SECTION THREE TRAINEE PROFILE, STANDARDS AND SE2/SE3 DOCUMENTATION

Transcription

1 SECTION THREE TRAINEE PROFILE, STANDARDS AND SE2/SE3 DOCUMENTATION Contents Page 1.Trainee Profile 3-23 Part One: Teaching 7 List of standards 7 Achievement during placements 9-12 Summative statement - SE2 13 Summative statement - SE3 15 Part Two: Personal and Professional Conduct 17 List of standards 19 Achievement during placements 20 Summative statement - SE2 21 Summative statement - SE3 23 Attendance Record Guidance and Documentation related to both SE2 and SE (A) Observing Lessons 29 Guidance on Observing Lessons 29 Assessment for Learning in Practice: Criteria for Observation 34 Using Text in Lessons 35 Planning for the Inclusive Classroom 36 Focusing on Equal Opportunities/ Inclusion 37 (B) Guidance on Lesson Planning and Evaluations 39 Guidance on Lesson Planning and Evaluations 39 Planning and competence check list 51 Lesson Plan Template 55 Scheme of Work 61 (C) Lesson Appraisals 63 Lesson Appraisal Guidance 63 Lesson Appraisal Proforma 64 Target Tracking Sheet for Lesson Appraisals 67 (D) Professional Studies Checklist 69 Professional Studies School Based Programme Checklist 69 1

2 Professional Studies School Based Core Sessions 72 Professional Studies Discussion Target Sheet 73 (E) RE Checklist 74 School based checklist 74 (F) Concept Mapping 76 Example of a Concept Map 79 (G) Guidance for Completing the Mentor Meeting Record Sheet 81 (H) Expectations of School Placement Files 82 Assessment Criteria for School Placement Files 84 (I) SE2 and SE3 Learning Journal and Proforma SE2 Specific Documentation Suggested Activities for School Experience 2 (SE2) 89 SE2 Initial Needs Audit 99 Mentor Meeting Record Sheets 101 Standards of Teaching: Initial Evaluation Form 113 SE2 Placement School Placement File Report 115 Summative Grade Descriptors SE2 117 Teaching Experience End of Term SE3 Specific Documentation Suggested Activities for School Experience 3 (SE3) 121 SE3 Initial Needs Audit 140 Mentor Meeting Record Sheets 143 Teaching Experience End of Term Teaching Experience End of Term Initial Grade Descriptors SE3 169 Interim Grade Descriptors SE3 171 Summative Grade Descriptors SE3 173 SE3 Placement School Placement File Report 175 Overall Grading Sheet Additional Guidance Examples of Support in Evidence of the Standards 179 Guidance to Support Assessment for QTS (UCET/ NASBTT/ HEA grading guidance) 181 2

3 1) Trainee Profile Trainee Name: University tutors: ************************************************************************************************ SE2 School: RE Mentor: Professional Mentor: Link tutor for SE2: Date/time of RE Mentor meetings: Date/times of Professional Mentor meetings: ************************************************************************************************ SE3 School Mentor(s). RE Mentor: Professional Mentor: Link tutor for SE3: Date/time of RE Mentor meetings: Date/times of Professional Mentor meetings: For completion by the trainee with endorsement by school mentors and University tutors. Where extra copies of key pages are required these can be accessed on-line at 3

4 PGCE Secondary Trainee Profile The trainee profile is designed to keep an on-going record of your achievement and progression towards meeting the DfE Teachers Standards It builds upon the evidence presented in the audit of prior achievement completed before starting the course. The Standards for Qualified Teacher Status are: 1 Teaching (Standards) 2 Personal and Professional Conduct The Preamble also forms part of the Teachers Standards which relates to the values and behaviour that all teachers must demonstrate throughout their careers. Further Information can be found at: Career Entry Development Profile and Professional Development At the end of your PGCE the assessments presented here will inform your CAREER ENTRY DEVELOPMENT PROFILE which will be used to devise a programme of professional development as a Newly Qualified Teacher. This is the beginning of the collection of evidence for performance management during your career. The Teachers Standards 2012 are the same standards that NQT s will be assessed against during induction and beyond. Who uses the Trainee Profile? Trainees Subject Mentors and Professional Mentors University tutors External examiners and possibly Ofsted inspectors How to use the Trainee Profile As an aid to professional discussion between Trainees and Mentors in Weekly Mentor Sessions As an aid to on-going target setting throughout your school experience As an aid to discussion between trainee and university tutors Who Completes the Trainee Profile? As a result of discussion with subject mentor the TRAINEE is responsible for completing each of the following sections Assessment of Prior Achievement Achievement During SE2 Targets for development at the end of SE2 Achievement during SE3 Targets for Development during SE3 Continuing Professional Development School Mentor Completes Summative statement for SE2 Summative statement for SE3 It is signed by the School Mentors who will recommend PASS or FAIL for both SE2 and SE3 school experiences. Mentors will indicate the level at which they consider the trainee has passed (satisfactory, good or outstanding) and these are analysed at the programme moderation meeting which is attended by programme staff and mentors. A copy of the summative statement is kept by 4

5 the School Mentor and a copy is sent to the University. Relevant dates can be found in the diary of key events. Collecting Evidence for your profile For a number of standards your main form of evidence will be a lesson appraisal feedback form. You can simply cross reference to a lesson appraisal; make sure you include the date and it is worth highlighting the actual piece of evidence on the original appraisal sheet. For standards where a lesson appraisal won t be appropriate, for example the standard on communicating with parents, it is useful to write a brief report/paragraph or witness statement outlining details of parents evening/ meetings etc that can be signed by your mentor. There will also probably be occasions where you attend a professional seminar on a topic; in this case the notes you make and your reflections would be the evidence. For other suggestions for evidence, refer to the document entitled support in evidence for the standards in the additional guidance provided at the end of this section in the CDF. Whatever the format in all cases your mentor (Professional Mentor and Subject Mentor) will need to sign to say they have seen the evidence and agree. Your aim is to collect 3 to 5 pieces of evidence for each standard by the end of the programme. It is recommended that you collect one piece of evidence for each standard during SE2 and a further 2 to 4 during SE3. This evidence will be accompanied by a reflective piece of writing. 5

