Planning is for you and your students
It allows you to pull together the
components of learning and so that you
think about EVERY student in your
Plans are not written for the beneﬁt of
obser vers - a plan is only worth
anything if it leads to learning
They are looking for lessons which are
‘well-planned’ NOT ‘have a plan’
Any planning must be linked to progress
Have a look at the plans you
have brought along with you
What learning has been planned for?
How is that learning going to be
measured? How will you know they
How are students being supported?
How are students being challenged?
Do you need all the activities?
Essentials for Good
Differentiated learning objectives - support and
stretch and challenge
Key vocabulary and ways of engaging students
AfL and questioning
Progress through thinking skills
Learning episodes and your role/student role
Skills based, not task centred
The outcomes are what students will DO
Objectives are what students will
Using Bloom’s Taxonomy is a good way to
structure learning and progress - in
lessons and over time