Short And Long Term Planning Analysis

Teachers are involved in three different types of planning, long, medium and short term which is centred on the curriculum requirements for the specific key stage and year group that they are working in, in order to promote pupils’ individual skills and progress in learning. Long term plans would give a brief outline of the subjects to be studied for the academic year. Medium term plans are set out termly or half termly and provide more in-depth details with an overview of the topics and activities, the learning objectives and learning outcomes. This will include any school trips or outside organisations that need to be book which will enrich pupils learning and how it all links into the legislation of the National Curriculum or Early Years …show more content…
However it is more common for a LSP to be involved in the process of Short Term Planning. LSP’s may have more in-depth understanding of individual pupil’s needs whether this is because they are supporting a pupil 1-1 or within a group. They will understand and know what is needed to support them due to their close working relationship when assisting with individual tasks. LSP’s are in a prime position to make suggestions for planning that would benefit the children that they work with, in order to develop their understanding of different tasks. The Teacher and LSP are working as a close team. The LSP may come up with additional ideas to complement the Teacher’s planning based on their knowledge of the pupils or they have a hidden talent that they can share. If this directly links to the Learning Objective, it can be added to complement the planning. Short term plans are made weekly and give specific focused information about individual lessons and topic …show more content…
I help to set up the class for the coming day when I arrive in the morning whilst we discuss what is happening that day. The teacher welcomes any further ideas on how an activity can be improved generally or where additional adaptation is needed for inclusion and to meet the needs of all children. While the teacher leads the class during the main input I position myself so that I can make sure all children are focused and discretely prompt them into listening and responding to questioning when necessary. In Years 1, 2 and 3, once the pupils begin working, I lead small groups with a focused subject task such as literacy, phonics, guided reading, numeracy, science, design technology or history and geography. In Reception, as well as structured learning this could also be engaging with pupils in free flow play, in line with the EYFS requirements. The LSP’s in Reception have have a rota for working in a specific area for instance, art and painting, junk modelling, phonics, writing activities, the outdoor play area supervising physical movement on bikes, climbing equipment or sand or water