Wilmslow’s New Lesson Plan: The Learning Journey

  • Here is Wilmlsow’s new design for our lesson plan template .  It is titled the ‘learning journey’ and is based on the TEEP lesson framework. I have completed a quick example lesson for GCSE PE based on the functions of the skeleton
  • Any feedback/edits are welcome.  Is the document too ‘busy’? Is it user friendly?
  • Everything is explained below.  Big nods go to Zoe Elder (SO THAT concept) and David Didau (arrow and learning journey concept)

Please feel free to adapt and share our learning journey document above!

Learning Objective (LObj)

  • The LObj is written within an arrow to represent a clear sense of progress and direction for the lesson: this knowledge is going somewhere; this skill can be developed to different levels of expertise
  • Important to highlight the SO THAT of learning to help students ‘own their learning ambition’ and their learning is both meaningful and purposeful.  For more in depth information check out Zoe Elder’s blog
  • Students need to know where they are supposed to be headed if they’re going to have a chance of getting there

LObjs are important for two reasons:

  • Firstly, they ensure that teachers are clear about the purpose of the lesson before they begin thinking about all the active learning they want to pack into them.
  • Secondly, they provide a very useful signpost against which progress can be checked
  • Simply writing your learning intention on the board is not good practice. There are many more creative ways of introducing objectives which can be found here (via David Didau):

The Learning Journey

The idea is that the LObj for a lesson should be viewed as a journey. Students can achieve outcomes that meet the LObj at different levels:

  • Isn’t this just differentiated outcomes (all, most, some)? The difference here is that the emphasis is placed on students continuing on through the learning journey over the course of the lesson and not finding a way to opt out of learning once the bare minimum has been achieved (i.e. once the student has reached the ALL stage of differentiated outcomes)
  • Therefore the ‘Learning Journey’ is aspirational and ongoing when compared to the differentiated outcome model
  • If your LObj is to understand the different functions of the bones in the body, then the three outcome boxes provide a useful checklist for you to monitor your progress in meeting the LObj
  • The first box could be viewed as a baseline or starting point; as the ALL part of a differentiated outcome; or as the first check-point at which learning is reviewed
  • The outcome boxes are used as review check-points to attempt to show students the progress they have made so far with the expectation being that students should try to reach the final box by the end of the lesson = aspirational expectations!

The information above, including the use of the learning objective ‘arrow’ and the learning journey, have been taken from David Didau’s  brilliant blog posts.

Rationale behind the pedagogy?

Why are you using that specific pedagogical practice in your lesson?  What evidence is there to suggest using such a practice will increase the students’ learning, progress and achievement?

  • Did you base your choices on the research of John Hattie & Geoff Petty?
  • Effect size of 1 = 2 grade leap @ GCSE or advancing achievement by 1 year
  • Examples: cooperative jigsaw learning = 0.75, visual representations = 1.2 etc…
  • Or, are the reasons more informal? Continual student feedback on previous learning experiences in your lessons = you and they know what accelerates their learning

TEEP Prompts

  • To help our teachers familiarize themselves with the 6 stage TEEP framework.  This is nothing new to our school – we all plan for these opportunities in our lessons, we just don’t use this specific TEEP language at the moment
  • This only needs to be in brief, bullet point format to act as a guide for the teacher for the lesson. It is not to be over prescriptive
  • Should only take 10 minutes max to plan

Examples from ‘Prepare for Learning’ phase:

  • Entry work for students
  • A BIG, open ended question to stimulate thought.  Prepare the brain for learningGive the ‘BIG’ picture
  • Pre-thinking about work to come
  • Link to previous lesson
  • Prompt start
  • What opportunities have you provided for students to be CHALLENGED, to work as INDIVIDUALS or COLLABORATIVELY and have you provided them with CHOICE in the learning activities?
  • According to Jackie Beere’s ‘The Perfect Ofsted Lesson’ we must present opportunities for all four in a lesson to deliver an ‘outstanding’ lesson


  • A chance for the teacher to reflect on the successes of their lesson and any areas of improvement or small adjustments
  • Simply, ‘what went well’ followed by ‘even better if’

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