Planning, Expectations and Targets
(Standards 3.1.1 - 3.1.5)To what extent are the learning intentions:
- precise?
- achievable/viable?
- relevant to the needs of the children?
- relevant to the abilities of the children?
- relevant to the age/stage of development of the children?
- related to previous and future learning?
- in line with the NC/SOW/national expectations/school requirements?
- easily understood by the children?
- able to be accurately assessed?
To what extent are the planned activities:
- precise?
- achievable?
- motivating?
- well timed?
- relevant to the learning intentions?
- relevant to the needs of the children?
- relevant to the abilities of the children?
- relevant to the interests of the children?
- relevant to the age/stage of development of the children?
- paying respect to gender, social groupings and cultures?
- related to previous and future learning?
- in line with the NC/SOW/national expectations/school requirements?
- likely to produce appropriate pupil performance?
- likely to provide evidence of pupil progress towards achieving the learning intentions?
- differentiated for high achieving pupils?
- differentiated for pupils with special needs?
- able to be accurately assessed?
Are the planned resources/equipment
- motivating?
- relevant to the learning intentions?
- respectful to gender, social groupings and cultures?
- relevant to the needs of the children?
- relevant to the abilities of the children?
- relevant to the interests of the children?
- appropriate for those whose first language is not English?
- up to date?
- relevant to the age/stage of development of the children?
- likely to produce appropriate pupil performance?
- of quality?
- evaluated by the pupils?
- compliant with health and safety requirements?
To what extent does the plan:
- have a logical beginning, middle and end?
- anticipate common pupil misconceptions?
- indicate types of questions which will extend the pupils?
- consider potential heath and safety or other issues?
- indicate subject knowledge?
- indicate new key vocabulary?
- consider preparation activities for the pupils?
- indicate appropriate types of assessment that will be used to judge pupil progress?
- indicate how all relevant adults will be constructively involved in the pupil learning?
- indicate how the Trainee will be able to work effectively in teams?
- consider how out of school contexts can assist the learning process?
- take into account assessment procedures?