SECONDARY ITE LESSON

EVALUATION AND PLAN

Date/Tim
e

Lesson Sequence

University of St Mark & St John

Secondary ITE Lesson Evaluation &
Plan
Name:

Evaluation of last lesson focus on pupil progress

a) What aspects of pupils work has been particularly good (WWW)

b) What aspects of pupils work need further reinforcement (EBI)

Evaluation of last lesson focus on trainee progress

c) Which aspect of your teaching identified in your PRD weekly targets did you
address this lesson?

d) What other aspects of your teaching was particularly effective (WWW)

e) Which aspects of your teaching will you be working on next? (continue to work on
new elements relating to the Teachers Standards) (EBI)

SECONDARY ITE LESSON

EVALUATION AND PLAN
Date/Tim
e

Lesson Sequence (e.g.

1/6)

12/2/15

Learning Objective(s)
Students will learn the correct technique for the short pass in conjunction
with small maths puzzles. The learning will be inclusive for some members of
the lesson who have autism
Learning Outcomes
All will make simple passes with the
correct technique
Most will be able to solve simple
mathematical puzzles in order to
complete short passing puzzles
Some will take a leading role in
helping others to complete simple
mathematical puzzles whilst using
correct passing techniques.

Assessment strategies
How quickly each passing box is
completed
How many passing boxes are
completed
Visual assessment of technique of
the pass
Questioning and developed
questioning of students knowledge
of technique

Resources

Time and
interaction
(CGIP)

Learning Progressions
(including range of appropriate
learning strategies, organisation,
subject knowledge)

Teaching Activity
(Key learning questions, subject
knowledge progressions, behaviour
for learning)

group

As a group each student is

assigned a number. For example if
there was 9 students, students
would be numbered
1,2,3,4,5,6,7,8,9. Within a box the
players must pass the ball 1 to 2,
2 to 3 ect. Once the ball is at
player 9 they pass back to player
1. One completion of this is
known as a circuit.

Each box will be progressively

harder as players will have to
pass to different progressions of
numbers. Whilst using good
passing technique. For example
players may have to pass to their
number -2 in which case player 1
would pass to player 8. See the
attached word document for all
the progressions

SECONDARY ITE LESSON

EVALUATION AND PLAN

In order to make this more

suitable for autistic students,
each box will be set up separately
and will be colour coded with a
matching map which states
exactly what is required in each
box. Clear instructions for each
box are given on this sheet. Also
each player will be given a sticky
note with their player number on
it in order for clarity. Each task
has a similar requirement for
completion and is a differentiation
of one basic idea which will help
to limit changing environments
for the students with autism