This document contains a lesson plan for a postgraduate certificate in education course. The plan is for a session on lesson planning and includes details like the session aims, intended learning outcomes, differentiation strategies, and a timeline of content and activities. The plan discusses introducing lesson planning concepts, analyzing examples, and having students create their own lesson plan. Formative assessment of student understanding and progress is mentioned. At the end, there is a section for evaluating the session's impact on student learning and development.

1. Postgraduate Certificate in Education & Certificate in Education
LESSON PLAN
Teacher: AB and CD
Programme title and
year group: PGCE/Cert Ed 2020-21
Awarding body
specifications: DLLS490/690
Health & Safety:
For the purposes of risk
assessment, is this lesson classed
as ‘routine classroom activity’:
✓ Yes / No
If no, please attach an appropriate
risk assessment
Unit/module title: Learning, Teaching and
Assessment (LTA)
Session location
and time:
Gp.1 10-1pm, 2-4pm, 4-5pm
seminar tutorials Rolle 304
Gp.2 10am -1pm,2-4pm (4-5
pm seminar tutorials Rolle
302
Session topic: Planning for Learning Session date: Thursday 15 Sep 20
Session 2
Session Aim/s - a sentence making clear the broad statement of intent:
Introduction to lesson planning as practice, process and product.
Intended Learning Outcomes - by the end of the session learners will have/be able to...:
1. discuss and analyse lesson planning as professional activity
2. analyse examples of plans in relation meeting the needs of individuals, groups and the curriculum.
3. focus on, and analyse, specific elements of the lesson plan - especially aims and outcomes, functional skills and Minimum Core
4. create a lesson plan using the University Template
Differentiation strategies for this session, with reference to your group’s profile:
Overall, the learning needs of this group can be met through the use of light coloured photocopy papers (mix of ivory, blue and white), the use of
a range of methods including instruction, small group work, presentation, discussion and writing on the whiteboard. Where possible, materials
will be made available before the session, and recommended reading in the module handbook and session plans available in advance on the
Portal. On request, hard copy of materials and session plans can be made available. The use of coloured overlays will be encouraged.
Differentiation strategies for this session, with reference to the group’s profile: FG is working at Cert Ed Level 2 in English, although 20 other
trainees are working at confidently at degree Level 3. JJ finds academic reading and writing a challenge and has Additional Learning Support
(ALS) outside of the teacher training course programme in order to be able to meet coursework deadlines – so I will make sure JJ leaves with a
full set of notes. FDR - although has an A Level in English this was gained some time ago – she is a mature art based trainee and although
exemplary in her teaching practice is not confident in her academic abilities, although she is able – I will try to point out her strengths to help
build her confidence and I will pair her with HRH during the paired exercise as both parties may benefit from working together. LB has suffered a
recent bereavement and we have agreed she may just get up and leave early should she need to.

2. How does/did this session provide opportunities for developing
understanding of issues of social justice and community cohesion,
such as promoting equality, recognising and celebrating diversity or the
inclusion of education for sustainable development and British values?
There will be opportunities for discussions on how to create inclusive
lesson plans to cover a range of learner needs and the importance of
planning in meeting issues of equality. Specific policies will be identified
and trainees encouraged to familiarise themselves with College policies
and practices – particularly issues such as Prevent, planning for widening
participation and inclusive practices.
How you will embed Functional maths, English, ICT and
employability skills for learners to develop in the session? For
example, see STEMNET, Exeter...
This session offers the opportunity to embed English when learners are
contributing to discussions in a range of contexts, including those that
may be unfamiliar, and when presenting their own ideas. They’ll need
to be able to persuade the ‘audience’ and contribute to ideas and
suggestions from other groups. They will also be note-making and
note-taking and this can be developed as a study skill within the
session. Links can be made between planning and effectiveness as a
teacher in the classroom can be made as well as the usefulness of a
good lesson plan in supporting colleagues (if they ever have to step in),
or even for interviews in the future.
From the 10 Employability Skills suggested
byhttp://www.exeter.ac.uk/ambassadors/HESTEM/resources/General/
STEMNET%20Employability%20skills%20guide.pdf this session will
address 1. communication and interpersonal skills, 6. team working
and 9. valuing diversity and difference, demonstrated through student
participation and linking to summative Coursework and Portfolio
submissions.
Relevant Professional standards you anticipate addressing
PS1-Reflecting on what works best in your teaching and learning to
meet the diverse needs of learners
PS4-Being Creative and innovative in selecting and adapting strategies
to help learners
PS9-Apply theoretical understanding to effective practice in teaching,
learning and assessment drawing on research and other evidence
PS17-Enable learners to share responsibility for their own learning and
assessment, setting goals that stretch and challenge
Anticipated Issues Plan for these

