An Introduction to Planning and Assessment

1. An Introduction to Planning and Assessment Karen Phethean

2. Learning Objectives • To know the importance of successful planning in facilitating learning. • To be aware that planning in school is at different levels. • To be able to recognise the various components which make up a teacher’s short term lesson plan. • To be able to analyse the planning process. • To be introduced to the terms formative and summative. • To be made aware of the importance of assessment in the learning process • To understand the varied nature of assessment techniques from ephemeral, informal and formal approaches

3. Why is planning important? • Provides opportunity to consider exactly what you want the children to learn. • Provides ideas - consider best order and timing for each part of the lesson. • Provides confidence. • Ensures you are prepared – materials and resources required are identified beforehand. • Provides basis for evaluation and reflection.

4. What do we mean by the Learning Cycle? Plan Review Do

5. Influences on curriculum planning From: Hughes, P. (2008) Principles of Primary Education. Abingdon: Routledge

6. Levels of Planning • Long term: overall content of the curriculum for each year group over the whole school year and in context of the whole school. • Medium term: termly or half-termly units of work develop ideas in curriculum subjects from long term planning in more detail. • Short term: variously applies to weeks, days and/or individual lesson plans. Addresses the needs of children in one class at one time.

7. Example of long-term planning

8. Example of medium term planning – subject specific (scheme of work)

9. Example of medium term planning – all subjects. (School plan, overview)

10. Short term planning

11. Short-term planning

12. Short-term planning

13. Short-term planning – lesson plan

14. Effective Lessons Research shows that ‘effective teachers demanded productive engagement with the task, prepared well, and matched the task to the abilities of the children. Effective lessons tended to be those with a clear structure, shared understandings about what is to be learnt and why, where all children can do the activities and use the learning time effectively and the teachers assess progress and evaluate the lesson.’ Medwell J 2006

15. Evaluation • What have I learned? • What went well? (strategies, working 1:1, task/ activity) • What would I do differently next time? (pair work, sequence of tasks, explaining and monitoring) • Was the LO achieved? • What is the evidence for this? (pupils on task, task(s) completed, discussions indicated understanding and engagement)