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This reminds me of the military's 7 Ps of Planning: prior proper planning prevents **** poor performance!  It applies to teaching too. Effective planning identifies your goals, breaks the objectives into smaller steps, provides a schedule and a timeline giving you confidence and a degree of certainty. Within the structure of the plan you feel comfortable to adapt, to reflect on what's working (and what isn't!)

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This reminds me of the military's 7 Ps of Planning: prior proper planning prevents **** poor performance!  It applies to teaching too. Effective planning identifies your goals, breaks the objectives into smaller steps, provides a schedule and a timeline giving you confidence and a degree of certainty. Within the structure of the plan you feel comfortable to adapt, to reflect on what's working (and what isn't!)

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Agree with all the points made - thank you. First, social justice is about equal opportunities within the education system so that all pupils can make the best of themselves and not be 'left behind' in life. Second, within the classroom we need to nurture critical and analytical thinking skills, so that pupils develop their own opinions about big issues such as sexism, racisim, inequality, civil rights, freedom of speech, climate change etc and a sense of what is fair. And it starts with their interaction with each other in school, which teachers can foster and encourage to be positive, empathetic, caring and co-operative.

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Agree with all the posts :) Start with outcomes and experiences and benchmarks, where the pupils are in their learning, what resources you have, include the larger vision of council / national priorities and the day to day of the school - assemblies, events, visiting teachers etc.

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Planning is essential for meeting learner needs and ensuring inclusive practice , not just for ASN but also for diversity. How will your lesson be perceived by individual learners, think of GIRFEC here. How can you differentiate learning tasks without unwittingly excluding learners. Your learners should influence your planning as much as vice versa, find out their interests, what do they already know, how can you build on that and make your lessons relevant to them? This facilitates engagement and enthusiasm to learn. Always ask yourself why you are teaching whatever it is you’re teaching. If your learners don’t factor in to that, you’re on the wrong track.

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Embed social justice in every aspect of your practice

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Embed social justice in every aspect of your practice

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From Maths to Art, Music and beyond, you can build social justice into everything. ScotDec and WOSDEC are great sources of CLPL and teaching resources for social justice in all curricular areas. The SDGS are a great way to embed social justice values in planning for IDL in this area too.

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Pupil needs, school priorities, curriculum, your own personal preferences, school managers, national education agendas and the desire to subvert these…

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Like going on a journey, you need to know your destination and how you’re going to get there…

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Like going on a journey, you need to know your destination and how you’re going to get there…

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That doesn’t mean your plan needs to be meticulous, but in order to know if you’ve achieved your lesson objective, you have to start with an objective in mind. This then enables you to think about the steps required to get there. As well as how you will assess whether the objective has been met. Planning also important for long term organisation, especially relative to the curriculum. Helps you to know broadly what areas you are going to cover and when.

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Pressure on your time is huge- planning and sharing resources with others can really help.

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Pressure on your time is huge- planning and sharing resources with others can really help.

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Keep up to date and keep learning about social justice so you are knowledgeable in that area, as it will help with your planning specifically for social justice. 

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Keep up to date and keep learning about social justice so you are knowledgeable in that area, as it will help with your planning specifically for social justice. 

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Get a Planboard chalk subscription, it will change your life. 😀

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It can have a big impact! Planning for interesting learning experiences can make such a difference to the pupils. Over planning can mean you miss opportunities for in the moment learning, or even opportunities to build valuable relationships with your pupils.

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It can have a big impact! Planning for interesting learning experiences can make such a difference to the pupils. Over planning can mean you miss opportunities for in the moment learning, or even opportunities to build valuable relationships with your pupils.

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Planning can be quite short- a few sentences, an aim and what resources you will use, and where it fits in your day.

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Planning can be quite short- a few sentences, an aim and what resources you will use, and where it fits in your day.

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Initial ideas and frameworks, school policies and the needs of the learners

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Initial ideas and frameworks, school policies and the needs of the learners

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Day to day lesson plans need not be detailed!

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Day to day lesson plans need not be detailed!

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Planning as a student teacher involves different thinking/priorities to planning as a qualified teacher. And that’s fine. I think there’s some value in learning to think about the components of a lesson and planning for each of these when you are starting out. This helps you consolidate the structure of a lesson in your mind. But it is neither helpful nor practical to plan for every minute of every lesson every day. Learning objective, success criteria and mode of assessment are the main things you need to think about for the day to day.

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Green light to cut pointless lesson planning

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DfE gives advice to initial teacher education providers to cut workload for trainees, NQTs and teachers early in careers

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Social justice within planning= inclusion but also developing health and well-being I think- helping students learn about empathy, friendships, diversity, equality/equity as part of everyday life.

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Social justice within planning= inclusion but also developing health and well-being I think- helping students learn about empathy, friendships, diversity, equality/equity as part of everyday life.

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Planning for 'real world' issues, global citizenship, sustainability and social justice. Learners involved in discussions, debates and topics that help develop a concept of social justice and what it means.

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Planning for 'real world' issues, global citizenship, sustainability and social justice. Learners involved in discussions, debates and topics that help develop a concept of social justice and what it means.

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Advocating for learners (How does the planning meet their needs? How can we better plan for them, listening to their needs/views. Ensuring planning is inclusive)

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Ideas, discussions, diary commitments (such as time of year, themed assemblies, visiting specialists etc). Then from there using specific planning formats that the school uses and how that is shared on things like shared drives and servers.

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Ideas, discussions, diary commitments (such as time of year, themed assemblies, visiting specialists etc). Then from there using specific planning formats that the school uses and how that is shared on things like shared drives and servers.

