Planning for Progress

How to ensure that all pupils make significant progress in

your lesson

Ofsted grading (progress)• Acquire knowledge and skills• Practise skills• Good to exemplary progress by all

groups• Rapid pace and application to task• Almost all clearly understand goals• Almost all know how to achieve goals• Very clear explanations enhance

understanding (catering for progress)

How to plan with Ofsted grading in mind

• Ofsted grading is looking for pupils to understand, engage and show progress. It is not looking for you to understand, engage and show progress

• Therefore, planning should always have pupil progress at its core

• Pupils must understand what they are learning and why…..more importantly…..understanding how to show progress

• Therefore, teachers need to communicate with pupils to explain the learning journey they are on

• When you set out on a journey do you know where you will end up?

• Do you think about what to take with you?• Will you have a map/satnav to guide you?• Will the journey become familiar as you recognise

landmarks?

• Do pupils know how progress will be measured?• Do pupils understand what skills they will need?• Will pupils be told how tasks will build and develop

learning/progress?• Will pupils use prior knowledge and previous skills?

What about the

learning journey?

What does this mean for me when I plan my lessons?

• Think backwards: Consider what you want pupils to learn by the end of the lesson, then plan your activities around this

• Step building: Plan your activities as steps towards learning and progress. Each step (activity) builds and relies on the previous one

• Planning this way ensures pupils develop knowledge and skills consistently through the lesson, making progress towards a definable outcome

So my lesson plan is in place…..but how do I ensure that pupils will understand what

progress will look like and engage with the activities ?

• Differentiate: Break down the objective into differentiated learning levels Set activities at differentiated levels appropriate to learning levels.

• Model: Demonstrate what progress will look like, give examples, model answers

• Signpost: Inform pupils of what activities will take place and in what order

Tell them what they need to learn/develop in each activity

Your task:Plan a lesson about an orange using the key

points for planning that we have discussed

Your task:Plan a lesson about an orange using the key

points for planning that we have discussed

Modelling

Step building

Think backwards

Signposting

Differentiation