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 Long term planning Medium term planning Short term planning

5 The Planning process 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 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 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 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 Meaningful Useful 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 1 st 1 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? Optimum Learning

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.