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Give your lesson a crown..

What is the topic/ title going to be ?

How do you know it is the correct title or topic?

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Purpose of assessment in lesson planning

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Purpose of assessment in lesson planning

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Assessment is a key component of lesson planning that helps teachers measure student understanding, progress, and the effectiveness of teaching strategies. It ensures that learning objectives are being met and informs future planning.

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In lesson planning, teacher-led refers to the parts of a lesson where the teacher takes an active, directive role in guiding learning. This approach is often used to introduce new concepts, model skills, or clarify complex ideas before students engage more independently.

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Intent

Trainees will develop an understanding of lesson planning and structure principles, these principles will explore meeting Ofsted requirements, the student needs and the processes behind teaching and learning

Implementation

·       What are the main components of a lesson?

·       Introduction to the 3 i’s (intent, implementation, and impact)

·       Introduction to Blooms’ Taxonomy of action verbs

Critically analyse Blooms and meeting student needs (SEND)

Impact

Trainees will feel empowered to plan and deliver creative teaching materials that include the necessary components of lesson delivery.

Develop and strengthen these skills to create and produce creative and innovative, inclusive teaching materials.

Further to explore how lesson planning and delivery should be mindful of the needs of their students especially those with SEND and neurodiversity.

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Intent

Trainees will develop an understanding of lesson planning and structure principles, these principles will explore meeting Ofsted requirements, the student needs and the processes behind teaching and learning

Implementation

·       What are the main components of a lesson?

·       Introduction to the 3 i’s (intent, implementation, and impact)

·       Introduction to Blooms’ Taxonomy of action verbs

Critically analyse Blooms and meeting student needs (SEND)

Impact

Trainees will feel empowered to plan and deliver creative teaching materials that include the necessary components of lesson delivery.

Develop and strengthen these skills to create and produce creative and innovative, inclusive teaching materials.

Further to explore how lesson planning and delivery should be mindful of the needs of their students especially those with SEND.

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Education inspection framework: for use from November 2025

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For use on inspections from 10 November 2025.

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1. What Module are you covering for your ILP videos?

2. What are the months your ILP's are to be recorded in ?

3. What does the first video cover?

4. Which Semester are the ILP videos due in?

5. Where is your teaching file located?

6. Who has access to your teaching file?

7. What are the names of the two pieces of paperwork you must complete before and after an observation?

8. What is a group profile?

9. Whose responsibility is it to keep your teaching files up to date?

10. Where does any CPD (continuous professional development go that you complete?

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Design and plan a starter activity using a digital platform suitable for your subject specialism

Activity should not last longer than 10 mins

Should inform the lesson or recap principles from previous lesson.

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What is the purpose of a starter activity?

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What is the purpose of a starter activity?

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Comment on this post- What are they key reasons we need a starter activity and what benefits does it have to you and your students.

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Lesson planning and delivery are two separate things.

From what you have observed on placement, in your lessons with us. I want you to make a list of what needs to be considered when planning a lesson

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Template for thought process behind your planning

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Template for thought process behind your planning

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learning theories- theory to practice & practice to theory

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learning theories- theory to practice & practice to theory

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Reducing Cognitive Load - A Guide for Teachers

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Wordwall - Create better lessons quicker

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out a ____ plan Provides clear intent, ____ and impact for the lesson for teachers and ____ Ensures ____ use of ____ in class ____ time ____

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In lesson planning, student-led refers to approaches where learners take an active role in their own learning. The teacher facilitates rather than directs, allowing students to explore, collaborate, and make decisions about how they engage with content.

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What does research say about student led/ student centred activities in lesson planning

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What does research say about student led/ student centred activities in lesson planning

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Independently identify one piece of research that discusses student led/ student centred activities in lesson planning. Summarise the key points and feed back to the group. Does the research suggest it has a positive/negative effect on teaching and learning?

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Can you remember what the different types of assessment are? and why we use them ?

How can we assess learner progress in a lesson ?

In groups can you discuss 5 ways to assess learning within a lesson ?

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Feedback is a vital part of the teaching and learning process. During a lesson, it helps students understand what they’re doing well, where they need to improve, and how to move forward. It also gives teachers real-time insight into student progress, which can inform immediate adjustments and future planning.

How can you give feedback in real time ? what methods of feedback are you aware of ?

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The “WWW & EBI” Model

This model is widely used in education for quick, constructive feedback:

WWW – What Went Well
Highlight something specific the student did well.
Example: “Your explanation of the key term was clear and confident.”

