1. Planning Literacy Learning Essential Skills Practitioners Level 3

2. 2 The Planning Process Initial assessment Negotiate ILP Course outline or scheme of work Lesson plan Lesson evaluation Evaluation/Review Course/ILP Initial assessment Diagnostic assessment Student context priorities Curriculum framework Appropriate accreditation Identified common elements from group’s ILPs Curriculum Appropriate accreditation Identified objectives Individual objectives Knowledge of appropriate teaching strategies Relevant context Use information from

3. Designing schemes of work How long is the course? Does the course content divide into smaller sections? What skills need to be developed over the course? What is the level and experience of the students? Is there a logical order to teaching the content? What teaching strategies can be used? What assessment strategies can be used? Use a format that you are familiar or comfortable with, but make sure you include all the agreed criteria.

4. Designing session plans Key components Objectives (outcomes) for student learning Teaching and learning activities Strategies to check understanding

5. Common mistakes Objective does not specify what the student will actually do that can be observed Lesson assessment not linked to objective Learning not linked to needs of learner(s) Inappropriate resources More ‘teaching’ than ‘learning’ Student activities do not contribute to lesson objectives

6. Aims and Objectives Aim General statement of intent showing the destination of the session Objective Specific statement about what the learner should know or be able to do by the end of the session.

7. Designing session plans Aims and objectives Timing Content Teaching strategies Learning activities Resources Assessment Use a format that you are familiar or comfortable with, but make sure you include all the agreed criteria.

8. Teaching & Learning Strategies Teacher centred – Lectures; formal teaching; demonstrations... – More teacher control; less challenging for learners and teachers Learner centred – Discussion; role play; case studies; simulation; games/ice-breakers; individual/group projects and assignments; small group activities; brainstorming...