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Not all planning can be super detailed and minute by minute! In fact, sometimes being too concerned about keeping to time can restrict you and stop those 'in the moment' teaching moments that are great where you go down another track that interests the pupils etc

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Not all planning can be super detailed and minute by minute! In fact, sometimes being too concerned about keeping to time can restrict you and stop those 'in the moment' teaching moments that are great where you go down another track that interests the pupils etc

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This summer, teachers all over the land will be excitedly unwrapping and pre-populating their planners for next year.

These planners will contain beautifully colour-coordinated timetables, carefully pencilled-in class lists and directed time meetings.

It isn't hard to see why teachers love their planners. Planners are a great organisation resource: everything you need in one place, and a constantly updated document recording the events of the year.

But I came to realise that my planner wasn't right for me. In fact, it was paradoxically both too much and not enough.

I found some sections weren't being used, whereas in others, I ran out of space. Sometimes, it felt like I was adding things into my planner for the sake of it.

After years of feeling increasingly dissatisfied, I decided to bite the bullet and ditch my planner. If you're tempted to go planner-free, here are my best tips for making it work for you:

1. Reduce your book-load

For day-to-day teaching, you need to refer to multiple bits of information. To accommodate this, I had accumulated three separate notebooks: a teacher planner, a meeting notebook, and a to-do list. I was drowning in books.

So I made the decision to slowly move everything over to a simple day-to-view diary. Everything I need goes in this book: my timetable, my to-do list and my meeting notes. It meant everything was all in one place, I didn't need extra books - and, unlike my teacher planner, there were no unused sections being wasted.

2. Go digital

I turn my laptop on every day around 8am, and it stays on until the end of the working day. It took quite a lot of convincing for me to move my meetings and appointments (and even my lessons) to my online calendar, but the time invested paid off.

I love the fact a little reminder 15 minutes before my meeting pops up in the corner of my laptop, and others can see when I'm busy and when I'm available.

What's even better is that I can invite people to the meeting - and even attach a link if it's online.

3. Avoid duplication

Whereas before I would have to use my school software to keep track of student data and then duplicate this in my mark book, I now just keep everything in one place.

With online platforms available, why would you run the risk of the GDPR nightmare of losing your mark book? Since I decided to keep everything in just one, secure, and online place, my life has become easier. And because it is all online, anyone within my department can access it, which is great for departmental planning.

4. Go to a cloud for lessons

I know it seems quite terrifying, but I have converted to using an online presentation programme as my lesson planner. I have one rolling presentation document for each of my classes (or topics), and I use this to plan my lessons.

To make it easier to plan, I add a cover slide at the beginning of each lesson and jot down what I'd like to cover in the next lesson. It's also really handy to flick back through the slides and see how much we achieved in a lesson.

More lessons to learn

This list isn't an exhaustive one. I have found so many benefits from moving from a teacher planner to a diary: it's cost-effective; I can adapt it in any way I want; everything is kept in one place.

Going planner free is low maintenance and a much more efficient way of organising yourself. I would highly recommend converting to life beyond a planner.

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4 ways to work without a teacher planner

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This summer, teachers all over the land will be excitedly unwrapping and pre-populating their planners for next year. These planners will contain beautifully colour-coordinated timetables, carefully pencilled-in class lists and directed time meetings. It isn't hard to see why teachers love their planners.

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planning requires resources: how do you plan in the absence of the required and necessary resources?

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If planning is shared with learners, there are benefits around metacognition as learners have greater awareness of their own progression/ potential progression (Secondary).

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Trying to reflect the lived experience of the specific group of learners in front of you (Secondary).

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In some circumstances it can be restricting (overplanning/ planning too far ahead in time)

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In some circumstances it can be restricting (overplanning/ planning too far ahead in time)

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Pupil wellbeing - if learners aren't in the right frame of mind to learn, why continue? Need to adapt/change plans to meet needs

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how should we support beginner teachers to plan?

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Careful planning of the use of resources which reflect society as a whole, and discussion of which resources have been chosen and why

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It is everything! How well we have planned impacts every lesson (even if we are planning in the moment)

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E's and O's / Benchmarks / Council frameworks

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E's and O's / Benchmarks / Council frameworks

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Planning is about planning the outcomes you hope to achieve and how you might try and get there- thinking about your differentiation, challenge and the experiences you hope for the class as whole during teaching and learning. There are different stages to planning- with the short term and immediate the most pressing on a day to day basis. However, it is all important so you you can channel your ideas and think about the structure of your week/term/year etc alongside the benchmarks you hope to cover.

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Planning is about planning the outcomes you hope to achieve and how you might try and get there- thinking about your differentiation, challenge and the experiences you hope for the class as whole during teaching and learning. There are different stages to planning- with the short term and immediate the most pressing on a day to day basis. However, it is all important so you you can channel your ideas and think about the structure of your week/term/year etc alongside the benchmarks you hope to cover.

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The habits of other people within your department and the extent of the resources that you have access to. In my own context, the pressure to 'teach to the test' is also immense as exam results are very inortant to the school (Secondary).

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Thinking about how inclusion/inclusive practice can play a role in the planning phase (this is not the same as differentiation)

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Thinking about how inclusion/inclusive practice can play a role in the planning phase (this is not the same as differentiation)

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There is never enough time to fit everything in. Planning is much more fluid when there isn't someone there watching everything you are doing. It can be much more influenced by what the learners require than what the curriculum says we must teach.

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Helps to structure thoughts and processes related to the teaching and learning.

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Helps to structure thoughts and processes related to the teaching and learning.

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The pressures of time are much more apparent. There is a constant balancing act between the time allocated to planning and the time allocated to assessment (Secondary).

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Having a framework to work with, certain beats to hit with your class. Mixed metaphors there (Secondary).

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Deciding what to teach, how to teach it and when to teach it.

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school policy and how this is enacted by leaders and management