6 Reflective writing to accompany evidence for meeting the standards Trainees should write a reflective piece of writing for each of the 8 standards in part one of the Teachers Standards 2012 to accompany the evidence they provide in the trainee profile. This writing will be shared with your mentors and university tutors and support you in demonstrating your developing understanding of the standards in relation to your professional practice and to support target setting. This writing will be up-dated during the course of the programme as follows: 1. The first piece of reflective writing on each standard should be completed by the end of SE2 and shared with mentors prior to final documentation being completed. 2. Trainees should update their writing to reflect their progress and development during the programme prior to the final 4 week consolidation period of the programme in SE3. This should be shared with mentors prior to interim grade descriptor being completed. 3. The final draft of this reflective writing will be completed at the end of SE3 and shared with mentors prior to final documentation being completed. This writing will support trainees in the reflective evaluation of each standard. Writing should reflect the trainees growing knowledge and understanding of how the standards integrate into practice and also how the standards correlate with each other. Trainees should use their reflective learning journals to support this writing by drawing on their journal entries made during the course of the programme/school experience. Key Questions: During the school experience briefing prior to the placement trainees will discuss key questions that they might be used to support this reflective writing. For example, questions to support this writing might include: 1. Why have you chosen a specific piece of evidence to demonstrate you are meeting this standard? 2. How does this evidence illustrate your practice now and in the future? It is recommended that trainees should write between half a side to a side of A4 only for each standard. 6

7 Part One: Teaching TS1 A Teacher must set high expectations which inspire, motivate and challenge pupils. - Establish a safe and stimulating environment for pupils, rooted in mutual respect. - Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions. - Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils. TS2 Promote good progress and outcomes by pupils - Be accountable for pupils attainment, progress and outcomes. - Plan teaching to build on pupils capabilities and prior knowledge. - Guide pupils to reflect on the progress they have made and their emerging needs. - Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching. - Encourage pupils to take a responsible and conscientious attitude to their own work and study. TS3 Demonstrate good subject and curriculum knowledge. - Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils interest in the subject and address misunderstandings. - Demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship. - Demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy, and the correct use of standard English, whatever the teachers specialist subject. - If teaching early reading, demonstrate a clear understanding of systematic synthetic phonics. - If teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies. TS4 Plan and teach well-structured lessons. - Impart knowledge and develop understanding through effective use of lesson time. - Promote a love of learning and children s intellectual curiosity. - Set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have required. - Reflect systematically on the effectiveness of lessons and approaches to teaching. - Contribute to the design and provision of an engaging curriculum within the relevant subject area. TS5 Adapt teaching to respond to the strengths and needs of all pupils. - Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively. - Have a secure understanding of how a range of factors can inhibit pupils ability to learn, and how best to overcome these. - Demonstrate an awareness of the physical, social and intellectual development of pupils. Education at different stages of development. - Have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them. TS6 Make accurate and productive use of assessment. - Know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements. - Make use of formative and summative assessment to secure pupils progress. 7

8 - Use relevant data to monitor progress, set targets and plan subsequent lessons. - Give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback. TS7 Manage behaviour effectively to ensure a good and safe learning environment. - Have clear rules and routines for behaviour in classrooms and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the schools behaviour policy. - Have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly. - Manage classes effectively, using approaches which are appropriate to pupils needs in order to involve and motivate them. - Maintain good relationships with pupils, exercise appropriate authority and act decisively where necessary. TS8 Fulfil wider professional responsibilities - Make a positive contribution to the wider life and ethos of the school. - Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support. - Deploy support staff effectively. - Take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues. - Communicate effectively with parents with regard to pupils achievements and well-being. Please note: for each of the eight standards, there are examples given in the DfE Teachers Standards 2012 document of what trainees might demonstrate in order to meet that standard (also refer to yellow standards cards). These are examples only and mentors/ trainees might provide other examples to demonstrate a standard has been met. 8

9 TS1 Part One: Teaching MI s = Mentor s Initials Trainee name: Standard Evidence 1 MI s Evidence 2 MI s Evidence 3 MI s Evidence 4 MI s Evidence 5 MI s A Teacher must set high expectations which inspire, motivate and challenge pupils. TS2 Promote good progress and outcomes by pupils. 9

10 TS3 Part One: Teaching MI s = Mentor s Initials Trainee name: Standard Evidence 1 MI s Evidence 2 MI s Evidence 3 MI s Evidence 4 MI s Evidence 5 MI s Demonstrate good subject and curriculum knowledge. TS4 Plan and teach well-structured lessons. 10

11 TS5 Part One: Teaching MI s = Mentor s Initials Trainee name: Standard Evidence 1 MI s Evidence 2 MI s Evidence 3 MI s Evidence 4 MI s Evidence 5 MI s Adapt teaching to respond to the strengths and needs of the pupils. TS6 Make accurate and productive use of assessment. 11

12 TS7 Part One: Teaching MI s = Mentor s Initials Trainee name: Standard Evidence 1 MI s Evidence 2 MI s Evidence 3 MI s Evidence 4 MI s Evidence 5 MI s Manage behaviour effectively to ensure a good and safe learning environment TS8 Fulfil wider professional responsibilities 12

13 Trainee name: SE2 SUMMATIVE STATEMENT OF THE DEVELOPMENT TOWARDS QUALIFIED TEACHER STATUS TO BE COMPLETED BY SCHOOL SUBJECT MENTOR SE2 School Experience Part One: Teaching (Comments should include the developing strengths shown by the trainee) (Please comment on development of subject knowledge with reference to the subject knowledge audit) Key Development areas that need to be addressed in SE3 (these should reflect the key development areas and be linked to the standards) Mentor s Summative Recommendation on Practical Teaching Element of PGCE Please circle as appropriate and sign below please note that this grade is based on where the trainee is at for this stage in their training Pass Outstanding Good Satisfactory Fail Below Standard Signed for School 13

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15 Trainee name: SE3 SUMMATIVE STATEMENT OF THE DEVELOPMENT TOWARDS QUALIFIED TEACHER STATUS TO BE COMPLETED BY SCHOOL SUBJECT MENTOR SE3 School Experience Part One: Teaching (Comments should include the developing strengths shown by the trainee) (Please comment on development of subject knowledge with reference to the subject knowledge audit) Key Development Areas (Targets for Continuing Professional Development (CEDP) End of SE3 - these should reflect the key development areas and be linked to the standards) Mentor s Summative Recommendation on Practical Teaching Element of PGCE (please circle as appropriate and sign below) Pass Outstanding Good Satisfactory Fail Below Standard Signed for School 15

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17 PART TWO: PERSONAL AND PROFESSIONAL CONDUCT A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher s career. A. Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by: - Treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher s professional position - Having regard for the need to safeguard pupils well-being, in accordance with statutory provisions - Showing tolerance of and respect for the rights of others - Not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs - Ensuring that personal beliefs are not expressed in ways which exploit pupils vulnerability or might lead them to break the law. B. Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality. C. Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities. 17

