ABSTRACT
Planning a whole lesson extends the decision making involved in planning a standalone activity. Planning for whole lessons builds on these and extends teacher's thinking to consider the bigger picture. Lesson planning will also involve building on prior learning. When planning individual lessons, for example, it is good idea to try to include time and opportunity for pupils to practise or revise what they did in the last lesson, rather than planning each lesson in isolation. Compared to planning an individual activity, there will be more things for teachers to take into account when making decisions on the organisation of the lesson and the required resources. Lessons last for a finite length of time and lesson planning needs to include decisions about how best to use that time. A starting point in planning for progression might be to think through what we expect pupils to demonstrate by the end of the lesson that they couldn’t do at the start.
