Key Stage 1 & 2 Planning Template
Key Stage 1 & 2 Planning Template
Key Stage 1 & 2 Planning Template
Plenary *** Join the class together and get anyone to - Do you feel confident using
share their work if they want to. Go into the scratch?
shared drive to display it for them ***
Targeted children:
EAL –RM, JM, ML, MP
SEN – NB, DDK, DPA, PB, MH
PP- DDK, NM, RM, MJ, MP
Assessment
Opportunities for assessment e.g. observations, photos, written adult feedback, questioning…
WHAT will you assess? HOW will you assess? WHEN will you assess?
(link back to learning objectives/intentions (What will your approach be? E.g. self, (think about when you will capture
and success criteria and observe/ assess peer, observation, focused questioning, specific assessment information during
the learning taking place) other? Choose three key questions in the lesson and how you will record this)
advance to focus your assessment in the
lesson)
Whether children can notice features of Discussions with the class will show me who When children respond in discussions as
Islamic art. can recognise features of Islamic art. I will well as looking at their saved work after the
also look at children’s saved work after the lesson.
Whether children can successfully make their lesson.
own Islamic style images on Scratch.
Key Stage 1 & 2 Planning Template
Evaluation: P.E.N. – Positives, Evaluation and Next Steps to develop
Any of these points can be addressed on the lesson plan as annotations or as bullet points.
Students should evaluate their lesson/session against the learning objective with evidence/examples. Use at least three of the
prompts below:
I feel that this lesson went extremely well and actually it was one of the best lessons that I have
taught so far. I feel that my demonstration on the interactive whiteboard at the start of the
What was the impact of your teaching lesson enabled the children to succeed in their work.
on the children’s learning?
Exceeded: ED, AC
Who didn’t meet expectations? Who
exceeded? Although admittedly I was hesitant about the planning and whether the children would be able
to complete the work for them, but actually the children completed the work far quicker than
Was it appropriately matched to the expected and at a high standard. The children even challenged themselves by making more
ability/needs of the children/class than one sprite draw an Islamic art shape at the same time. There weren’t any misconceptions
organisation/ learning intentions? in the lesson but just a few sprites that weren’t placed in the centre of the page, so the shape
was being drawn right in the corner. Once we figured it out together the children were actually
helping each-other out which was lovely to see. I think my strategies worked well and
What misconceptions were there and demonstrating on the board was effective for the children to see.
how did you address these?
A strength(s) of your teaching in this lesson An area(s) for development arising from this lesson
Thinking about the fact we could show everyone’s work who wished Allowing enough time for each part of the lesson. Things that I think
to at the end of the lesson, this was not planned but it gave the won’t take long seem to, such as saving work. This means we run
children something to work towards. over or rush the ending.