Planning for Learning Mark Jenkins There are 3 Levels of Planning in Schools LONG TERM MEDIUM TERM SHORT TERM 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 Needs to address: breadth balance continuity progression 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 Medium term overview grid – Medium Term Planning Overview Grid Subject English: Speak/Listen English: Literacy Mathematics Science ICT PE Special Subject if not included above Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 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 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 Subject area/ Area of Learning: SCIENCE *Append a RISK ASSESSMENT Topic Title Year group: Class name: MEDIUM TERM PLANNER Overall Aims Science Knowledge and Understanding Science Skills Science Attitudes Week 1 2 3 4 5 Learning objectives NC refs. / PoS refs./ QCA Activities Show progression - knowledge and skill focus Lear ning outco mes Assessment Opportunities Include skills Resources Curriculum links MEDIUM TERM PLANNER Subject area/ Area of Learning: Geography Topic Title Weather Around the World Year group: 3 Class name: 3 N Overall Aims For children to develop an understanding of how and why weather condition vary around the world For children to develop their understanding of how to use and interpret globes, atlases and maps Week Learning objectives NC refs. / PoS refs./ QCA Activities Learning outcomes Assessme nt opportuni ties Resource s Curriculu m links 1 To investigate why popular holiday destinations may be hotter than our own country. To use and interpret atlases QCA unit 7 Intro: In groups children record on white boards their favourite holiday destinations and describe the weather conditions in them. Feedback. Teacher intro to using atlas. (20 mins) Main activity: In groups children are given one destination to identify on atlas. What might they know about it’s climate from it’s location? Using resource packs they research and make note on to A1 sheets about weather and its effects in their given place. (30 mins) Plenary: Comparison of findings from groups. Introduce idea of climatic zones (10 mins) Children are able to identify some holiday destinations in an atlas map and give reasons for its climate type. Can children correctly predict weather conditions from geographi cal location? Record blue and red groups responses during main activity. Destinatio n packs – one per group. Atlases pg. A1 sheets and marker pens Whiteboar ds Science – the earth in space lesson this week will explore how distance from the sun affects temperatur e on the earth’s surface 2 3 4 5 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 The Planning and Assessment Cycle Planning Learning Objectives Review and target setting Learning Outcomes Assessment of pupil progress Lesson Delivery Delivery of teaching and learning objectives Short-Term Plans (lesson plans) should evolve directly from mediumterm 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 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. 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…… 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 To identify 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.” 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. 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. Lesson Planning A-Z http://www.schoolsworld.tv/videos/theprimary-a-z-of-lesson-planning Planning Examples Look at the sheet you have been given, it is designed for ICT use and is expandable. What do you think? 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 Choose one of the following themes Key Stage 1 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. 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 Sharing Time Look at what other groups have been able to produce Bibliography DfES (2003) Excellence and Enjoyment: learning and teaching in the primary years. London: DfES English, E. and Newton, L. (2005) David Fulton Jacques, K. and Hyland, R. (2007) Professional Studies in the Primary School: Thinking Beyond the Standards. London: Professional Studies: Primary Phase. Exeter: Learning Matters Kyriacou, C. (1998) Essential Teaching Skills (2nd edition). Cheltenham: Nelson Thornes.