TLA Key Priorities - Long Term Learning

Topic 1 - Planning for Long Term Learning

• Topic 1 - Planning for Long Term Learning

  Your learning session starts as soon as the learners enter the classroom, so you want to set high expectations & high aspirations as soon as they arrive, to ensure high standards are set from the off. 

  REMEMBER - You may be the only smiling face they have seen all day!

  When completing this topic, you must make sure you have ticked the completion box once the section has been completed (on the right of screen against each 'activity'). Some activities will require you to fully complete the tasks to automatically tick the box, the topic will not be deemed as complete until every box is ticked.

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    Welcome to Topic 1, this topic will form the start of your journey in recapping LTL, starting with Planning for LTL. We will also look at the expectations on each and every teacher/assessor to support LTL.

    When thinking about Long Term Learning you should ask yourself a number of questions:

    • What do I want the learners to remember?
    • How will I ensure the learners remember this for the long term?
    • What can I do to make this happen?
  • Objectives

    • 1. Discuss what to think about when creating your planning to include the sequencing and scheduling of learning

    • 2. Assess how you implement the concepts around planning for learning already 

    • 3. Devise a plan to start your scheme or schedule of learning, including any other planning documents that are required

    DON'T FORGET TO WRITE THESE DOWN SO YOU CAN REFLECT ON YOUR ACHIEVEMENT AT THE END OF THE MODULE!

  • Starter Activity: Watch this video as an introduction to Long Term Learning and memory. In your opinion, what role does lesson planning play in this?

     

    
    

  • Planning is very important to learners’ developing and growing in the knowledge and skills they need. An effective teacher thoughtfully plans lessons ahead of instruction, defining goals and objectives, and developing engaging learning activities. Yet lesson plans only are one type of planning. They look at the short-term. Let’s not forget about the long-term view for curriculum over a whole school year or term. A long-term curriculum plan is a great tool to help you plan your terms with the end in mind and set the route for how learning will take place.
    

    The Value of Long-Term Curriculum Planning
    A long-term plan is a general outline of how to accomplish major curriculum goals of the academic year. It gives a big picture view, with the beginning of the year or term as your “starting point” and the end of the year or term as your “destination.” Think of it as a navigation plan that you might use to get to a store. A long-term plan, with major curriculum goals placed along the path, allows you to know where you are going and how you will get there. It is helpful in that you do not have to have every detail of the plan or pathway figured out for it to keep you focused and on-track towards your destination. It becomes a reference tool for the remainder of the term for which you planned.
    

    Using a Long-Term Curriculum Plan
    Remember, a long-term plan is a guide, meaning it is flexible. It provides the structure you need but allows you to create  lesson plans based on your students’ needs and other needs that arise.  When you know where you are going, you have the freedom and flexibility to respond to students’ needs and interests and not be frustrated by the unexpected.  A long-term curriculum plan is a powerful tool focused on bringing transformation to the lives of students.
    

    
    

    
    

  • What is sequencing? 

    When looking at sequencing ask yourself the following questions: 

    • 1. Do any of the topics (units) cross over?
    • 2. Can you cross reference to support the learning process?
    • 3. Do any learning topics flow directly into each other?

    Think about how you are sequencing the topics/themes/units to ensure LTL and your learners memory increases. 

  • What is scheduling?

    It is important to have a structure and schedule in planning for LTL.

    You should think about:

    • 1. How will you schedule your programme, area of study, topics and learning sessions?
    • 2. How will you schedule your assessments to support LTL?
    • 3. What type of assessment will you use? Why? (see more detail in the last topic within this area of study- "Assessment for Long Term Learning"

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    Activity 1: Planning for LTL Graphic Organiser - read instructions below and then click here File

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    Using the link above, download and complete this graphic organiser to show your thinking (you may already have a tool that helps you consider these concepts, if so have a look at this graphic organiser and make sure yours is similar). Then keep this safe, ready for the next steps. 

    Test access to file here

  • Remember the 7 Ps of Planning

    PROPER PLANNING AND PREPARATION PREVENTS PAINFULLY POOR PERFORMANCE! 

    Planning for long term learning is extremely important to ensure that learners remember the information we give them, therefore, your planning needs to be the best it can be.

    Your planning documentation is essential for you as a teacher to ensure that the teaching, learning and assessment you facilitate is always of the highest possible quality. Any planning documentation you have (for Coventry College there are 3 key documents we expect) must be comprehensive enough for a cover teacher/assessor or someone checking this planning (e.g in the event of a complaint), to see exactly what you have done, are doing, and will be doing in the future. 

