Primary Lesson Planning Proforma: with prompts (delete prompts when completing plan)
Date:
Year Group:
Time:
No of pupils:
Subject:
Name of Trainee:
LEARNING OBJECTIVE(S)( TS4):
Success Criteria (Assessment of progress and
Use child friendly, positive language.
What will the pupils know/understand/be able to do by the end of the
lesson, which they couldn’t do at the start of the lesson? Aim to separate
the skills from the context (e.g. skill – to write instructions, context – a
sandwich)
Pupils’ previous learning experiences (TS2, 6):
If this is the 1st lesson in a new unit or medium-term plan:
Note here learning to be built on from previous units or years.
outcomes)
Use child friendly, positive language.
What will pupils be able to do, say, show in their work to indicate to
themselves/peers/others that they have met the learning objective(s)?
Anticipated learning misconceptions / difficulties (TS3)
What are the typical challenges for this age range?
What are the common misconceptions for this concept area?
If this lesson continues within a current unit or medium-term plan:
Refer to your ‘Assessment of pupils’ progress’ on the previous lesson
evaluation. What errors and misconceptions need to be addressed from
the previous lesson?
How much of their prior learning do pupils remember? How will you find
this out?
Key Subject Specific Language (TS3):
Key resources to support learning (TS4):
What key vocabulary will you expect pupils to be able to know/use? Ensure
key vocabulary from the lesson objective is clearly explained.
Think about how and where in the lesson this will be introduced and plan
it into the relevant parts of the lesson plan (e.g.
Introduction/Main/Plenary)
How will you ensure that pupils use this vocabulary?
What resources will be required for the introduction/ Main/Plenary?
Think about how these will be organised and made available to pupils.
Think about distributing resources in a way which promotes the flow of the
lesson and maximises learning time.
Safety issues (TS1):
How will e-safety be addressed?
Consider the environment and safe use of resources and equipment.
Trainee’s Personal Targets (TS4, 8)
Could be from: Trainees’ evaluation of previous lesson(s) identified to improve learning; Mentor meeting targets; formal lesson observation targets; Profile
targets.
Reference to curriculum docs and aspect of year group statement(TS3):
e. g. National Curriculum
Only record 1 or 2 key references
University of Warwick PGCE Primary/Early Years
Version date: 08.14
Primary Lesson plan proforma with prompts 14-15
Revised by Partnership School Mentors and University Link Tutors.
Primary Lesson Planning Proforma: with prompts (delete prompts when completing plan)
INTRODUCTION/MENTAL ORAL STARTER(S) (TS1-8)
Timing
How long
will each
section
last?
How will you motivate pupils? Does the learning connect with pupils’ interests, is it intrinsically interesting?
Is the relevance or importance of the learning made clear? Are relevant audiences identified?
What strategies will you use to address misconceptions/misunderstandings identified in your previous lesson
evaluation?
What key skills might be reinforced in this part of the lesson?
How will you differentiate to meet the needs of all learners and ensure that the learning objective can be
achieved?
How will additional adults be deployed to maximise learning in the Introduction?
Teacher’s role:
Pupils’ learning:
How can you introduce the learning objective and
capture the interest of the pupils?
How will you ensure that all pupils are actively
engaged [e.g. partner talk, mini-whiteboards,
number fans, ‘my turn/your turn’]
Assessment (TS6)
What key questions/observations/
techniques will you use to assess
learning?
Will pupils be involved in self/peer
assessment?
How will the success criteria be used?
How/by whom will this assessment
information be recorded?
MAIN ACTIVITY (TS1-8)
Will there be a new activity to introduce learning in this part of the lesson?
Where appropriate make reference to IEPs/EHC plans and pupils’ individual targets.
How will additional adults be deployed to maximise learning in the Main Activity?
How will you deploy yourself to maximise learning in the Main Activity, e.g. support a group, whole class,
other?
