESSON
Assessment of pupils’progress
Refer to your ‘Success Criteria’ and ‘Learning Objective’.
Pupils exceeding the learning objective:
Which pupils exceeded the learning objective? Note their initials. / Pupils not attaining the learning objective
Which pupils did not achieve the learning objective? Note their initials.
Next Steps for these pupils?
What are the next steps for these pupils? Doyou need to plan to extend or deepen their learning in the next linked lesson?
Use this information in your planning of the next lesson. / Next Steps for these pupils?
What are the next steps for these pupils? Do you need to plan for additional support, to revisit the learning, to simplify the learning or revise earlier linked concepts/understanding?
Use this information in your planning of the next lesson or to plan an intervention before the next lesson.
Were any pupils absent? How will you make up for this absence in the next lesson?
Evaluation of impact of teaching on pupils’ learning and progress
Annotate your plan to note any changes. Analyse which aspects of your teaching were successful in promoting learning, and which aspects may have been less successful. How do you know this? Note these below. You might refer to aspects such as: appropriateness of objectives, reinforcement of objectives, appropriateness of success criteria, use of success criteria, timing, pace, appropriateness of resources and teaching strategies, quality of teaching strategies, appropriateness of differentiation, behaviour management, lesson organisation and classroom management etc.
Successful aspects of my teaching which promoted learning: / Aspects of my teaching which require improvement in order to promote learning:
Priority Personal Target identified to improve teaching and promote learning, as a result of this lesson evaluation:
Identify 1 or 2 key steps from your evaluation of this lesson that you think you should take to improve your teaching and pupils’ learning, linked to Teachers’ Standards.