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English Planning - HELP!

Discussion in 'Primary' started by gogglehead, Nov 20, 2011.

  1. gogglehead

    gogglehead New commenter

    Dear All,
    My boyfriend is in a new post TLR and has turned around the worst class in the school within half a term. He has been observed and praised. His team are now happier than they've been in years - two experienced teachers were all set to jack in their jobs before he took the team on and his style of encouragement and praising strengths has worked wonders. The key stage is now calm and functioning well. The head demands planning in every week, he has used Hamilton Trust and various things (becasue nothing has been handed to him) but she wants the plans written in HER way - very long, drawn out and documents that he finds unusable in his day to day work.
    We have NO homelife any more and last night I told him that he is so miserable that I can't bear to go on like this. I was supportive and feel rotten now, am trying to be supportive.
    Can anyone share their experience and which scheme works well for Y5 English teaching?
    Every member of staff in this school has been affected by the heavy workload and stress to the point where they take longterm sick leave.
    I just want to help him.
  2. Look at the NUT website about planning. It should be in a format that works for the teacher. Below is an extract from their website.

    15. Short-term planning includes weekly, daily or individual lesson or session plans. Short-term plans may include learning objectives; teaching strategies/activities; differentiation; and assessment.

    16. To reduce workload, as well as ensure coherence and consistency, short-term plans can be based on the medium-term plan, annotated as necessary. Post-it notes or other devices can also be used to convert medium-term plans into lesson plans. Where the medium-term plan is sufficiently detailed, there may be no need for a separate individual lesson plan if it would only duplicate the information contained in the medium-term plan.

    ? Planning is primarily for teachers? own professional purposes rather than for accountability or monitoring purposes.

    ? Lesson plans should be ?fit for purpose?. They should be useful to individual teachers and reflect what they need to support their teaching of particular classes.

    ? Plans should not be very long or complex. They can be set out in the form of bullet points or notes, including how learning objectives will be achieved.

    ? Plans can be created by either photocoping or downloading the relevant QCDA or other curriculum documents and then amending these by annotating, highlighting, dating etc.

    ? A pre-prepared plan can be used and adapted to meet the particular needs of the class or group.

    ? Plans should be revised or updated only when necessary and not more than once a year. New plans for every group or cohort of pupils are not necessary.

    ? Plans are working documents and do not need to be beautifully presented or copied out for others.

    ? Separate weekly and daily lesson plans are not necessary. Any further 'plan' will develop as teaching progresses.

    ? Other teachers should be able to understand medium and long plans, for example, in order to use them to cover a lesson or as part of a scheduled classroom observation. However daily plans are not required and where they exist may be difficult for any one other than the individual teacher to use. Writing a plan for someone else to use is much more time-consuming that writing an aide memoire for oneself.

    ? Planning should involve all staff in a Key Stage, subject or phase working together to ensure coherence and curriculum continuity.

    ? Planning should not be bureacratic and kept to the minimum necessary for effective teaching and learning.

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