     

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    Activity 2: Planning Expectations Documents - read instructions below and then click here File

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    Print off this planning for learning document, this is your starting point - it is a list of the planning documentation required by the college. Read over this before you move onto the next activity. 

    

  • Planning for Impact  

    When planning, thinking about when/where you want your assessment is crucial.

    You should include 5 types of assessments:

    1. Initial Assessment - For Coventry College this is done by the use of prior achievement data in order for us to enrol learners on the correct level of programme/area of study. 

    2. Diagnostic of skills, knowledge and behaviours - in order to ensure that each learner is on the correct level of study and you are aware of all the areas for development/missing KSB, a diagnostic must be undertaken. This will ensure you have a 360degree view of each of your learners starting points, which can them be used to change TLA to support them. Each learner's diagnostic should the inform their initial target setting (facilitated by teachers at induction).

    To clarify, all learners, within the first few weeks must have undertaken a initial assessment in each and every area of study within their programme, this includes vocational teaching. Teachers must use their skill to develop appropriate initial assessment/diagnostics where they are not already provided by a digital platform. It is expected that every teacher will create a diagnostic and this will be for all vocational areas of study in addition to English and maths e.g Level 1 Science. This will help learners create targets in ProPortal/Monitor and assist teachers to plan learning effectively.

    3. Informal formative assessment (AFL/low stakes/in classroom activity)

    4. Formal formative assessments (Dry runs/mock tests/formal practical sessions)

    5. Summative assessment 

    These need to be strategically placed within your planning to ensure you are assessing learners throughout, are giving every learner an opportunity to "get it right first time", and can therefore track learner progress much more effectively. Dry runs in particular, when done correctly, have been proven to save marking time. Who would pass that opportunity by?

    You can find more information on the Assessment for LTL course. 

    Markbook is currently the place to track summative assessment progress of learners.

    

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    Activity 3: Schedule OR Scheme of Learning? - read instructions below and then click here File

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    As you have read in the document above ('Planning for Learning Expectations'), the college requires you to have either of the below TLA planning documents:

    > A Scheme of Learning (with sufficient detail for another teacher or an auditor to follow exactly what activities will take place and how they will be assessed)

    > A Schedule of Learning (an overview of each learning session and its purpose/content) AND agreed Moodle interactive session plans (ISPs) 

    Many of our colleagues utilise the awarding organisation's Schemes of Learning - as far as the college is concerned, these are a schedule of learning as per the above description and therefore must be complimented with Moodle interactive session plans. 

    Open up the attached suggested templates, you will see how the Schedule of Learning differs from a Scheme of Learning. To support you further, if you have decided to create a detailed SOL, then attached is also an examplar of this.

    

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    Examples of Schedule of Learning and Scheme of Learning File

    Click on the link above 

  • By doing the above you will have created your Scheme or Schedule of Learning (which is your key planning document). Your next steps are to ensure the assessments dates you have created as part of your planning are recorded as part of the ProMonitor/Markbook system and therefore are shared with all of your learners. See Topic 3 on this LTL programme.

    The below activities guide your through the expectations of assessment schedules. 

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    Activity 4: Sharing Key Dates for Assessment with Learners - read instructions below and then click here File

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    Take a look at this blank Assessment Schedule created through Markbook - you must select yourself as a teacher and add the dates for your assessments, this is a blank version for you to use as a visual aid and to familarise yourself with what it looks like. You cannot do these until your Curriculum Manager has sent Markbook Setup Request to MIS and the learners are in the ProMonitor system (so it is a job for September admin week)

    

    We realise you can't create this on Markbook mid-year because your learners are not enrolled and your Markbook is not set up. Therefore please create your assessment schedule in draft (offline) which you can then use to create your Markbook Assessment Schedule once this is available in August/September. 

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    Markbook Assessment Schedule Creation Guide - read instructions below and then click here to access the guides URL

    Click on this link to gain access to our ProMonitor guides to support you with creating your Markbook Assessment Schedule, you should use Guide 6 to support you with this process.

    This must be created at the beginning of the year so the learners can refer to this to keep track of their assessments. 

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    End of Topic Quiz - Planning for Long Term Learning - read instructions below and then click here

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    To complete this topic, you must complete the quiz. To pass the quiz you need to get 8 out of 10 (80%) of the questions correct. 

    

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