Subject:
Year Group:
Trainee:
Area of Study/Genre:
Links to National Curriculum:
Previous learning experiences:
Intended outcome for lesson sequence e.g. written
Key Vocabulary:
Week Beginning:
Resources:
Anticipated Misconceptions:
Date/
Time
piece; poster, drama presentation; digital text etc.
Lesson Objective and
Success Criteria
Process or checklist success criteria
Whole Class Teaching including key questions
Learning Activities
Plenary use a range of
Note: key questions for assessment; how you will model learning activities;
engagement and active learning; deployment of TA; differentiation
Note: Differentiation, flexible grouping, key questions, active learning, mini-plenary
strategies to demonstrate
learning and progress
Independent Learning
1.
Guided Learning:
Teacher
TA
EVALU
ATION
Opportunities for AfL e.g. identify when/how assessment will take place, inc. self/peer assessment.
Children’s Learning and Progress: Review children’s outcomes/your record-keeping. Identify
Impact of your teaching on pupils’ learning and progress:
specific individuals/groups that require adaptations in the next lesson or specific interventions beyond the lesson
and annotate your planning accordingly.
Successful aspects of my teaching which promoted learning/Aspects of my teaching which require improvement in
order to promote learning:
Independent Learning
2.
Guided Learning:
Teacher
TA
Opportunities for AfL e.g. identify when/how assessment will take place, inc. self/peer assessment.
EVAL
UATIO
N
Review of Children’s Learning and Progress: Review children’s outcomes/your record-keeping.
Identify specific individuals/groups that require adaptations in the next lesson or specific interventions beyond the lesson
and annotate your planning accordingly.
Warwick University Weekly Planning Proforma 15-16
Evaluate the impact of your teaching on pupils’ learning and progress:
Successful aspects of my teaching which promoted learning/Aspects of my teaching which require
improvement in order to promote learning:
Independent Learning
3.
Guided Learning:
Teacher
TA
EVALU
ATION
Opportunities for AfL e.g. identify when/how assessment will take place, inc. self/peer assessment.
Children’s Learning and Progress: Review children’s outcomes/your record-keeping. Identify
Impact of your teaching on pupils’ learning and progress:
specific individuals/groups that require adaptations in the next lesson or specific interventions beyond the lesson
and annotate your planning accordingly.
Successful aspects of my teaching which promoted learning/Aspects of my teaching which require improvement in
order to promote learning:
Independent Learning
4.
Guided Learning:
Teacher
TA
EVALU
ATION
Opportunities for AfL e.g. identify when/how assessment will take place, inc. self/peer assessment.
Children’s Learning and Progress: Review children’s outcomes/your record-keeping. Identify
Impact of your teaching on pupils’ learning and progress:
specific individuals/groups that require adaptations in the next lesson or specific interventions beyond the lesson
and annotate your planning accordingly.
Successful aspects of my teaching which promoted learning/Aspects of my teaching which require improvement in
order to promote learning:
Independent Learning
5.
Guided Learning:
Teacher
TA
EVALU
ATION
Opportunities for AfL e.g. identify when/how assessment will take place, inc. self/peer assessment.
Children’s Learning and Progress: Review children’s outcomes/your record-keeping. Identify
Impact of your teaching on pupils’ learning and progress:
specific individuals/groups that require adaptations in the next lesson or specific interventions beyond the lesson
and annotate your planning accordingly.
Successful aspects of my teaching which promoted learning/Aspects of my teaching which require improvement in
order to promote learning:
Warwick University Weekly Planning Proforma 15-16
Warwick University Weekly Planning Proforma 15-16