EBI – Even Better If
Suggest one improvement to help them progress.
Example: “It would be even better if you included an example to support your point.”

Why It Works in Lesson Planning:

Easy to build into plenaries

Encourages positive reinforcement and growth

Helps students reflect and take ownership of learning

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Are you allowing space for Gestalt moments

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Are you allowing space for Gestalt moments

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Gestalt theory emphasises that learners perceive information as whole configurations, not isolated parts.

Learning is shaped by structured fields of brain activity, which interact with sensory input to create meaningful understanding.

In education, this supports the design of lessons that promote pattern recognition, problem-solving, and insightful learning moments (often referred to as “Gestalt moments”).

Gestalt principles encourage teachers to plan lessons that help students see connections, group ideas, and make sense of complex concepts holistically.

Can you comment a Gestalt moment you have had in your own learning journey?

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A plenary is the final part of a lesson where learning is reviewed, reinforced, and reflected upon. It helps consolidate key concepts, check understanding, and link the lesson’s content to future learning.

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“Students will be able to identify and use persuasive language techniques in writing.”

Task for Trainees:
In their groups, trainees must design a plenary activity that:

Reinforces the learning

Checks understanding or progress

Encourages reflection or application

Can be completed in 5–10 minutes

Guiding Prompts:
consider:

What key learning should be revisited?

How will students demonstrate what they’ve learned?

Can the activity be student-led or interactive?

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Reflection after lessons - IS part of the process 

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Reflection after lessons - IS part of the process 

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Reflecting after a lesson is a vital part of the planning cycle. It allows teachers to evaluate what worked well, what could be improved, and how students responded to the learning activities. This reflection informs future lesson planning, helping to adapt teaching strategies, refine plans, and better meet learners’ needs. It promotes continuous professional development and supports more effective, responsive teaching.

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Lesson planning- how to make a cup of tea

Lesson Intent:
“Learners will be able to make a cup of tea safely and independently, following a step-by-step process.”

Planning Task (in pairs or small groups):
Ask trainees to include the following in their plan:

Implementation (using measurable verbs) and Impact

Starter Activity

Main body

Resources Needed

Assessment

Plenary

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Blooms Taxonomy (1956) - measurable verbs 

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Blooms Taxonomy (1956) - measurable verbs 

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However.....

Whilst Blooms approach is still widely used, it is questioned whether it supports all students especially those with SEND and neurodiverse needs.

In pairs research models that critque blooms and provide an overview in the comments to share.

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Bloom’s Taxonomy is a well-known educational theory designed to classify learning objectives, but it isn’t without controversy. We take a look at what it involves

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Remember to be present and it is okay to show your personality as long as it is professional

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Working in your groups analyse and discuss:

1.What are your initial thoughts?

2.Did learning take place?

3.How do you think the students felt it went?

4.How do you think the and teacher felt it went?

5.Break the session down; Introduction, Starter Activity, Main Content, Assessment, and Consolidation/summary.

6.Share your findings and thoughts with the group.

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O1 - Micro Teach Planning Document 25-26

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You can use any model of reflection, sometimes this is not a formal process it is one that happens naturally.

Let's discuss how to apply Brookfield in your day to day routine as a teacher

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In your groups, research and discuss 2 activities ideas that could be used in a lesson you may be planning or planned already.

How will you measure that the learning has taken place?

Link back to the introduction part of lesson planning.

Share with the group

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Throw the dice and answer a question

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Intent

Trainees will develop an understanding of lesson planning and structure principles, these principles will explore meeting Ofsted requirements, the student needs and the processes behind teaching and learning

Implementation

·       What are the main components of a lesson?

·       Introduction to the 3 i’s (intent, implementation, and impact)

·       Introduction to Blooms’ Taxonomy of action verbs

Critically analyse Blooms and meeting student needs (SEND)

Impact

Trainees will feel empowered to plan and deliver creative teaching materials that include the necessary components of lesson delivery.

Develop and strengthen these skills to create and produce creative and innovative, inclusive teaching materials.

Further to explore how lesson planning and delivery should be mindful of the needs of their students especially those with SEND and neurodiversity.

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Embedding Maths and English, British values. Like a silk thread

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Embedding Maths and English, British values. Like a silk thread

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Task-

Group 1- Maths embedding

Group2- English embedding

Group 3- British Values

In your groups you have 10 mins can you discuss and share