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Primary Planning KS1 / KS2
institute of Education
Name of Trainee Teacher Attiye Partridge
Date/time:
Prior Iearning /
experience
Misconceptions
Previous and
potential
Schoo!llVilden Primary School
I Year Group
ttumUer of pupils: I Za
ln little detail in Year 1.
'Children are familiar with graphs and recording data due to scientific experiments.
-
ietationtotheaxis(whichinformationgoesaccordinglytotheaxis)
Some children may struggle when collating the data as a whole, exploring the figures (which was the most popular form of travel all
together? / Did more boys or more girls travel by bus?)
lnformation on
individual needs
of learners:
3 types of differentiated worksheet included.
TA to offer support to a group of children.
Learning
ObieCtiVes
To interpret and complete a block graph
where one bloc]</symbol represents one
lnclud:ng links to
item.
NC
l Year2
1lth March 2015
Success Griteria:
Teachers' Standards:
ALL children should be able to collate
information to identify the highesUlowest
number in related topic.
TS4
-
Plan and teach well-structured lessons
TS5
-
Adapt to strengths and needs of all pupils
MOST children should be able to collate
information to identify the highesUlowest
number in related topic and be able to
record the information on a graph.
-fBb-- rnqke" €irruJcw: use
oC ass€Srnerr+..-
SOME children should be able to collate
information to identify the highesUlowest
number in related topic, be able to record
the information on a graph whilst being
able to record the same information using
different formats.
Key
vocabulary
Lesson Planning
Bar chart, data, information, collecting, recording.
Key questions:
"How can we show this informafion so it's clear to understand?"
"What does fhis bar on the graph telt us?"
"How could we show information on a graph using pictures?"
"How many cltildren wrote their names.. . times?"
"Do the tvvo ways both give us fhe same information?"
JC 2014
Resources /
equipment
Safety / Risk
Assessment
Use of lT
Lesson outline
and timinqs
lntroduction
SMART Board (Relevant PowerPoints), differentiated worksheets, whiteboards and pens.
What
willyou be doing?
What
Ask the children to hand out the
whiteboards. Once doing this, put
a timer on the board and ask them
to see how many times they can
write down the name "Sarah" in
ONE MINUTE.
willthe children be doing?
Opportunities for Assessment for Learning
Children should respond to instruction and
try to complete the task given to the best of
their ability.
Observe the children's reactions to the
activity. Are they feeling under pressure or do
they seem to enjoy the time restraint?
.l\
.Y
?h,g Sazfnad
to v..{lp
S€4r^
1'qfo.x
urLbo tq
te=Se^
chddJ\gn
Main teaching
session: see
below
'Qf, {o
e't og
Gn^PebhJQtu.,cn$^E .
Ask the children how tlrey thinl< the
best way to record the data would
Children should respond to questions
be.
appropriately.
Once established, explain to the
children that to collate the
information, it would be best to
create a graph so that we can see
the results clearly.
Ask the children what the first
thing is that they think they need?
Prompt TITLE.
Discuss the axis (HORIZONTAL
NUMBER OF TIMES NAME WAS
WRITTEN. E.G. 5, 10,15,201
VERTICAL _ NUMBER OF
-
Listen to the responses to the .
questions, think about where there
current understanding is and where it
can potentially go.
Not.
Children should join in teacher-led
discussion, answering questions when
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ard drq,^^/ a* bo.C
cl^LtdJen
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I
- Listen to the responses, think about
how much they have learned within
\.
rg,'\a-
.J(.a.P0\ wil0r. -tonAr,
Lesson Planning
had
^ gc\P!\.
necessary and sharing opinions when
required.
t qsred
ct"\rtoLten
ca.^Q-
osrcBS -tt^a-
cHILDREN)
Ask the children what their results
were (FIND OUT LOWEST
NUMBER TO DECIDE WHICH
NUMBER TO START ON)
Ask the children key questions
throughout the process, discussing
with them what they would need to
do next etc.
´
鋤
(lnclude
differentiation
Support Teacher/ TA/
lndependent )
ぐ
their lesson and try to see whether
their understanding has developed.
wacrisfllat^0,r, ghotostPrd
"."{
U,asz- ft,r
osSasscnent-
)
Send children off to complete
differentiated activities (S E E
WORKSHEETS)
Walk round the classroom
ensuring that the children are
understanding the activity.
-re
P:enary
Bring children back to complete
another graph, ask one child to be
"the teacher" and lead the
discussion, asking other children
questions when necessary.
Children should apply recently learnt
knowledge into completing the worksheet.
They should have the confidence to ask if
they need help.
J""^ft^ffi..
otwr larq)
-
7
Whilst walking round the classroom,
make sure they are supported with
any prompting questions etc.
/^
I r.las a.bl'a toqrUr
cle.c.rss tj^.cr{ wo0a ar''d
Children should join in the plenary. This witl
allow them to understand where there
learning is within the current topic and they
can begin to think of some personal targets.
11ar
-
rScDficgP\rK
{^o$ s:trlf hgd
This will enable you to see how the
children's learning has developed and
which areas need to be focused
↓
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Links to future
learning/
curriculum areas
Lesson Planning
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