If we could first know where we are, and whither we are tending, we could better judge what to do, and how to do it.”
Abraham Lincoln, 1858
Good planning offers a sense of direction, helping us ensure students learn what we hope they will. I’ve taught successful lessons pulled together in moments, because that lesson’s role in a sequence, and my long-term aims, were clear. Equally, I’ve spent hours designing lessons which achieved little due to insufficient clarity about their ultimate purpose. Curriculum design matters.
I’ve been trying to refine how I plan schemes of work. Take the first page of this example:
This isn’t a bad plan. It is designed around fertile (intriguing and worthwhile) questions. Each lesson is linked to second-order concepts as specified in the 2008 National Curriculum, (although jamming three into one lesson is unhelpful). It describes, loosely, what students should be able to…
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