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19 PART TWO: PERSONAL AND PROFESSIONAL CONDUCT Trainee name: Mentors should sign and date if they are satisfied that the trainee has acted in accordance with the following, to the best of their knowledge. PERSONAL AND PROFESSIONAL CONDUCT SE2 Mentor s initials A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher s career. A. Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by: - Treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher s professional position - Having regard for the need to safeguard pupils well-being, in accordance with statutory provisions - Showing tolerance of and respect for the rights of others - Not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs - Ensuring that personal beliefs are not expressed in ways which exploit pupils vulnerability or might lead them to break the law. B. Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality. C. Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities. SE3 Mentor s initials Trainees should comment in the boxes overleaf on the evidence they have in support of the above statements and discuss this with mentors. Mentors should complete this sheet and the summative statement sheet for this part of the Standards which allows for comments and identification of key areas the trainee needs to develop. 19

20 Trainee comments/evidence in support of Part Two: Personal and Professional Conduct SE2: SE3: 20

21 Trainee name: SE2 SUMMATIVE STATEMENT OF THE DEVELOPMENT TOWARDS QUALIFIED TEACHER STATUS TO BE COMPLETED BY SCHOOL SUBJECT MENTOR SE2 School Experience Teaching Part Two: Personal and Professional Conduct (Comments should include the developing strengths shown by the trainee) Key Development areas that need to be addressed in SE3 (these should reflect the key development areas and be linked to the standards) Mentor s Summative Recommendation on Practical Teaching Element of PGCE Please circle as appropriate and sign below - please note this part of the Teachers Standards is not graded and is pass or fail. Pass/ Meeting Standard Fail/ Below Standard Signed for School 21

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23 Trainee name SE3 SUMMATIVE STATEMENT OF THE DEVELOPMENT TOWARDS QUALIFIED TEACHER STATUS TO BE COMPLETED BY SCHOOL SUBJECT MENTOR SE3 School Experience Teaching Part Two: Personal and Professional Conduct (Comments should include the developing strengths shown by the trainee) Key Development Areas (Targets for Continuing Professional Development (CEDP) End of SE3 - these should reflect the key development areas and be linked to the standards) Mentor s Summative Recommendation on Practical Teaching Element of PGCE (please circle as appropriate and sign below please note that this part of the Teachers Standards is not graded and is pass or fail.) Pass/ Meeting Standard Fail/ Below Standard Signed for School 23

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25 Attendance Record for SE2 and SE3 Name: SE2 The requirement is that you spend a minimum of 120 days in school. W/C Monday Tuesday Wednesday Thursday Friday Mentor signature Oct 8 (serial days) Oct 15 (serial days) Nov 5 Nov 12 Nov 19 Nov 26 Dec 3 Dec 10 Please give reasons for absence here: SE3 W/C Monday Tuesday Wednesday Thursday Friday Mentor signature Feb 11 (prelim week) March 4 March 11 March 18 March 25 Easter holiday Easter holiday April 15 April 22 April 29 May 6 May 13 May 20 May 27 (half term) June 3 June 10 June 17 June 24 Please give reasons for absence here: 25

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27 (2) Guidance and Documentation related to both SE2 and SE3 27

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29 (A) Observation of lessons (guidance for trainees) Guidance on Observing Lessons Lesson observation is an important part of the learning process on the road to becoming an effective classroom practitioner. It enables the trainee teacher to see a wide range of approaches or styles and the evaluation that follows, either with the teachers themselves or in private reflection, will help greatly in the formulation of views and opinions about what constitutes an effective and stimulating lesson. This will be of obvious benefit both when you begin to teach and later if you are faced with a challenging situation. Without a specific focus to an observation, it is often difficult to analyse the many aspects of a number of lessons and so the following pages are aimed at providing you with a range of tasks that, over the period of a few weeks, will help you to build a picture of how a proficient teacher can operate. The most effective role for an observer is to become actively involved in the lesson sitting in a corner and taking notes can potentially be sterile and unrewarding as it does not allow you to gain a true feeling of how the teacher and learners interact. The trainee teacher needs to make notes on the experience of observation and reflect on the process in their learning journal. It is expected that by the end of placement, trainees will have completed lesson observations on each of the areas in their booklets. These will be followed up later in discussion with the teacher after the lesson has finished, with your mentor or on your own. Do keep a record or log of your observations so that they can be referred to at a later date. Finally, it is important to speak to the teachers both before the lesson to discuss your role and the focus of the observation as well as to thank them for having you in their classroom. Please note that you are there to observe the impact of actions on learners and not there to make judgements on the quality of the lesson. You will be expected to share your observations with the teacher or your mentor. The trainee teacher and mentor need to agree the focus and observation format to be used from their booklet for each lesson observed. Exemplars: Lesson Outlines Every lesson has an overall plan or outline and in all effective lessons this will be clear to both the trainees and the observer. A typical example might involve some or all of the following activities: An introduction to a new topic or to new language using the IWB, work sheet or board A question and answer session A brainstorming activity Group work, paired work or individual work A practical activity For you to do, as you observe a lesson and afterwards in reflection or in discussion: Choose a number of lessons from those you have observed and create a table of their outlines. Note the approximate allocation of time devoted to each of the main parts of the lesson. Was there a link with the previous lesson(s) was this clear to you and the trainees? Where might these activities be leading? What do you think might be included in the next lesson(s)? Questions I need to ask and discuss with my mentor What have I learnt for my own development as a teacher? 29

30 Class Management The success of every lesson depends to a large extent upon the way in which the teacher manages the class. This includes organisation, structure and the rigour with which tasks are approached as well as relationships, behaviours and discipline. For you to do, during the observation and afterwards in reflection or discussion: How were the class greeted? Was there a specific beginning to the lesson? How did the lesson end and how did the learners leave the room? What was the relationship between the teacher and the learners? What differing techniques did the teacher employ when relation to the whole class, to small groups and to individuals? Do you detect formal authority or personal authority from the teacher? Do you feel the learners understand and acknowledge the parameters within which they can work? What techniques does the teacher employ for a) Gaining attention before speaking to the class? b) Maintaining attention whilst speaking to the class? c) Maintaining a working atmosphere? d) Coping with learners who are not concentrating? e) Coping with conflict? Consider carefully the way in which the teacher varies the tone and pitch of his/her voice. What effect does this have upon the trainees and the way in which they work? What have I learnt for my own development as a teacher? Stopping, Starting and Changing Directions (Transitions) Crucial parts of a lesson are when the focus changes in any planned way. The effective management of these parts of a lesson is essential to its success as a whole and the topic being covered. Consider the following observations: How does the teacher initially gain the attention of the trainees? How does the teacher introduce the lesson? If the lesson has a number of distinctive parts, what techniques does the teacher use to get the class to change direction? Do all the learners do the same activities at the same time? What proportion of the lesson is spent on each of the following activities o Exposition by the teacher? o Whole class activity? o Group activities? o Individual work? How does the teacher manage the transitions between each of these activities? How is the lesson concluded and rounded off? What have I learnt for my own development as a teacher? 30

