1. Planning for an Outstanding lesson LO: To be able to plan outstanding lessons of your own

2. Learning Outcomes...... By the end of the lesson: All: Will be able to use one idea from today to improve my planning Most: Will be able to use several ideas from today to improve my planning Some: Will be able to adapt and develop several ideas from today to improve my planning.

3. Planning Essentials Decide on the outcomes (What do you want the pupils to learn by the end of the lesson?) Remember, the objective is the skill you want them to learn. The outcome is where you differentiate the skill, thus allowing all pupils to make significant progress. Base your whole lesson on the outcomes !

4. Why working backwards works best Once you have decided on your outcomes you can base activities around them to scaffold the learning. This way, every activity is directly linked to the learning progress that you want the pupils to demonstrate during and by the end of the lesson.

5. How do we develop and share the learning from this point?

6. Double up ! Now turn to face another pair. Discuss your ideas with the other pair. Be ready to feedback to the rest of the class in 2 minutes. One person from each group needs to describe to the class one set of your chosen outcomes and explain why you have chosen them.

7. Individual/pair/group Give individual pupils thinking time to consider a question/problem. Pair pupils up = instant AfL and group work Pair the pairs = progression of learning and allows all to take part but only the more confident ones need to verbally explain in the feedback to the whole class *but they are all contributing to the group discussions

8. So how do we cater for all the learners when setting tasks / asking questions?

9. Differentiate when you ask questions or set tasks Differentiate the question: This is crucial ! Differentiation should be done within activities to cater for all learners. Don’t rely on differentiation by outcome. Differentiation is also an opportunity to create different points of view/approaches to problems You can differentiate through different “ skills” but also through the “range of content”

10. Differentiate the question Describe the shots you have learned in today’s cricket session. Explain the effects of the shots you have used in today’s cricket session. Evaluate when you would use certain shots during the course of a cricket match.

11. Differentiate the question Describe the changes you have noticed between the 1100’s house and the 1300’s house Describe the changes you have noticed between the 1300’s house and the 1500’s house Describe the changes in house design you have noticed across the Medieval period including the 1100’s, 1300’s and the 1500’s house

12. Can you differentiate the question? You will be given an object! Describe what it looks like Explain what it is used for Adapt this object, what else could it be? (be creative) Explain what it is made of Explain how it was made Explain why it was made

13. So far we have involved all pupils and differentiated. But what about making it clear that all pupils have made progress?

14. Demonstrating Progress Set up your tasks so that each one builds on the last, allowing progress towards the outcomes. Ensure differentiated tasks, allowing all pupils to make significant progress. Check whole class progress intermittently. Ask them what have they learnt so far? What skills have they been using so far? Ensure that every pupil contributes when revising progress. Make sure pupils understand expectations and know the learning journey they are on.

15. The next few slides will show you a few examples for demonstrating progress

16. The Learning Process: How and what are we learning today? LO: To develop my understanding of the consequences of the Spanish Armada

17. Whole class progress?

18. Your partner can add other people’s opinions in this box Now you can write a summary in this box, including a range of opinions

20. And finally.... Use your classroom environment! It is not just a room, it is a learning space!

21. Use the classroom walls Displays are there to recall and support learning, not just to look pretty. Have NC/AF displays Blooms Taxomony- Thinking Spiders Refer to examples of good work on display

22. Which skills have you used today? What level are you working at?

23. Which skills have you used today? Which type of thinking spider are you?

24. Remember when you did this display work? Think about how you set out the front page.

25. Did I say Finally? What have I not covered that all outstanding lessons must spend quality time on?

26. Learning Outcomes...... By the end of the lesson: All: Will be able to use one idea from today to improve my planning Most: Will be able to use several ideas from today to improve my planning Some: Will be able to adapt and develop several ideas from today to improve my planning.

27. Targets for improvement...... You could make notes next time to help you remember more of the ideas You need to think about how you could adapt some of the ideas to suit your own teaching style You could present your own ideas at the TLC meetings *Make sure pupils always use green pen when doing any marking or self/peer assessment

28. Checklist Recap prior learning Explain why we are learning? Explain what we will be doing today and why? Outcomes based around objective Discuss with pupils what NC/AF levels the outcomes reach Set the mood (images/music/timing/variety of activities) What are we going to do? (the pupils want to know) Individual/Pair/Group ( to demonstrate progress) Allow thinking time and feedback Check whole class progress during lesson Ensure whole class participation Make it enjoyable Stop or change the task if learning is not progressing Discuss common mistakes most pupils have previously made and explain how they can improve today Demonstrate use of ICT (not just a computer) Use the displays on the walls (or add to them) Get pupils out of their seats VAK AfL Relevant targets in books/diagnostic marking Be creative with resources but consider time implications Train the pupils (Don’t use a technique/resource for the first time in an observed lesson) Use green pen when pupils do self/peer assessment