3. Time Content and
Outcomes
Learner Activities Teacher Roles
and activities
Resources How is learning, progress and
impact being checked?
10.00 Register Active listening Welcome and take
register
Register
Moodle module
handbook/informatio
n
Attendance.
10.10 Recap session 1 Write up key points from yesterday’s
session.
State further thoughts and questions
Facilitate Divide whiteboard
into three key points,
questions, targets
set.
Check what trainees have
understood using Q&A.
Quality of questions. Targets
for PP/RDP
10.30. Professional
standards related to
planning
Listening Q/A note making Didactic exposition Professional
Standards
Informally, monitor by
observation, attentiveness.
10.40 Planning to meet
the needs of
learners
Small groups to critically analyse a
lesson plan from three perspectives.
1. The individual
2. The whole group
3. The curriculum/syllabus
From your analysis create a list of
questions
Didactic/facilitative.
• Impact of
teaching
strategies on
the learners
• What does the
plan expect the
learners to
learn
What interactions
planned for between
students (ground
rules)
Sample lesson plan
(this plan and
sample below)
Formatively: ability to work
together
11.00 Plenary Each group to try and answers each
other’s questions, Offer ideas for
ground rules.
Facilitate groups
sharing
questions
Trainees own
questions.
Monitor interactions between
each group.
11.15 Break
11.45 Continue analysis
of areas of lesson
planning
Active listening followed by analysis
of plan focusing on: Aims, outcomes,
differentiation, scheme, record
keeping…)
Brief introduction to
other sections on plan
such as:
Aims and outcomes
Sample lesson plans Formatively: offer feedback on
progress and questioning for
further development of ideas.

4. 12.15 Focus on
Functional skills
and minimum core
Active listening and note making
followed by discussion of own skills.
Facilitate using
interactive lesson
plan to discuss
policies on
Functional Skills.
Simons interactive
lesson plan (Lesson
Plan with Guidance)
PP/RDP Targets
12.45 Plenary Active listening and engagement 1. Recap and facilitate
any final questions.
2. Prepare for
afternoon activity
writing a lesson plan
Quality of questions asked and
answered by group.
1.00 Lunch
2.00 Creating a lesson
plan.
Groups three create a 30 minute
lesson plan on a chosen topic. Use
notes from this morning’s session.
Facilitative activity.
Repotting a tomato
Trying on a space
suit.
Lesson plan
List if blooms
taxonomies (hand
outs)
Active engagement and use
of new terminology
3.00 Review of plans
created
Each group to discuss a section of the
plan
Facilitate group
feedback
Active engagement and use of
new terminology
3.40 Recap Each group to recap one elect at a
time until all have been covered. Note
make and consider targets to discuss
with their mentor
Check through our
Aims and
Outcomes
(Atherton at
www.learningandte
aching.info )
Interactive lesson
plan – Moodle
(Lesson plan with
Guidance)
Informally but summative,
through quality of
understanding and ability to
recall and recap session.
3.55 Guided study:
Bring an
assignment brief
and marking
criteria from your
practice
Note making Reminders Handbooks Summative: will be evidenced
in Professional Portfolio,
planning examples etc, due for
submission 11.11.20
Time Content,
Objectives
Teacher activity Learner activity Resources How will outcomes of learning
be assessed?
How do you and learners know learning
has taken place?

5. Session evaluation
Following the session, use a recognised model of reflection of your choice to critically evaluate the impact of your lesson. In particular consider the
impact of your session in terms of:
• learner achievement of learning outcomes
• learner developments in their employability skills and functional skills
• learner feedback on lesson
• the professional standards addressed
To help structure your written reflections, you could focus specifically on 3 of the learners and the impact of this session in terms of their progress
and development, making links to underpinning educational theory.
As always, this is an intense programme and concentration is needed on this new subject of lesson planning, especially where the material is
pretty challenging, such as writing aims and learning outcomes. GD arrived very late, 12.15 pm, so this was a little disruptive and time was
lost in catching him up, and because of the distance he travels he was unwilling to agree to stay at the end for 15 minutes to find out what he
had missed; this is not fair on the others, and I need to think of ways to minimise this problem. By contrast, FG had been absent last week,
but had read all the materials and done all the tasks I had e-mailed the following day, and was ready for this session. There was some
resistance to the idea of the guided study task, although several had already had meetings with their mentors on assignment briefs, which
was clearly beneficial.
The section where groups discussed their lesson plan was probably ‘overkill’, as the lesson had been quite hard work already, so creating a
plan and then presenting a section linked to the learning outcome 4 was over-ambitious due to time constraints. They definitely achieved the
first 3 learning outcomes though. Everyone contributed to the discussions, and FDR in particular made many helpful contributions. I made
sure that FDR was working with HRH, and they also worked with JJ so that he left with good quality notes on lesson planning with hand-outs
so that he could practice further on elements of lesson planning well.
In terms of prof standards 9. and 10., the room layout suggested by Petty was useful and seems to have been effective, and asking the
groups to summarise so that they reiterated the content has helped to identify areas that can be followed up next week (as recall, repetition
and consolidation). The group enjoyed the relevance of discussing Bloom’s taxonomies in lesson planning and 2 commented that the module
was turning out more interesting than they had expected! Talking to colleagues after the session progress appears to be good, but still some
concern for LB. Asking the groups to make links to the forthcoming submission helped to contextualise some of what was covered and make
links between today’s content and their own practice.
State the targets you have devised from this evaluation and transfer them to your Reflective Development Plan for further development:
1. Design & produce examples of lesson plans, and ask trainees to bring in examples of lesson plans from trainees’ mentors.
2. Link all lessons more clearly to assignment brief.

6. 3. Monitor GH continual lateness as this may be a cause for concern
4. Having spoken with colleagues I will now also note LB’s attendance/absences and ask the tutor to follow up in case they need
additional support through an Early Alert.