31 Learner Talk In many lessons the young people are involved in talking to each other in pairs or in groups. How effective is this? For you to do during the observation and afterwards in reflection or in discussion: Ask the teacher for permission to do this before the lesson begins. When the class begin to work in groups, try to watch or stand close enough in order to hear what is being said. Specifically: Are they on task? Are some learners dominating the others? Are individuals who do not actively join in involved in the task? (Look out for affirmations and body language) Do the learners use the correct technical language where appropriate? What conclusions can you draw from your observations? What have I learn for my own development as a teacher? Clarity of Instructions and the Distribution of Materials The effective distribution of materials and equipment plays an important part in the smooth running of a lesson. Equally, clear instructions are vital in ensuring that the trainees know exactly what they are required to do. For you to focus on as you observe: How does the teacher organise the distribution of equipment and materials? How does the teacher give instructions all in one go, in short bursts etc? How does the teacher check that all trainees have understood? What strategies to you need to develop for the efficient organisation of this important part of a lesson? What task for homework is set? How are instructions for homework given and when? How and where do learners record instructions for homework? What have I learnt for my own development as a teacher? 31

32 Questions and Answers Questions and answer sessions are a technique that many teachers use at some point in their lessons. It is important to develop the skill that ensures all learners are given the opportunity to take part in this activity without causing embarrassment to those who are more reticent. For you to do in observation and afterwards in reflection or discussion: Are the teachers questions closed or open-ended? What is the purpose of these types of questioning? Does the teacher vary the questions according to the learner? How long does the teacher wait for an answer? Are questions directed to a trainee by name or to the class as a whole? Are there occasions when the learners are allowed to call out answers? For how long does the teacher ask the same question? How often does the teacher re-phrase a question? How does the teacher respond to the answers, be the correct, partly correct or incorrect? Are any groups or individuals asked more of less frequently than others? What have I learnt for my own development as a teacher? Effective Questioning in RE For you to do in observation and afterwards in reflection or discussion: Does the teacher refer to the learning/objectives? How? Does the teacher refer to the learning outcomes/success criteria? Does the teacher stage questions to increase the level of challenge as the lesson proceeds? How? How does the teacher involve all learners in lessons? How does the teacher encourage learners to justify and develop their answers to questions? How does the teacher encourage learners to ask questions during the lesson? How and when does the teacher encourage learners to listen and respond to each other? What have I learn for my own development as a teacher? Learner Writing Although there are occasions when other methods of recording work are used, written work still provides an important way of reinforcing learning and providing a means by which young people can be assessed. For you to do in observation and afterwards in reflection or discussion: Make a mental note of what the teacher has asked the learners to write (try to include everything evidence of listening, reading comprehension etc.). Is everything done in note books or folders? Do learners use rough books or scrap paper? Is the written work kept in draft form or do the learners have to produce final copies? Is there other evidence of the learners writing? Are other methods of recording apparent? What have I learnt for my own development as a teacher? 32

33 Evaluation of the use of language in RE lessons Among the lessons that you observe when you first go into schools choose three or four lessons on different religions topics and throughout each lesson, list the subject-specific religious language used by the teacher and/or the learners. Analyse the words you have listed in the light of the following questions: Does the teacher assume an understanding of the religious language? Are the learners given a definition of specific religious language at any point in the lesson? Is the correct spelling taught? Are learners encouraged to use and learn key words? How is this done? Do the learners have a glossary of terms in their books? Is there a list up, either on the board or somewhere in the room, of difficult or new or significant religious words? In what way does the teacher ensure that the learners understand and use religious language appropriately? Can you assess whether the learners understand the terminology being used? Are the learners encouraged to use the religious language in discussion, either with each other or in groups? What have I learnt for my own development as a teacher? 33

34 Assessment for Learning in Practice: Criteria for observation During the lesson highlight evidence of AFL observed write up your observation in your reflective journal. Assessment strategies that promote learning are: Rich Questioning Effective feedback and marking Peer and self-assessment Regulating learning Strategy Evidence Rich questioning: Hands down; teacher selects learner(s) to answer Wait time; all learners have the opportunity to think before answering Learners encouraged to consult in their group/with a partner in order to formulate an answer Teacher involves a number of learners in the answer to a single question creating the opportunity for discussion e.g. what do you think? do you agree with that answer? Use of wrong answers to develop understanding Appropriateness of questions; fitness for purpose Quality of questions i.e. good question stems e.g. why does.? what if.? how would you.? could you explain? Opportunities for learners to formulate questions Effective feedback and Feedback focuses on learning objective(s) marking: Evaluative comments which indicate how to improve Opportunities for/evidence of, follow up Note Written comments in a book Oral feedback when returning books, individually or collectively Oral feedback while learners engage in a task (see Regulating learning) Peer and selfassessment: Opportunities for learners to reflect Learners requested to read through/mark their own work Teachers making mark schemes/assessment criteria explicit to learners Learners using mark schemes/assessment criteria to evaluate their own work Learners use of traffic lights Response partners Groups marking work e.g. homework Whole class review of work e.g. in plenary Small group work; evaluation and support. Note appropriate composition of groups Regulating learning: Circulating whilst learners are engaged in a task, involving assessment and intervention which employs one or more assessment strategies (as in introduction) which take learning forward Note Good use of time: teachers ability to engage with a number of learners, rather than becoming stuck with one or two learners Teachers awareness of the needs of the rest of the class whilst engaging with individual learners Judgement about whether or not to intervene Appropriate strategies employed e.g. question, feedback, redirecting learning, facilitating self-assessment, exemplification, scaffolding, etc, leading to improvement Teachers recognition, as appropriate, of needs/opportunities for group or even whole class teaching input 34

35 Using Text in Lessons Subject Size of Class Year group Date 1) What sort of text is being used in the lesson, e.g. worksheet, Faculty produced booklet, text book (core/general?) work of literature, chalkboard, whiteboard, computer? 2) How is the text introduced, e.g. by teacher talking/questions on board etc.? 3) Is there a choice of text, e.g. for reference? 4) Is the text specifically to match the ability level? 5) Are trainees sharing texts during the lesson? 6) What is the purpose of reading within the context of the lesson? To answer specific questions? To summarise/take notes/provide a stimulus (specify)/give instructions/other (specify)? 7) When during the lesson and for how long are the trainees required to read? 8) Do they have any help with reading (specify)? 9) How are trainees required to read? Silently/aloud to class (volunteer, chosen, prepared unprepared) / in pairs, in small groups/to follow teacher s reading/ other (specify)? 10) a) Is reading set for homework? b) If so, so trainees have a copy of the text to take home? 11) Are trainees directed to wider reading? 12) In your opinion is the text too complex/just right/too simple? 13) Comments 35

