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LJMU Lesson Plan

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Salim Hudheifa
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38 views3 pages

LJMU Lesson Plan

Uploaded by

Salim Hudheifa
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Note: lesson plans for observed lesson must be printed and handed to the observer at the beginning of the

lesson.

LJMU Lesson Plan


Lesson Details
Teacher Class Size Date
Lesson of Subject Unit of Work

Learning Intentions
Planning for learning, teaching and assessment, prior to the lesson, linking to prior learning: aims, objectives and outcomes…

Lesson focus, concepts/processes and keywords Targets from previous lesson evaluation
What knowledge/skills will pupils learn in the lesson? Refer to mentor feedback / lesson evaluations relating to learning and progress. Indicate the related
Including links to the relevant programme of study, unit/scheme of work, etc. standard(s) or sub-standard(s) in brackets.

Learning Outcome (intended learning) Success Criteria (progression statements) Formative Assessment (assessment method)
What will pupils demonstrate by the end of the lesson? Identify How will I know to what extent to which the LO has been What task(s)/activity(s) will provide evidence to indicate the
one Learning Outcome (LO). achieved by all pupils? (minimum 3) extent to which pupils have met the LO?

Potential misconceptions (related to this lesson/topic)

Support and Challenge (planning to include individual learners) Classroom management


Personalisation and specific strategies to support and challenge identified individuals (HA, SEND, EAL, PP1, etc.), linked to data and Strategies to manage learning (including grouping, transition,
relevant learning plans. How will all pupils learn and make progress in this lesson? behaviour management, etc.)
Number of HA SEND EAL PP Use school data, where available
learners: and relevant

Extending learning Resources Cross-curricular opportunities


Identify activities to stretch and challenge all learners (including Teaching and learning materials, equipment, etc. Literacy; Numeracy; SMSC; STEM; etc.
homework and other out of lesson activity)
Within lesson

Outside of the lesson (including homework)

Risk Assessment (specific to the learning activities and subject – i.e. not relating to the general risk assessments for the room, etc. – add/remove rows as required)
Hazard Risks Control measures

Lesson Schedule
Including start/end of lesson routines, each learning episode (e.g. starter/plenary, modelling/explaining, questioning, group work, transitions, assessment, etc.), building on

1
Key: High Attaining (HA), Special Educational Needs and/or Disability (SEND), English as an Additional Language (EAL), Pupil Premium (PP). Add other categories as
appropriate. Follow the schools GDPR policy when using pupil data.

Page 1 of 3 Updated June 2019


Note: lesson plans for observed lesson must be printed and handed to the observer at the beginning of the lesson.

the Learning Outcome for the lesson, including expected teacher and learner activity…

Time The Teacher The Learners


(real-time) Input and interventions to lead learning Activities to develop and consolidate learning

Insert additional rows as required…

Page 2 of 3 Updated June 2019


Note: lesson plans for observed lesson must be printed and handed to the observer at the beginning of the lesson.

Lesson Evaluation
Observations (personal, mentor and pupil voice) on the impact of teaching and learning, following the lesson…
Consider the follow questions when evaluating the learning in this lesson, and annotate each lesson plan with evaluative notes (electronically or paper-
based and stored in your Placement Experience File):
Learning activity:
 How effectively was the learning outcome met?
 To what extent did you meet the previous lesson’s target(s)?
 What are the indications that learners are making progress?
 What factors influenced learning in this lesson? e.g. attainment, achievement, attitude, behaviour, etc.
 How effective was the sequencing of learning, in this lesson and during the unit/scheme you are currently following?
 How effective was your planning to support and challenge all learners in this lesson?
 What evidence supports your evaluation of learning? Include mentor feedback and links to theory, etc.
Actions/areas for development:
 From your evaluation of learning in this lesson, what are the implications (targets) for the next lesson?
 What interventions are needed for learners (including specific individuals) to make progress?
 What information, support and/or resources are needed to ensure that learners make progress in future lessons?
 What learning, teaching and assessment strategies will you use?

Other opportunities, actions or areas for development:


Where appropriate, identify other areas for development, such as further reading, observations of good practice, coaching and mentoring, etc. Include
aspects of your discussions with your mentor following the lesson and/or in weekly meetings.

Note: make a note of key strengths and areas for development in your weekly meeting records

Page 3 of 3 Updated June 2019

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