DIFFERENTIATED GROUP WORK
How will you differentiate to meet the needs of all learners and ensure that the learning objective can be
achieved? [e.g. will you use graded questioning, additional resources, different levels of adult support,
different tasks, different expectations etc.]
How will you group the pupils? [e. g. mixed attainment, similar-attainment grouping etc.]
What strategies will you use to:
- cater for pupils with EAL, SEN, disabilities, ‘gifted and talented’ learners etc.?
- overcome individual barriers to learning?
- engage all the pupils?
- address misconceptions/misunderstandings anticipated or identified in your previous lesson evaluation?
- refocus the pupils on the specific learning objective, e. g. mini-plenaries, peer/self-assessment?
Assessment
FOCUS/GUIDED GROUP
INDEPENDENT GROUP
INDEPENDENT GROUP
INDEPENDENT GROUP
Who will guide e.g. Class
Teacher/TA
Consider how the pupils to be
part of this group are chosen e.g.
by knowledge of prior
learning/assessment.
There may be more than one
focus/guided group depending on
available support - adapt heading
to recognise this where relevant.
How will you ensure that these
pupils make progress whilst
working independently?
How will you monitor this?
How will you enable the pupils to
work independently?
How will you ensure that these
pupils make progress whilst
working independently?
How will you monitor this?
How will you enable the pupils to
work independently?
How will you ensure that these pupils
make progress whilst working
independently?
How will you monitor this?
How will you enable the pupils to
work independently?
What key questions/ observations
will you ask/make to assess/review
learning?
How will pupils be involved in
self/peer assessment?
How will the success criteria be used?
How/by whom will this assessment
information be recorded?
PLENARY (TS1-8)
How will additional adults be deployed to maximise learning in the Plenary?
Your plenary could include some of the following elements:
Recall – what has been learnt? Refer to success criteria
Misconceptions – highlight and address any misconceptions
Summary – what are the key points (the learning highlights)?
Evaluation - what do you think about what has been learnt? What are your feelings/opinions about
what has been learnt? How important will this new learning be to you?
Connectivity – how does what has been learnt in this lesson link with other learning in this
subject/other subjects?
Application – how could you use this knowledge? How might it help you?
Metalearning – what have we learnt about the learning process in this lesson?
Teacher’s role:
Pupils’ review of their learning:
How will you re-visit the learning objective/success
criteria in the plenary?
What strategies will you use to reinforce/extend the
lesson’s learning, e.g. consider opportunities for
homework, links to next lesson?
Ensure that all pupils are actively engaged.
Do pupils know what they have learnt?
Are they able to articulate this?
Do they know what they need to do next to make
further progress?
Assessment
What key questions/ observations
will you ask/make to assess learning?
How will pupils be involved in
self/peer assessment?
How will the success criteria be used?
How/by whom will this assessment
information be recorded and used?
University of Warwick PGCE Primary/Early Years
Version date: 08.14
Primary Lesson plan proforma with prompts 14-15
Revised by Partnership School Mentors and University Link Tutors.
Primary Lesson Planning Proforma: with prompts (delete prompts when completing plan)
SELF-EVALUATION of the LESSON (TS4, 8)
Assessment of pupils’ progress
To what extent were the learning objectives achieved for all groups of learners?
Were they achieved for pupils with SEN, disabilities, EAL and more able pupils?
What evidence are you using for your assessment? Refer to your ‘Success Criteria’.
Pupils exceeding the learning objective:
Pupils not attaining the learning objective
Which pupils exceeded the learning objective?
Which pupils did not achieve the learning objective?
Next Steps for these pupils?
Next Steps for these pupils?
What are the next steps for these pupils?
Use this information in your planning of the next lesson.
What are the next steps for these pupils? Were any pupils absent? How will
you make up for this absence in the next lesson?
Use this information in your planning of 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:
Personal Targets identified to improve teaching and promote learning:
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.
University of Warwick PGCE Primary/Early Years
Version date: 08.14
Primary Lesson plan proforma with prompts 14-15
Revised by Partnership School Mentors and University Link Tutors.