36 Planning for the Inclusive Classroom Focus of Observation Teacher planning Examples seen in lesson Preparing resources for SEN and AG & T, EAL and gender awareness Using general data (this will involve a conversation with the teacher) Marking policy used and use of targets Use of resources and worksheets text, font, graphics Collaborative learning peer and self-assessment Meeting different learning styles Environment Groupings/seating arrangements Learner choice of task Learner movement Evidence of ECM and/or other National priorities 36

37 Focusing on Equal Opportunities/ Inclusion Draw a quick plan of the classroom. Look at where girls and boys are sitting. On this plan, if you get the chance to ask or can work it out, mark on the following: learners with learning difficulties, learners with behavioural problems, more able learners, learners with physical disabilities, any other? When asking questions does the teacher ask the following: An equal number of girls/boys? All different racial groups? All ability ranges? All areas of the classroom? When talking to the whole class, does the teacher concentrate on one group of learners or cover the whole class? Do they have any blind spots? Look at the materials used. Does every learner have equal opportunity to access the information and achieve the learning outcome? Does the learner have the opportunity to engage and participate? Is this made possible by having differentiated materials, extra support from the teacher or LSA, or through differentiated outcomes? Look around the room. What are the displays like? Do they reflect the different year group s work (11-16)? Do they reflect all abilities of learner work? Do they reflect different nationalities, disabilities, gender and religion? 37

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39 (B) GUIDANCE ON LESSON PLANNING AND EVALUATIONS The standardised format for starting your lesson plans is as follows: please note that it would be wise to make a differential version of it when you have discussed with your mentor a suitable model. You are very strongly advised to put the plan onto your computer space early in the course, together with the evaluation section, so that you can alter and type onto copies of these at will. Lesson Planning Lesson planning forms an essential part of any teacher s work. We do not mean by this the quick reminder of content to be covered and some prepared examples, but rather a three-fold exercise: Determining your focus: conceptual content, processes in operation in the classroom, social/behavioural processes? Determining what will happen in the classroom: organisation, choice of activities, assessment? Considering the implications of your choice of focus on your method, and vice-versa It is the ultimate problem-solving exercise with any number of interdependent variables and constraints to juggle! Not surprisingly all teachers tackle it in different ways depending on their personality and experience. As a rule they think more than they write. As a novice teacher it is important for you to have a written framework for your plans because: It provides a checklist for you to ensure that you have considered all the strands of learner and teacher teaching and learning that go together to make a successful lesson You have a record of what you intended to do, to check against what you actually did You then have a basis for reflection and evaluation, eventually building up a written account of your development as a teacher It helps mentors and subject lecturers discuss your lessons with you in advance and identify areas on which to work. Heads of Department and parents may ask for a record of what you have taught. Why do we have to make plans? Reasons for Planning Identifying trainee needs Setting aims and objectives/learning outcomes Ensuring continuity and progression Taking into account Agreed Syllabus Programmes of Study Ensuring variety in approaches and methods Providing for equality of opportunity Knowing and feeling confident with the proposed contact Selecting appropriate resources Organising materials and time appropriately Identifying opportunities for assessment Learning to expect the unexpected Anticipating conceptual, linguistic or practical problems 39

40 Developing a range of teaching styles Do all teachers plan in the same way? Teachers need to use a variety of teaching styles in order to: Show the rich network of links between topics; Meet the needs of different styles of learning; Maintain learners motivation; Allow learners time to explore new ideas and relate them to their existing knowledge; Control the pace of the lesson. Trainee teachers should try to develop this range of styles and mentors should help them to do so. The use of a variety of styles might be commented upon in the mentor s report on a trainee, especially under planning, class management and reflecting on practice. Trainees should also try to observe different teaching styles and a variety of work patterns. A good trainee will be exploring a variety of teaching approaches during term two. A trainee using a narrow range of styles is not good. For others, term three might be used to: Experiment with different teaching styles; Brainstorm the teaching of a topic using many different styles. How do I know where to start? Framework for lesson plan We hope that the following framework and notes are adaptable enough to meet any school s way of working. Class: Period: Who are you teaching? What lesson? What day and date? Length of lesson and place in sequence of lessons: e.g. 1 st in a series of 4 Learner learning objectives: What are you trying to achieve in the long term? What aspects of religion are you addressing? What do you want the learner to leave the lesson with? This will usually apply to the whole sequence of work of which this lesson is only a part. For this reason aims and learner learning objectives/outcomes are often written when planning the overall scheme of work, and you may need to remind yourself of them when you start each lesson within that scheme. For RE - Agreed Syllabus References: should be on all lesson plans. They must relate to the Agreed Syllabus in use in your school. Required knowledge: What will learners need to know before the lesson? How will you check this knowledge? 40

41 Objectives/Learning outcomes: State precisely the main points that you intend the learners to learn (in language they can understand) What ways of learning do you want the learners to experience? Are these two objectives compatible? What will you be able to observe the learners doing to make your assessment? Resources: What books, equipment, paper, will you need? What do you need to book beforehand or set up for the classroom? Organisation: How will you decide to arrange the classroom and group the learners in view of your objectives? How would you work with a support teacher? Are there any special needs constraints e.g. wheelchair access? Administration: Note down any administrative tasks that have to be performed. When and how will you fit them in to the lesson to minimise disruption? The following four subheadings are for your guidance in planning how your lesson will proceed. Procedure Introduction: How are you going to get the learners to settle down? And gain their attention? How are you going to make the learners aware of the lesson objectives/learning outcomes? Procedure Development of Ideas: Give an outline of the lesson with approximate timings for each different section. What are you going to do exactly? At this stage you may be asking yourself: Do your examples work? Do they show what you want them to? Do the questions set match the learners work? Are there any questions which are harder or contain techniques which the learners have yet to meet? Check that your planned activities further your stated objective. Procedure Alternatives: What are your alternatives if the ideas are too difficult? What strategies do you have for those completing the work? What strategies do you have for those learners who say I don t understand at all? Think about alternative ending points if an activity takes longer than you thought, and a five minute filler if you finish at an awkward time. 41

