Components of Good Planning

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Components of Good Planning

• KS2

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Flexibility in Planning

• One of the overall aims of the revised
  curriculum is to reduce prescription and to give
  control and responsibility back to schools and to
  learners themselves
• Making the Most of Learning

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Rationale for Effective Planning

• Planning is only effective if it has an impact on
  learners
• Planning should not be repetitive, bureaucratic
  or tiresome for teachers
• Planning should highlight the development of
  skills i.e. Subject Specific Skills (SSS) and
  Skills Framework Skills (SFS)

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Rationale continued

• Planning needs to take account of long term,
  medium term and short term objectives
• The component parts of planning can be matched to
  distinct types of planning e.g. SSS belong to
  medium term plans

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Components continued

• Planning ensures that the range/ skills of
  subject orders can be met within a KS
• Planning needs to take account of level
  descriptors and assessment opportunities
• Effective planning considers prior learning and
  an evaluation of how skills are progressing

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Long Term Planning

• Curriculum Orders 2008
• Skills Framework
• Existing school/ LEA schemes of work
• Curriculum Map 1 for Subject Leaders
• Curriculum Map 2 for Class Teachers

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Long Term Planning

• Long term planning identifies topics within
  subjects that can be mapped on a termly basis
• e.g. in Science it could be Cycle 1, Term 1
  Materials
• The long-term plan needs to take account of the
  range within the curriculum and how best to
  apportion this according to year groups.
• SFS are spiral rather than linear and are there
  to be revisited across age ranges. There are no
  age-related expectations for SFS

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Curricular Maps

• Curriculum Map 1 (exemplar 1) should give an
  overview of a particular subject within a KS
• Curriculum Map 2 (exemplar 2) should provide
  class teachers with an overview of topics to be
  taught in the long term

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Year Group Autumn Term Spring Term Summer Term
Nursery
Reception
Year One
Year Two
Year Three
Year Four
Year Five
Year Six
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Curriculum Map for Class
Maths English Cymraeg Science
Autumn
Spring
Summer
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Medium Term Planning

• Medium Term Planning can often exist within a
  school already e.g. QCA, LCP, LEA Schemes of Work
  and other commercial schemes of work. No need to
  disregard. Adapt to the needs of the school/
  range within curriculum orders
• SSS (subject specific skills) identification. Be
  aware that these skills do not always need to be
  broken down

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Medium Term Planning

• Topic breakdown e.g. in Welsh/ English
  (Persuasive Writing) you could provide more
  detail of what will be taught
• Clear reference to level descriptors should be
  made but assessments on a termly basis against
  these should be avoided
• Use NC outcomes/ level descriptions for best-fit
  summative assessment at the end of key stage
• Where appropriate, a cross curricular challenge
  (exemplar 4)

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Cross Curricular Challenge

• Provides a chance for learners to consolidate and
  apply skills they have developed in a meaningful
  context

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Medium Term Components

Subject Skills Topic Breakdown Assessment Opportunities

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History Geography R.E. PSE AfL T Skills
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Short Term Planning

• SFS Skills Framework Skills
• Learning objectives
• Activities based on prior learning
• Differentiation where appropriate
• Evaluation/ Reflection
• Assessment i.e. AfL techniques employed in
  activities

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Short Term Planning

• Short-term planning must take account of prior
  learning and could start with questions such as
  What do we know about the Celts? What do we
  think we know? What would we like to know?
• Subsequent planning should be a reflection of
  medium term objectives and pupil response/ input.
  SFS can be highlighted rather than re-written.

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Short Term Planning
Developing number Use mathematical
information Using numbers, Measuring, Gathering
information, Calculate Using the number system,
Using a variety of methods Interpret and present
findings Talking about and explaining work,
Comparing data, recording and interpreting data
and presenting findings
Developing ICT ICT skills framework Finding and
developing information and ideas, Creating and
presenting information and ideas
Developing Thinking Plan Asking Questions,
Activating prior skills, knowledge and
understanding, Gathering information, Determining
the process/method and strategy, Determining
success criteria, Develop Generating and
developing ideas, Valuing errors and unexpected
outcomes, Entrepreneurial thinking, thinking
about cause and effect and making inferences,
Thinking logically and seeking patterns,
Considering evidence, information and ideas,
Forming opinions and making decisions, Monitoring
progress Reflect Reviewing outcomes and success
criteria, Reviewing the process/method, Evaluate
own learning and thinking, linking and lateral
thinking
Developing Communication Oracy Developing
information and ideas, Presenting information and
ideas Reading Locating, selecting and using
information using reading strategies, responding
to what has been read Writing Organising ideas
and information, Writing accurately Wider
communication skills Communicating ideas and
emotions, Communicating information

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COMMUNICATION NUMBER THINKING ICT

Differentiation


Activities/ AfL/ Objectives

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Short Term Planning
Evaluation/ Next steps

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Useful Documents

• NPT Curriculum Teaching and Learning Policy
  (guidance statement)
• Making the Most of Learning (WAG)
• NPT Planning in the Foundation Phase
• How to Teach Thinking Skills www.digitaldesk.org