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1 Introduction
Lesson Planning requires the trainee to use all their skills
and knowledge to produce plans that are appropriate for the
pupils they are going to teach. They will primarily be addressing
the Standards covering the section on 'Planning, expectations
and targets'.
Good planning is needed to achieve teachers' educational
aspiration for pupils to optimise learning as well as to engage
and inspire so that the pupils become independent, cooperative
and enthusiastic learners. The provisional nature of all planning
for teaching also has to be recognised. Decisions always have
to be made in the light of partial information and evidence.
Therefore it is essential that trainees reflect critically
during and after the process. Teaching is a strong learning
experience so trainees need to value and evaluate their skills,
knowledge and attitudes in this light too. There is 'always
a better way' especially in the light of hindsight. The next
time it will be different and hopefully pupils will learn
even more effectively.
This section covers
- Foundation Stage planning
- Key Stage 1 & 2 planning
- Secondary planning
2 Foundation Stage
Planning
Guiding Trainees to Write a Medium
Term Science Plan
The medium term plan for Knowledge and Understanding in the
Foundation Stage is likely to consist of one or more units
of work that will occupy half a term or a set number of weeks.
Medium term plans for the development of scientific knowledge
and skills may be based on a topic e.g. 'People who help us'
or on a science idea (knowledge / concept), such as 'Pushes
& Pulls' or 'Sounds'. A scheme should usually indicate
the science aspects within Knowledge and Understanding of
the World Science learning intentions; a list of teacher-led
and play activities, methods of assessment; required equipment
and resources; safety considerations and links to the National
Curriculum.
Guiding Trainees to Write an Effective Activity Plan
The trainee teachers should be expected to write Activity
plans to cover both teacher-led tasks, planned play activities
and notes for group times that have a chosen scientific focus.
The activities may be taken from the mentor's medium term
plan or one written by the trainee, depending on the stage
of training reached. Brief outlines of the planned activities
will be needed for other adults working in the class or setting.
Activity plans should usually include the overall aim of the
session, science learning intentions, type of activity, resources,
how groups will be organised, how the activity will be developed
during the session, assessment of children's learning and
attitudes, differentiation and safety considerations as well
as the personal action points that the trainee is focusing
on.
Support Materials for Planning in the Foundation Stage
There is a variety of online and hard copy materials that
can support trainees to write medium term and activity plans.
These include details of the Early Learning Goals and advice
on assessing them www.qca.org.uk/ca/foundation
and publications giving general planning help including short
videos of science in Foundation Stage classrooms www.azteachscience.co.uk.
There are also good books covering background reading, publications
supporting topics and activities for the Foundation Stage
and publications about play. A range of these is suggested
in the attachment.
3 Key Stage 1 &2
Guiding Trainees to Write a Medium Term Plan (Scheme of
Work)
Medium term plans for Key Stage 1 & 2 usually cover a
unit of work for a term or half a term. There is no set format
but a scheme of work should show progression in skills and
concepts, continuity for the child within the school framework
and long term plan. Even if trainees use the QCA Scheme of
Work units rather than create medium term plans from scratch,
trainees need to understand how the units are developed and
should be able to customise them for the specific needs of
each class and school.
A scheme should usually indicate broad learning objectives
or aims that refer to the Programmes of Study. Science learning
outcomes should give a clear idea of teachers want children
to learn. The scheme should also include activities, teaching
strategies, assessment methods and criteria as well as resources.
Guiding Trainees to Write an Effective Lesson Plan
Lesson plans outline structures vary from school to school.
Therefore the format can follow suggestions from the training
institution, partnership school's style or be left to the
individual trainee to devise, justify and evaluate. Whatever
the format, the ownership of the plan must be the trainee's.
For example, just taking the QCA units without customising
them for the particular needs of the class and adding aspects
such as assessment methods would be inadequate.
In any plan there are important points that should be covered.
These include 2 or 3 science learning outcomes that can be
achieved in this one lesson; assumed existing pupil knowledge;
grouping, organisation and differentiation; the activity method
that outlines what will be taught, how the lesson will be
presented and what the children will do; key words and questions;
assessment of learning; as well as the trainee's personal
action points that give one or two targets that the trainee
hopes to improve during the lesson.
Suppo+rt Materials for Planning in Key Stage 1 & 2
There is a variety of online and hard copy materials that
can support trainees to write medium term and activity plans.
These include the QCA Schemes of Work www.standards.dfee.gov.uk/schemes2/science.
There are also booklets and videos giving general planning
help from www.ase.org.uk
and www.scicentre.org.uk
.
There are also good books and publications supporting planning
and developing investigations, showing how different science
topics can be presented and publications to help linking literacy,
numeracy and ICT effectively to science work. Some of these
are suggested in the attachment.
4 Secondary
Guiding Trainees to Write an Effective Lesson Plan
Plans will be different in different schools. Trainees are
likely to have to use the format used in their school placement.
Plans should normally include learning intentions that can
be achieved in the one lesson; a detailed lesson structure
covering pupils' and teacher activities, teaching points and
timing; key words, definitions and etymology; the assumed
pupil knowledge, differention and methods to assess the planned
outcomes; resources, safety and risk assessment; as well as
the trainee's personal action points that give one or two
targets that the trainee hopes to improve during the lesson.
Different lesson types (such as debates, drama and practical
investigations) and age groups may need slightly different
and/or additional categories.
Support Materials for Planning in Secondary Schools
There are many books that can be used to support trainees'
understanding and skills of planning. These include helping
trainees to develop progression, differentiation, questioning
and formative assessment. Other publications help trainees
provide investigations in relevant contexts; make planning
links with literacy, numeracy and ICT as well as using resources
appropriately and safely. The attachment suggests some of
these books with specific pages indicated.
Downloads in this document:
Section Developed by:
Tina Jarvis University of Leicester
Jenny Mackness University College St Martins
Barbara Leedham DeMontfort University
John Oversby University of Reading
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