Planning for Learning Mark Jenkins. There are 3 Levels of Planning in Schools LONG TERM MEDIUM TERM...
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Transcript of Planning for Learning Mark Jenkins. There are 3 Levels of Planning in Schools LONG TERM MEDIUM TERM...
LONG TERM PLANCovers 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
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 Planning
Overview GridSubject Week 1 Week 2 Week 3 Week 4 Week 5 Week 6
English:Speak/Listen
English: Literacy
Mathematics
Science
ICT
PE
Special Subject if not included above
Medium term overview grid –
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
MEDIUM TERM PLANNER
Subject area/ Area of Learning:SCIENCE*Append a RISK ASSESSMENT
Topic Title Year group:Class name:
Overall AimsScience Knowledge and UnderstandingScience SkillsScience Attitudes
Week Learning objectives NC refs. / PoS refs./ QCA
ActivitiesShow progression - knowledge and skill focus
Learning outcomes
AssessmentOpportunitiesInclude skills
Resources Curriculum links
1
2
3
4
5
MEDIUM TERM PLANNER
Subject area/ Area of Learning:Geography
Topic TitleWeather Around the World
Year group: 3Class name: 3 N
Overall AimsFor children to develop an understanding of how and why weather condition vary around the worldFor 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
Assessmentopportunities
Resources
Curriculum 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 geographical location?Record blue and red groups responses during main activity.
Destination packs – one per group.Atlases pg.A1 sheets and marker pensWhiteboards
Science – the earth in space lesson this week will explore how distance from the sun affects temperature 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
Planning
Delivery of teaching and learning objectives
Assessment of pupil progress
Review and target setting
Learning Objectives
Lesson Delivery
Learning Outcomes
The Planning and Assessment Cycle
Short-Term Plans (lesson plans)
should evolve directly from medium-term 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.
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 LessonUsing 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 studysuch as
Ancient Egypt Aztecs
Bibliography
DfES (2003) Excellence and Enjoyment: learning and teaching in the primary years. London: DfES
English, E. and Newton, L. (2005) Professional Studies in the Primary School: Thinking Beyond the Standards. London: David Fulton
Jacques, K. and Hyland, R. (2007) Professional Studies: Primary Phase. Exeter: Learning Matters
Kyriacou, C. (1998) Essential Teaching Skills (2nd edition). Cheltenham: Nelson Thornes.