42 Procedure Conclusion: How are you going to end the lesson? How will you reinforce the objectives/learning outcomes? How are you going to talk to learners about their progress in the lesson and set the scene for future lessons? Differentiation: Where in the above have you allowed for differentiation? Will some individuals need particular help at some points in the lesson? Assessment: What opportunities have you given learners to demonstrate their achievements? What opportunities have you built in for you to assess how the lesson is going and how to continue? When will you give feedback to learners? Homework: What is to be set? Is it challenging and relevant to all learners? When will you collect it and mark it? (Links to future planning: it is difficult to consider some lessons in isolation. You could outline here how you see the topic developing). Evaluation: You need to use this after every lesson. Evaluation is a crucial skill. Learn how to use it well early on and it will serve you well in the future. It is never a useless bureaucratic exercise. Working with an individualised scheme Will I have to make my own schemes of work? Many of the headings stated above have been covered in planning the scheme of work within which your lesson is set. You will be expected to produce schemes of work. Please see the section in your handbook on assessment. It may be best to think through your concepts and learner learning objectives first and then to decide if/where the textbook/scheme of work already in operation matches them. Then piece in your own activities to give a variety of teaching approaches. RE works with agreed syllabuses. Your departments schemes of work (except in Independent schools and for GCSE and A level) will be linked to those syllabuses. It is your responsibility to link your work, if you write your own schemes, to those documents too. Because there is no overall national Curriculum for RE at present there is often more flexibility in this subject than in others for developing your own schemes of work. When it is clear you can work effectively in the short and medium term, to Agreed syllabus criteria, you will have a chance to investigate these skills. Do you know where you are going? Schemes of Work (Medium Term Planning) 42

43 In their medium term planning teachers break down overall programmes of study into a sequence of units of work, and develop each unit into a coherent series of lessons specified by a scheme of work. This should set out: Specific learning objectives (for learners, not teachers) Emphasis, priorities and depth of treatment Resource requirements The nature of learner tasks and activities Suggested teaching strategies and learner groupings Strategies for differentiation Assessment opportunities Links and references to other units of work. How do they do it? Mentors agree that thoughtful long term planning is what distinguishes a basically competent trainee teacher from a successful one, and they will encourage you to move towards a longer term approach. This would involve having an overview of content and activities for a whole sequence of lessons, with the details developing in your day to day plans. You might start with a topic and a class Find out What time is available (lessons, homework) Where the topic fits into the Agreed syllabus, or departmental scheme of work. Consider the topic itself: What are the main knowledge content, skills and ideas associated with it? (make a concept map) What prior knowledge and understanding will learners need for this topic? Break the topic down into specific areas. Which ones are essential and which are extras? Sequence the ideas into a logical order which shows progression Think through your examples typical cases, only just and just not examples Identify what you will need to assess and record. Find out What prior experience learners have had of the topic What are the common problems in teaching the topic How other teachers/textbooks order the topic What activities, resources and assessment tasks exist. Match activities to ideas: Anticipate the need for revision in an introductory lesson Which ideas may need differentiation? List suggested activities. Clarify objectives, resource requirements, learner groupings Build in different approaches and reinforcement activities for key ideas Make sure you have a balance of teaching styles: practical, written, ICT, consolidation, stimulation, investigation, discussion, individual, open tasks Identify where order is flexible or tasks optional. Suggest extension activities Decide when and how learners will get feedback, and you will make assessments. Finally Share your work with others Start work on the practical details of the lesson plans Expect to adapt but keep in mind your original intentions. 43

44 Schemes of Work (Long Term Planning) The overall design and balance of a long term scheme of work should take into account the following guidelines: Activities should teach about and from (AT1 and AT2) some aspect of world religions as defined by and within the time limits set by the National Non-statutory Framework Model and Local Agreed Syllabus or examination board. It should do so systematically, (or occasionally thematically). It must not do so confessionally The order of activities should be flexible Activities should be balanced between tasks which develop knowledge, skills and understanding Activities should be balanced between aspects of learning about and learning from religion (AT1 and AT2) Activities should be balanced between activities which are short in duration and those which have scope for development over an extended period Activities should, where appropriate, use learner s own interests or questions either as starting points or as further lines of development Activities should, where appropriate, involve both independent and co-operative work Tasks should be both of the kind which have an exact result or answer and those which have many possible outcomes Activities should be balanced between different modes of learning: doing; observing; talking and listening; discussing with other learners; reflecting; drafting; reading and writing etc Activities should encourage learners to use religious language accurately and to become confident in the use of a range of religious concepts and thinking skills Activities should enable learners to communicate the knowledge, understanding and skills they have gained from their study about and from religions Activities should enable learners to develop their personal qualities (including personal, social, moral, cultural, and spiritual) Activities should enable learners to develop a positive attitude to the study of religions. Lesson Evaluations All teachers evaluate their lessons. It is part of the winding-down process that goes on in the staffroom or in the car, and it leads straight back into the planning cycle as what happened today starts to influence decisions on what you will do tomorrow. Written evaluations demonstrate your development as a teacher. The on-going process of refining and adapting lessons builds up a teacher s personal resource base and aids future preparation. You will need to give considerable time to evaluating your lessons and writing up evaluations for your mentor, class teacher and faculty member of staff to see. Such evaluations may include comments on your classroom techniques and how smoothly activities ran. Your evaluation should be informed by the outcomes of classroom assessments or homework, leading to a deeper consideration of how and whether your planned procedures matched your objectives for all learners. Coming out of a lesson you may feel strongly about: your voice your board skills your explanations your mobility your confidence/control your time on positive/negative comments learners punctuality learners homework learners noise learners mobility learners feelings time spent working time wasted quality of resources 44

45 It is sometimes hard to remember that the central focus is on learners learning, not your feelings! Asking and answering the questions given below can help you critically evaluate your lesson. Write a response under each heading that addresses the most appropriate questions for the lesson observed. Be positive too. It is helpful to evaluate on your own and them compare with your mentor s observations. As you progress into terms 2 and 3 we would expect your evaluation to become briefer but more sharply focused on what the lesson has taught you about teaching. Lesson Evaluations What should a lesson evaluation contain? Date: Class: Content and Appropriateness of Teaching Strategies Was I fully conversant with the topic/materials I was covering in this lesson? Had I considered fully what the learners would need to know and understand for the topic? Did I have clear objectives? Did I communicate these to the learners? Was the lesson productive in terms of the original targets? Or other targets which emerged? Did I incorporate a variety of activities and methods to stimulate learners and complement my objectives? Were the activities logically developed in relation to the content of the lesson? Had I anticipated the common misconception and planned a response? Did I give the opportunity to consolidate new learning? Did I have appropriate/high expectations of learners? Did my lesson incorporate activities accessible to all learners? Were activities differentiated other than by outcome? Learner Involvement Was the atmosphere pleasant, motivated and purposeful? Which parts of the lesson were confusing or dull? Why? Which learners worked well? Which ones found the task difficult? Why? Were all learners willing to participate? How well did my strategies to involve them work? Were my questions and instructions appropriate and clear? Did I allow opportunities for discussion, or working in small or large groups? Was I sensitive to gender and SEN issues? Was the homework relevant, and accessible to all? Assessment and Feedback Did I find out what I needed to know about learners knowledge and understanding initially, throughout the lesson and for homework? Did I create opportunities during the lesson to monitor learning and evaluate work? Did they allow me to adapt the pace appropriately? Was feedback to learners informative, well-timed and regular? Were my methods manageable? Could I easily record progress if desired? 45

