Planning a Unit of Planning a Unit of Work in LiteracyWork in Literacy

TutorialTutorial

Initial thoughts about the unit….Initial thoughts about the unit….

Personal Personal

experience and experience and

readingreading

CPD I have attended, such CPD I have attended, such

as Talk for writingas Talk for writing

Previous experience of Previous experience of

teaching this text typeteaching this text type

What are the pupils What are the pupils interested in?interested in?

Click for e.g. of

rationale

What can the children already do?What can the children already do?

Ongoing formative

assessment

Outcomes from

last unit of work

Curricular targets

APP

Learning objectives and progression…Learning objectives and progression…

Ensure LOs are

matched to the

needs of the children Use Steps in

learning to support

progression

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Audience, purpose, outcome…Audience, purpose, outcome…

What will be the final

outcome?

What are the skills & learning

outcomes for this unit?

Can ICT be used to

present the outcome?

Is there a real audience?

What is the purpose?

What CHOICES will the children be given?

Using the planning exemplars…Using the planning exemplars…

Is this suitable for the children in my class?

How does this relate to my own ideas for the unit?

Other considerations…Other considerations…

Assessments of children’s

prior learning.

Have you made any

changes to the learning

objectives?

Ideas from Steps in learning.

Progression papers

and text typeguidance

ICT opportunities.

Planning considerations…Planning considerations…

Be creative…

exciting textsmultimodal texts /

filmwebsites

drama strategiesmodelled writing

guided reading/writingreading journals

word/sentence workICT opportunities

cross curricularlinks to APP

Considerpossible components

of the teaching sequence / learning

and teaching strategies

Sir Ken Robinson on creativity

The environment…The environment…

Educationalvisits

Working walls

Book boxes

Role playareas

Provide as many opportunities as possible for children to immersein and contextualise their literacy

learning in its broadest sense.

The phases…The phases…

Further develop the initial ideas and maponto the outline of the teaching sequence.

Regularly return to learning objectives and ensure ideas are focussed on the learning

outcomes for each phase.

Decide which strategies are necessary tosupport the learning outcome.

Click for e.g. of completed planning skeleton

Always keep in mind any

practical considerations:

access to resources – especially

ICT,

additional adult support and

timetable constraints

Questions to consider…Questions to consider…

tttttttWhen will spelling conventions be

taught and investigated?

How and when willsentence level objectives be

taught?

What willguided teaching

focus on?

Can independentspelling strategiesbe taught within

thewriting process?Which aspects willrequire modelled

andshared talk,

reading or writing?

How mightplenaries be

used effectively?

Think about the learning that you want to happen. This will help you to form key questions and plan

plenaries which will allow you to assess the children’s learning.