Teaching approaches: Planning
Planning is one of the most fundamental tasks in a teachers daily professional life. This need not always mean the creation of a 'lesson plan', but consideration of inclusion, differentiation, and how to create an engaging, interactive pedagogy is important for developing high quality teaching. Teachers could explore the resources here, and in curriculum development, learning objectives, curriculum planning, and planning for interactive pedagogy to explore this area in more depth.
|CPD||Planning for Inclusion|
Planning for inclusion in your classroomThis resource discusses planning(ta) for inclusion(ta), in particular as related to active learning(ta), group talk(ta) and more generally interactive pedagogy.
Concrete preparation – Action – Metacognition – Bridging - MediationThis resource offers advice on planning(ta) for interactive pedagogy. Three sub-sections have been drawn from it (see related DfE resources).
|CPD||Sharing Learning Objectives and Outcomes|
What will they achieve - outcomes, objectives, and their importanceThis resource highlights the link between learning objectives(ta) and assessment(ta) for learning, and explores ways to engage in planning(ta) for, and write good learning objectives - which identify the learning to take place, as opposed to just the activity with which the pupils will engage.
Thinking about sequencing and planning for high quality pedagogyThe resource includes relevant information regarding lesson and curriculum planning(ta) for high quality pedagogy.
|CPD||Teaching for Metacognition|
Thinking about Thinking, in the classroom contextThis resource describes some strategies to engage metacognitive reasoning(ta) - thinking about thinking, for example, asking pupils to think about their own learning techniques. It includes activities to assist teachers in planning(ta) for their own teaching.
|Games||Introduction to games|
|ICT||Monsters using Scratch|
Children using a computer programming language to create moving monstersThis activity developed the specific e-skills(topic) of programming and digital animation. It could be considered the first step towards enabling children to design and create their own games(tool) using sprites and user-input controls. Computer programming helps to develop investigation(ta) skills as it requires the use of a previously unknown language(ta) to execute commands, which also develops the skills of mathematical thinking(ta). Computer programming also involves the use of modelling(ta) and planning(ta) techniques. Because Scratch is an open source programming language, this also creates opportunities for homework(ta), as the children are able to download the software for themselves at home.
|Learning objectives||Writing Learning Objectives in Primary Science|
How are learning objectives supposed to work? How can one achieve mastery in writing learning objectives?This resource encourages teachers to think about ways to link learning objectives(ta) to the curriculum which also helps to conceptualise their teaching schemes. It also helps children to understand what they are learning and what they are aiming for. The resource brings together key ideas, looking at specific outcomes from activities, vocabulary(ta), differentiation(ta), resources and curriculum development(topic) and short term planning(ta). It could be used as a 'refresher' on ideas when planning lessons.
|Literacy||Developing Language in Primary Science|
Language development and the use of appropriate vocabulary(ta) is highlighted as important across the curriculum. Incorporating this consideration into science planning(ta) is important for meeting the target of developing language. The importance of language and talk in science – including through group work(ta), and Whole class(ta) dialogue – is highlighted elsewhere (and in the resource) but includes the ability to explain concepts, understand synthesising ideas (including those from other people and texts), and the need to read and write for different purposes, (including conceptual understanding, data presentation, etc). These are key ideas in communicating the scientific method(ta)
Why Question? A unit exploring the use of questioning in your classroomThis resource discusses questioning(ta) and its relationship to engaging reasoning(ta), active learning(ta) and discussion(ta) as well as aspects of planning(ta) such as writing learning objectives(ta).
|Science||Primary Science Investigation|
What is involved in 'doing a science investigation'? And what is there to assess?This resource describes the process of doing an investigation for inquiry(ta)-based learning. Teachers could share practice(i) and lesson planning(ta) ideas using the list of pupil skills (e.g. observing). It also lists learning goals for investigation skills (e.g. observing, predicting, problem solving) and ideas for exploring different types of practical work(ta) in science.
It could be used for discussion(ta) or brainstorming on how to apply these skills to different content areas. The resource emphasises engaging pupils in the scientific method(ta) - using higher order(ta) thinking skills, group work(ta) and dialogue(ta) to facilitate knowledge building(ta)/reasoning(ta).