ABSTRACT
Planning is commonly described in three levels: long-term, medium-term and short-term. Long-term planning tends to mean planning for a year or more and provides a broad framework of curricular provision for each year of each primary school year, to ensure progression, balance, coherence and continuity. Medium-term planning refers to planning for terms and half-terms. Short-term planning is usually weekly or daily and includes detailed lesson plans, including objectives, procedures, differentiation, resources and assessment considerations. Within this overall structure, teachers need to provide high-quality, responsive literacy experiences for the pupils in their class. Key questions to be asked include:
pedagogy? • Does the planning take account of potential barriers to learning? • Does this planning encourage creative and innovative responses to
the task? • Are children likely to be motivated by the suggested activities? • Across a sequence of lessons, does the planning demonstrate progression?
