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.