ABSTRACT
This chapter shows how lesson planning might continue to develop beyond the initial teacher education period. For the most part lesson planning is based on a departmental scheme of work or a progression grid which is a medium-term plan with skeleton lesson plans that can be adapted for individual classes. Planning lessons is an individual thing, people plan in different ways. When lesson planning, teachers are consciously thinking about the longer-term view. Planning is informed and guided by end goals and the overarching point in what they are teaching. Understanding about learning value has implications for how teachers plan to prioritise learning time in lessons. Joint or collaborative planning continues to make a difference to teachers’ professional learning beyond the initial teacher education period. Potential means the inherent potential in a given activity for promoting language learning; purpose relates to the specific learning purpose for which teachers want to use that activity in a given modern languages lesson.
