The 17 competencies assessed on your standards check include four on lesson planning:

1) Did the trainer identify the pupil’s learning goals and needs?

To be able to do this you need to encourage the pupil at the start of the lesson and throughout to say what they want from the lesson (their goals). Also make sure you’re asking questions to check the pupil understands what it is they might need to do and how they might go about doing it. Throughout the lesson continue to check the pupil is coping with what they’re doing as you might need to break down goals to help them. As the lesson progresses make sure that you listen to what your pupil says, try not to miss anything that could be important that their body language might be telling you.

2) Was the agreed lesson structure appropriate for the pupil’s experience and ability?

Throughout the lesson check that the pupil understands what the plan is for the lesson as it develops, keep them involved and making sure they agree to tasks and responsibilities. Make sure that the lesson reflects how your pupil has responded to you and what their learning goals are that they have set. When they are ready and able with their agreement look to move onto more challenging situations as they progress. Keeping them equipped with the right and correct level of theoretical understanding.

3) Were practice areas suitable?

Make sure that the route you have chosen is appropriate in helping the pupil achieve the goals they have set around the topic for the lesson. The route should contain a range of opportunities to work on the agreed learning goals and objectives. Ensure the lesson is challenging but within the pupil’s capabilities and confidence levels. Be prepared to make the route more challenging as the pupil progresses or simpler if the pupil is struggling.

4) Was the lesson plan adapted, when appropriate, to help the pupil work towards their learning goals?

Be prepared to compare the pupil’s actual performance with their perceived performance level and make sure you clarify with them any differences you see. You need to respond to all occurrences (faults) or weaknesses that undermined the original goal for the lesson. Make sure you also respond to any concerns or issues the pupil might have picking up on any non-verbal signs of discomfort or confusion. Help the pupil more if they are clearly struggling and less as they progress with their learning. With eh pupil’s agreement, be prepared to break goals and tasks down if necessary.

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