46 Do the learners know what they have achieved? Implications for future lessons Is there any one or anything which needs following up immediately? How will I address topics/materials that learners did not understand? What changes must I take to their next lesson? If I were going to teach this lesson again what would I do differently? How could I help those who found a task difficult. Other comments such as Was my lesson safe? Did it tie in with departmental and school policies? Were any support teachers or others able to make a full contribution? How well did I address any particular professional targets e.g. to encourage learners to think rather than giving them the answer? Do I need to seek advice on a particular learner or event? Differentiation: some background pointers 1. All children (and adults for that matter) learn at different rates, in different styles and according to different motivation and ability, achieve different results from their work. 2. This is accepted as the background to your lesson planning and classroom management. 3. However, what is also accepted is: a) that the amount of learning that goes on in a classroom is connected to who the teacher is, what their training is, and how much they know about their subject and b) that one teacher is not automatically going to be able (or willing) to focus on all the diverse learning needs of each class just by thinking about it when they go into the classroom. 4. So, both Ofsted in your future teaching lives and the faculty now, expect you to be aware of, and gradually learn how to plan for, a way of teaching your subject which is aware of individual social, cultural and cognitive differences among the class cohort. 5. Being able to do this is called DIFFERENTIATION. 6. There are a variety of ways of handling Differentiation: a) You can differentiate by OUTCOME; you know who understood what by the quality or accuracy of their responses to your questions at the end of one lesson and their ability to recall the data, if relevant, at the start of the next. You could also use a homework exercise to differentiate by outcome. In this type of differentiate you don t set specific work for specific abilities or social groupings you wait to see how they all handle the SAME material. However, it is important, that you show evidence in your planning for the NEXT lesson of the outcome of the last. Failure to do this shows that you aren t really taking this kind of differentiation seriously enough; b) You can differentiate by TASK; fairly obvious. You know the whole group, you ve taught them for a while, you know their cognitive strengths and weaknesses and you set different tasks according to that prior knowledge of you set up one task but with stepped questions. This means you know that some will only cope with questions 1-3 you set, the middle group will get to question 6 and only the really bright ones will get to the end. This enables you to set one task and allow their response to it to show how accurately you have understood their learning capability. It also enables you to avoid 46

47 openly saying I know you re brighter than he is and that s why I m giving you a different worksheet. There are obvious social disadvantages to this methodology; c) Sometimes differentiation is UNNECESSARY; information on health and safety, introductions to topics and standard procedures of many kinds are often undifferentiated; d) You can differentiate by QUANTITY i.e. organising lessons so that learners who can do more, get the opportunity to do so; e) You can differentiate by CHOICE OF TASK; being allowed to CHOOSE is a great motivator (as you well know!), although learners may not choose the most demanding activities they will choose tasks they are interested in and may well work independently and make more progress for these reasons. 7. Lastly, you can differentiate by CO-ORDINATED task. The tasks all begin with a common stimulus and return to a common conclusion. The learners then work on a variety of task and their activities are pooled to make a common product e.g class display, an assembly etc. Of the four strategies, this is easily the most demanding, but perhaps the richest. So how do I make my lesson plans allow for learners individual differences? Below is an example of a lesson plan which differentiates. It is different from the very basic lesson plan format issued to you but should be taken, from the start as a very viable alternative model of lesson planning for you to use. Talk to your mentors about how they go about planning for all the individuals in the class, while still keeping the whole group moving. It is no easy task to differentiate well and you will find it difficult at first to listen to the needs of individuals when there seem to be some many basic skills to learn all at once. Once you get a bit more confident in your teaching role, though, you should find that you can, with the help of planning aids like the one below, ensure that each learner is set tasks which motivate and stimulate them which they clearly understand and which are appropriate for their learning and social needs. Don t worry if you can t manage this all at once but do keep yourself aware of how other teachers manage this aspect of their teaching and ask for help in learning to do it yourself. Learning Outcomes and Learning Objectives When planning lessons it is important to distinguish between learning objectives and learning outcomes. The following definitions may be helpful. Learning objectives: what the teacher intends the learners to learn what should learners know, understand and be able to do/be aware of by the end of the lesson Learning outcomes: What learners are expected to demonstrate at the end of the lesson the evidence to show that learners have achieved the learning objectives. In your sessions on curriculum planning, within Professional Studies, you will be given a range of lesson plans to look at which provide exemplars for good practice. 47

48 Example of Questions you need to ask when lesson planning What topic am I going to teach? Where does it fit into the Agreed syllabus or exam/other scheme of work? What form of assessment is the scheme of work leading to?.. How will my setting of homework contribute to learners learning?. In this lesson what do I want the learners to know, understand and/or be able to DO? (e.g. all MUST be able to, most SHOULD be able to, some MAY be able to). Differentiate between Learning Outcomes and Learning Objectives (see previous page) What might I provide as a starter/hook to engage learner from the start of the lesson? What development tasks am I going to set to help all learners achieve these objectives? Task one.. Task two. Task three What resources do I have to provide?. How will these be differentiated to allow all learners to understand the materials? Will I have LSA/TA support in class to help me address these? What do I want the LSA support to do?.. What will the timing of my lesson be? Plenary - How will I assess the lesson objectives?... Length of lesson Group. No Room Are there any special problems this lesson? (fire drill etc).. What will learners/teachers be doing during the lesson? (see chart below) Timing What the teacher does What the learners do 48

49 Evaluating what has been learned (i.e. assessing and monitoring progress) 1. What can I do in this lesson to informally assess learners learning? e.g. monitoring progress through eye contact, walking round the room, informal questioning to diagnose and deal with preconceptions and misconceptions 2. What shall I do in this lesson to formally assess learners learning? e.g. setting a test or other work, formal questioning, setting coursework for GCSE etc? 3. What problems or areas of strength arose for learners in terms of literacy and/or numeracy e.g. reading, writing, speaking or listening? 4. Are there any health and safety issues I need to address? 5. Does the lesson address any other cross curricular areas e.g. citizenship, PSHE. Which ones? Will this affect my methodology e.g. if I m discussing a controversial issue? Evaluation (i.e. evaluating how the lesson went from your own point of view) Also include your comments on your lesson appraisal What s your first response? How did the lesson go? Can you account for what happened? Are there things you know you now want to build on (or not!)? Have you looked at their work/talked to learners and asked them questions in order to check what they actually understood? Did they achieve your learner learning objectives? What are the implications of this for planning your next lesson with them? What will you have to do, in planning, class management, task setting or resource making terms, to improve the learners learning) inc. behaviour if relevant) next time you teach them? 49

