Sow and Learning Objectives

Schemes of work and lesson planning
• Understand how to use the schemes of work

and textbook
Handout D2.S1.1
D2.S1.4
• Content and Learning Standards:

– come from curriculum
– main and complementary standards
• Lesson outline:
– lesson procedure
– three main parts of the lesson
• Materials / resources:
– Superminds 1
Handout D2.S1.1
D2.S1.5
• Cross-curricular element:
– from Ministry of Education
• Differentiation strategies:
– thinking about individual pupils’ needs
• Teacher’s notes/Remarks:
– for use during lesson
– longer-term planning
– feedback
Handout D2.S1.1
D2.S1.6
LESSON PLAN TEMPLATE
SUBJECT :
YEAR/FORM :
DURATION
THEME :
TOPIC :
FOCUS SKILLS : L/S/R/W/LA/LiA :
CONTENT STANDARD :
LEARNING STANDARD :
LEARNING OBJECTIVES :
CROSS-CURRICULAR ELEMENTS :
*ACTIVITIES : i. PRE-LESSON :
ii. LESSON DEVELOPMENT :
iii. POST-LESSON :
TEACHER’S REFLECTION
Handout D1.S1.2 D1.S1.19

Schemes of Work and lesson planning
Taken from Scheme of Work: Teachers write:

Theme Subject (English)
Topic Year/Form
Focus skills Duration (1 hour)
Content Standard(s) Learning Objectives
Learning Standard(s) Activities*
Cross-curricular elements Teacher’s Reflection
Handout D2.S1.1-2
D1.S1.8
Learning objectives
What is a Learning objective?
A clear statement of:

• what the pupils will be able to do at the end of
the lesson
• an outcome that is observable (you can ‘see’ it)
• and is assessable (you can ‘measure’).
D2.S1.9
Learning objectives
Look at this Learning objective:
By the end of the lesson, pupils will be able to use a

sentence to say what their and others’ favourite toys are.
• Is it clear?
• Is it achievable for Lower Primary pupils?
• Does it describe something observable?
• Does it describe something measurable?
D2.S1.10
Learning objectives
Learning Standard:
Speaking 2.1.5
Name or describe objects using suitable words
from word sets
Learning objective:
By the end of the lesson, pupils will be able to use a
sentence to say what their and others’ favourite
toys are.
Handout D2.S1.3
D2.S1.13
Planning a sequence of lessons: principles
for building language
Lets look together the 10 statements in building a sequence of

lessons plan. (True or False)
1. A sequence of lessons is a series of free-standing lessons:

False
2. Lessons in a sequence can be connected by topic: True
– Connected by theme
– Connected by topic
– Connected by vocabulary
– Connected by language
D3.S3.4
3. A sequence of lessons for Lower Primary pupils should

include plenty of recycling and reviewing of language
and vocabulary: True
4. Within a sequence of lessons, we can build pupils’
language skills, moving from simpler to more complex:
True
– Recycling and reviewing + gradual building of language at
pupils’ pace
– Recycling + enrichment of vocabulary according to
pupils’ needs
D3.S3.5
5. We need to repeat activities within a sequence of lessons:

False
6. We should balance interaction patterns across lessons and
sequences of lessons: True
7. Across a sequence of lessons, there must be a completely
equal balance of skills: False
– Repeat and develop successful activities
– Repeat routine activities
– Balance activity type, interaction patterns and skills
across lessons
D3.S3.6
8. Each lesson within a sequence should be linked to the

previous one by repeating the final activity at the
beginning of the lesson: False
– Link lessons to previous one
– Review previous lesson at beginning of new lesson
– Could repeat an activity
D3.S3.7
8. There is no flexibility in the Learning Outline for

lessons in a sequence: False
9. Once we have planned a sequence of lessons, we
need to teach to that plan: False
– Flexibility in Learning Outline
– No flexibility in other areas
D3.S3.8
10. Once we have planned a sequence of

lessons, we need to teach to that plan: False
– Modify plans according to pupils’ changing needs
– Modify plans according to pupils’ progress
– Modify plans according to teacher’s lesson
reflection
D3.S3.9

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Schemes of work and lesson planning

• Understand how to use the schemes of work

• Content and Learning Standards:

Handout D1.S1.2 D1.S1.19

Taken from Scheme of Work: Teachers write:

Cross-curricular elements Teacher’s Reflection

What is a Learning objective?

A clear statement of:

Look at this Learning objective:

By the end of the lesson, pupils will be able to use a

Lets look together the 10 statements in building a sequence of

1. A sequence of lessons is a series of free-standing lessons:

3. A sequence of lessons for Lower Primary pupils should

5. We need to repeat activities within a sequence of lessons:

8. Each lesson within a sequence should be linked to the

8. There is no flexibility in the Learning Outline for

10. Once we have planned a sequence of

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