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Planning, Assessment and Evaluation

Expectations for this placement

Planning

  • You are working in a new school and in a different year group. You can use the ‘sequence of lessons’ proforma for all sequences. Standalone lessons should continue to be planned on the individual lesson planning proforma.
  • To be able to meet the expectations at the end of the placement, you will need to be confidently and consistently planning using the ‘sequence of lessons proforma’, guided by the school’s planning.
  • The sequence plan must include the NC links, key concepts/big ideas, misconceptions and assessment methods to be used. There should also be clear LO, SC and a PDF for each lesson. The plan should include information about the structure (retrieval, exposition, repetition & practice) of each lesson, the adaptive teaching strategies to be used, and why. Key questions should also be on the plan.
  • Any plan should allow another member of staff to successfully teach from it. It should also make the children’s learning journey clear.
  • Every lesson or activity must have a plan, a PDF and an evaluation. While school plans might be used as a basis, there should be some consideration about adapting the lesson to suit individual children and their prior learning experiences.  AfL and questioning should be explicit on plans.
  • Whenever you are observed by your mentor or a tutor, you must produce an individual lesson plan. You may want to provide the sequence planning to show where this lesson fits within a sequence of lessons.
  • At any point in the placement, if issues about planning or classroom practice arise or are identified, then students may be required to use the individual lesson planning format for all lessons.
  • Teacher Mentors should provide a medium term plan for the placement period.  Learning about how long-term aims and Key Objectives in medium term plans are used to inform Lesson/Activity Planning forms an important part of trainees’ learning during this placement. Trainees will need to see the documentation the school uses (e.g. National Curriculum, Early Years Foundation Stage Curriculum, long and medium term plans) and how these are used to inform weekly and daily lesson plans.

Evaluation

  • Evaluation is a key part of the development cycle and supports you in your reflective practice. As part of a sequence of lessons, evaluation helps you to review the impact of you teaching on pupil progress and what adjustments need to be made in the following lesson
  • After each lesson, an evaluation must be completed – what did the children learn and how do you know? The PDF must also be evaluated. By having these on the sequence plan, it should be easier to see the learning sequence. The PDFs and evaluations will help to evidence the student teacher’s learning.
  • Evaluations should focus on:
    • The range of children’s responses and outcomes
    • The monitoring and analyses of the children’s development and learning.
    • The contribution and effectiveness of the teaching, assessment, dialogue and management strategies used in the teaching-learning process.
    • Your PDF and how this lesson contributes to meeting your weekly targets

Example plans