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51 Planning and competence check list 1. What is taught identify clear and appropriate teaching and learning objectives and content Use planning terminology consistently Be clear about the purpose of the lesson Think about the ways in which children learn best Take account of the way that teaching intentions may have to be modified Ensure that children have the necessary study skills to complete tasks successfully Competence Check I am clear about the main purpose of the lesson I have thought through the likely patterns of learning I have taken account of other learning that might take place 2. What teaching and assessment strategies are employed specify the teaching approaches and assessment strategies for achieving stated objectives Know how far children have progressed Use a range of teaching approaches appropriate to the situation Ensure that the teaching and tasks are appropriate and manageable Build up a repertoire of methods Use formative and summative assessment strategies effectively Take account of all the facts before drawing conclusions Use the appropriate assessment technique Take due account of the factors underlying achievement Competence Check I am sufficiently clear about my teaching approach I have taken the learners differing abilities into account in my planning I have a clear idea about how I will assess the success of my lesson 3. What tasks are set to challenge and motivate children set tasks, including homework, which challenge and motivate children Set tasks which allow all children to find success Consider homework as a part of lesson planning Set homework which builds on existing foundations Keep homework tasks management for learners and teachers Build on children s interests where possible Competence Check My lessons provide a good foundation for extending learning I have considered learners ideas and suggestions when setting homework tasks The homework I have set is useful and appropriate 51

52 4. How children s targets are set build on prior attainment to set clear targets for learning Take nothing for granted, it takes time to establish what children already know Take account of different forms of learning Use various sources of evidence to assess the quality of learning Be systematic in your planning without being rigid Be clear about the aims of your lesson but prepared to re-direct if necessary Competence check I am sufficiently aware of what children already know / have experienced My teaching is well structured, yet flexible I have set realistic targets for learner achievements 5. How children with learning difficulties are accommodated identify and respond appropriately to learners with learning difficulties Take account of learners lack of knowledge and misunderstanding in lesson planning and delivery Distinguish between temporary and chronic learning difficulties Diagnose the difficulty correctly Use all available expertise Take account of factors underlying learning difficulties Competence check I have a clear idea of individuals specific learning difficulties I have taken account of these difficulties in my lesson planning I am drawing on suitable advice to enable me to cope with these issues 6. How lessons are structured need for clarity View individual lessons within an overall framework Be so well prepared that change can be accommodated Let learners know what is happening and what is expected of them Strive for perfection while recognising reality Competence check My lesson preparation is orderly and comprehensive There is continuity between my current lesson and previous lessons The lesson purpose is clear to myself and the children 7. How continuity is provided between lessons a clear structure is needed Exploit cross-curricular opportunities See where lesson plans fit within the overall planning scheme Consider intentions, then activities, then resources Make advance plans which can be modified nearer the time Take account of the unfolding patterns of school life 52

53 Competence check I know exactly what I am doing this week I have a reasonable idea about the format of next week s lessons I have an outline framework for succeeding weeks lessons 8. How a lesson incorporates the affective domain plan activities which contribute to children s personal, spiritual, moral, social and cultural development Live out what we say Make good use of unplanned opportunities Promote rights and responsibilities Help learners see that our lives have meaning and purpose These are examples of what you should look for. Further advice/guidance can be sought from university sites/school mentors 53

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55 York St John University Lesson Plan DATE: PERIOD/TIME: YEAR GROUP: SET: MALE: FEMALE: SCHOOL ACTION: SCHOOL ACTION PLUS: STATEMENTS: AG&T: TOPIC/SCHEME OF WORK: LESSON TITLE/FOCUS: LINKS TO AGREED SYLLABUS: LEARNING OBJECTIVES What do I intend the pupils to learn? (knowledge, understanding, values, attitudes, skills) LO1 DIFFERENTIATED LEARNING OUTCOMES (linked to levels) ALL MOST SOME LO2 LO3 KEY CONCEPTS AT1: Learning About AT2: Learning From A) Beliefs, teachings & D) Identity, diversity and sources belonging B) Practices & ways of life E) Meaning, purpose and truth C) Expressing meaning F) Values and commitments Identified targets based on previous lesson plan evaluation: 55

56 Prior Learning and Progression (including brief comment on what was done in the last lesson and what will be done next lesson): Resources: (including Health & Safety considerations) Name(s) of pupils working above target grade/level: Name(s) of pupils working below grade/level: Differentiation (related to specific pupils): Role of LSA or other adults in the classroom: 56

57 PHASE: KEY CONCEPTS & QUESTIONS: PUPIL ACTIVITY: TEACHER ACTIVITY: INTRODUCTION/ STARTER MAIN DEVELOPMENT ACTIVITIES PLENARY 57

58 Consider how your lesson cross references to SEAL (if applicable) Personal Learning and Thinking Skills (PLTS) Independent enquirers Creative thinkers Reflective learners Team workers Self-managers Effective participants Functional Skills (Maths/English/ICT) Bloom s Taxonomy of Thinking: Evaluation Synthesis Analysis Application Comprehension Knowledge Cross curricular dimensions (if applicable) Identity and Cultural Diversity Healthy Lifestyles Community Participation Enterprise Global Dimension and Sustainable Development Technology and the Media Creativity and Critical Thinking ECM Opportunities/Help Children Achieve More Enjoy and Achieve Make a Positive Contribution Stay Safe Be Healthy Achieve Economic Wellbeing Learning Styles Body/Kinaesthetic Interpersonal Intrapersonal Logical/Mathematical Musical/Rhythmic Verbal/Linguistic Visual/Spatial Auditory AfL Marking and Feedback Individual Target Setting Sharing Learning Objectives Self-Assessment Peer Assessment Questioning for learning Other assessment: Please note there may be variation between schools, for example not all schools are engaged in SEAL hence complete the above as appropriate Extension Work: Home Learning: 58

59 Lesson Evaluation To what extent have the learning outcomes been achieved in relation to the learning objectives? Learning Objective Learning outcomes (refers to all, most, some) ALL MOST SOME LO1 LO2 LO3 Targets for the next lesson based upon evaluation of pupil learning: (please ensure these targets are added to your next lesson plan and to the tracking sheet) Reflection of teaching/management/organisation: 59

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61 Scheme of Work Module Title: Year: Duration: Reference to Local Agreed Syllabus/Aims: Learning objectives: Lesson outcomes: 61

62 WEEKLESSON: Key ideas/ concepts Resources Content Assessment opportunity Key questions Homework activities TOPIC: Skills, attitudes and values Time allocation Learner activities/ teaching strategies Cross curricular themes/ skills 62