Planning is where all the strands from the self evaluation of pedagogy intersect. Planning is not just for content but also for approach. It is during lesson and scheme of work planning that we pull together things like what questions we will ask, what approach we will use, how will we know when learning has taken place as well as what content should be tackled.
There are three levels of planning, long, medium and short term.
Long term: A long term plan outlines what needs to be taught in AS and A2. It is a plan for all learners. Looking across it allows you to develop an overview of the mathematics being taught, where it comes from, where it could go and it makes links between topics which you might need to make explicit to learners. For example in the long term plan it should be possible to cross reference between Pure and Applied modules, often taught by different teachers, to see the links between the mathematics and to ensure that topics are lined up properly eg if you are going to teach variable acceleration it is important that learners have encountered calculus.
Long term plans are also the place to ensure that continuity between different stages is considered eg between GCSE and AS and between AS and A2. Looking at long term plans also allow you to to think about progression within topics so that the mathematics is presented logically and coherently.
Medium term: The DfCS states that medium term plans should identify:
- units of work to be taught in a term of half term
- teaching objectives for each unit
- teaching time for each unit
- opportunities to link different aspects of mathematics and to revisit topics
- time for regular assessment and review.
It is also a place where balance between different approaches, resources and strategies should be checked. If learners are using a hexagonal jigsaw for every topic overload will set it. Looking at a unit plan should give an overview of activities and ensure a balance between for example poster activities, jigsaws, individual and group work.
Short term: Effective short term planning should:
- indicate the teaching time for lessons
- identify objectives for oral, practical and written work and for the main teaching activities
- outline the main teaching points and important lines of questioning
- identify the main learner activities and how they can be developed , extended or simplified
- identify which resources are required and where they are located
- include key questions for plenaries, key questions and homework tasks
- highlight mathematical terms and notation
It sounds very detailed and time consuming so where to begin? When planning long term a whole year needs to be considered at a time so that the learners end up having covered the syllabus before the examination. However other plans are usually built up bit at a time, often by more than one, member of staff until tried and tested resources, ideas and approaches become established. Planning should be a collaborative effort.
A sixth form college has put all its schemes of work onto their shared workspace so that all staff can contribute and share work. Each module has a long term plan written on Excel. This covers the topics, the order they will be taught in, the assessment dates and where assessments may be found. This provides a clear over view of what has to be covered when and how.
By clicking on a topic a linked medium term plan opens up. This covers each topic, what is essential, what resources are available, where they are stored and suggested approaches. Links to web sites, documents and referenced to computer programs are also included.
Clicking on a resource might reveal teaching notes about using it, useful prompts and any issues that may be relevant to the task. It will also include ideas for differentiation or reinforcement.
By ensuring that the structure is the same for each unit staff fidn it easy to use and to store things in the sturcture. Everyone contributes but each member of staff has responsibility for a module and are responsible for maintaining the structure and making sure assessment dates are changed each year and assessments refreshed. They also have time to review the structure once a year and make changes in the light of staff comments.
It did not happen all at once but grew over time. However the investment has more than paid off as ideas grow, change but do not get lost. Resouces also are safely stored and are easily retrievable. Each member of staff has their own style and their own set of issues with each differing set of learners. However when considering their next weeks work, the interactive scheme is their first port of call and often everything they need is there from which they can select and adapt.
Most importantly by working collaboratively on planning the department has saved huge quantities of time, are used to sharing and discussing and learn from each other.