Short-term planning

On lesson planning, Haynes provides accessible and practical guidance.  Hattie draws implications from his exceptional synthesis of international evidence on effective lesson design and teaching practices.

For practical guidance for both experienced teachers and trainees, see Kyriacou; Jacques & Holland; and Wyse. For such guidance placed in the context of the wider teaching and learning process, see Hughes, Dean, and Arthur, Grainger & Wray:

In weekly planning, and especially in lesson planning, differentiating work for the range of pupils in the class is of vital importance if they are to be engaged with their learning. Drawing on the work of a range of authors, Simpson and O'Brien & Guiney offer an analysis of the implications for learning of different forms of differentiation, whilst McNamara & Moreton provide practical guidance. Taking account of individual differences is one theme of Muijs and Reynolds’s wide-ranging book.

The needs of those at the Foundation Stage are significantly different from those of older pupils - see Anning, Hurst and the QCA/DfEE 2000:

In addition, the needs of pupils with special educational needs, or those who are deemed 'gifted', are very significant - see Croll & Moses ( Reading 10.6 ); Roaf & Bines ( Reading 15.5) ; and Eyre & McClure.

Delivering a full National Curriculum in some circumstances is extremely difficult, and through the statementing process it may be necessary to 'disapply' parts of the curriculum where they are inappropriate - see Jones & Charlton, and DfES 2001.

At a practical level, differentiation strategies can be presented in lesson planning in various ways. In fact Kerry and Kerry, in discussing differentiation in work for high attaining pupils, identify fifteen different methods.

In planning lessons, ICT should never be used as a cosmetic 'add on', as Loveless & Dore argue.  For a perspective on ICT in the early years, Siraj-Blatchford and Whitebread.

Teaching strategies should always, of course, be considered during short term planning, and Joyce, Calhoun & Hopkins look at a range of teaching models offering a wide repertoire of strategies for teachers.

The issue of assessment is considered in detail in Chapter 14 of 'Reflective Teaching'. One issue tackled is that of pupil involvement in assessing their own work. This can be a powerful tool in helping teachers to develop self-assessment as part of the pupil learning process - see Clarke, and Muschamp (Reading 13.4). Formative assessment necessarily provides the evidence base for future planning; with this in mind, Black et al. provide research-based analyses of the connections between assessment and planning.