This document discusses planning effective lessons and units of work. It identifies several key elements to consider when planning, including learning objectives, outcomes, resources, time, and assessment. When planning a unit of work, factors like prior knowledge, time, resources, assessment, and connections to other subjects should be considered. Effective lesson planning also requires determining learning objectives and outcomes, time, resources, classroom management strategies, teaching approaches, assessment, and potential risks. The overall goal is for students to understand lesson planning elements, develop skills in writing objectives and outcomes, and feel confident planning lessons.

1. designing lessons
Learning and teaching in the subject: lecture

2. Get into groups
Data projector
Table
5 & 6
Table
7 & 8
Table
3 & 4
Table
1 & 2
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3. Starter activity
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4. Collect a laptop
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5. Lesson planning: Big Picture
• What do you know already?
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6. Intended Learning Objective:
We are learning (learning objectives):
– all about the different elements of planning lessons (knowledge &
understanding);
– whilst developing skills in writing learning objectives and outcomes (skills);
– so that we can feel confident about planning effective lessons for Key Stage 3
(attitude).
•In a nut shell: How do we plan effective 'lessons' that support
progression?
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7. Intended Learning Outcomes:
• explain the key elements in a lesson plan/unit of work
(comprehension);
• analyse the effectiveness of your chosen learning objectives and
outcomes (analysis);
• and start to use the NTU lesson plan pro-forma (application).
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8. Lesson planning: Big Picture
• Levels of planning
– Schemes of work
– Unit of work
– Lesson planning
Bassett, Bowler and Newton (2013)
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9. Move into subject groups
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10. What to consider when you are planning a
unit of work?
Bassett, Bowler and Newton (2013,p. 102) suggest that when
planning a unit of work you consider:
1.What do you want pupils to be able to know, understand, be able to
do?
2.What has been taught already?
3.How much time is available?
4.What resources are available?
5.How is the work assessed?
6.How does this work fit in with the work pupils are doing in other
subjects?
7.What is to be taught later.
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11. Short term planning: writing learning
objectives/outcomes
Bassett, Bowler and Newton (,p. 105) identify 9 questions needed to
plan a lesson from a unit of work:
1. Range of pupil ability?
2. What do pupils know about the topic
3. Aims learning objective and outcomes?
4. What time is available
5. What resources are available?
6. What approaches to classroom management should I use?
7. What teaching strategies should I adopt
8. How do I assess pupils learning?
9. What risks are associated with the work?
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12. Writing learning objectives/outcomes
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13. Short term planning: writing learning
objectives/outcomes
Bassett, Bowler and Newton (,p. 105) identify 9 questions needed to
plan a lesson from a unit of work:
1. Range of pupil ability?
2. What do pupils know about the topic
3. Aims learning objective and outcomes?
4. What time is available
5. What resources are available?
6. What approaches to classroom management should I use
7. What teaching strategies should I adopt?
8. How do I assess pupils learning?
9. What risks are associated with the work?
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14. Intended Learning Outcomes:
• explain the key elements in a lesson plan/unit of work
(comprehension);
• analyse the effectiveness of your chosen learning objectives and
outcomes (analysis);
• and start to use the NTU lesson plan pro-forma (application).
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