{"id":2678,"date":"2026-08-09T08:03:21","date_gmt":"2026-08-09T08:03:21","guid":{"rendered":"https:\/\/us.allassignmentsupport.com\/blog\/?p=2678"},"modified":"2026-08-09T09:02:59","modified_gmt":"2026-08-09T09:02:59","slug":"how-to-write-a-pgce-lesson-plan-with-a-full-worked-example","status":"publish","type":"post","link":"https:\/\/us.allassignmentsupport.com\/blog\/how-to-write-a-pgce-lesson-plan-with-a-full-worked-example\/","title":{"rendered":"How to Write a PGCE Lesson Plan (With a Full Worked Example)"},"content":{"rendered":"<p class=\"font-claude-response-body break-words whitespace-normal\" dir=\"ltr\" data-sourcepos=\"3:1-3:449;64-512\">A lesson plan is the single most heavily scrutinized artifact of <a href=\"https:\/\/us.allassignmentsupport.com\/blog\/what-is-a-pgce-structure-placements-and-assessment-explained\/\">PGCE placement<\/a> \u2014 mentors and university tutors use it to judge subject knowledge, pedagogical reasoning, and awareness of pupil needs simultaneously. Trainees often treat it as a bureaucratic requirement to complete before teaching, when in practice a well-constructed plan is the mechanism through which most of the Teachers&#8217; Standards actually get demonstrated in observed lessons.<\/p>\n<div id=\"ez-toc-container\" class=\"ez-toc-v2_0_69_1 counter-hierarchy ez-toc-counter ez-toc-light-blue ez-toc-container-direction\">\n<div class=\"ez-toc-title-container\">\n<p class=\"ez-toc-title \" >Table of Contents<\/p>\n<span class=\"ez-toc-title-toggle\"><a href=\"#\" class=\"ez-toc-pull-right ez-toc-btn ez-toc-btn-xs ez-toc-btn-default ez-toc-toggle\" aria-label=\"Toggle Table of Content\"><span class=\"ez-toc-js-icon-con\"><span class=\"\"><span class=\"eztoc-hide\" style=\"display:none;\">Toggle<\/span><span class=\"ez-toc-icon-toggle-span\"><svg style=\"fill: #999;color:#999\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" class=\"list-377408\" width=\"20px\" height=\"20px\" viewBox=\"0 0 24 24\" fill=\"none\"><path d=\"M6 6H4v2h2V6zm14 0H8v2h12V6zM4 11h2v2H4v-2zm16 0H8v2h12v-2zM4 16h2v2H4v-2zm16 0H8v2h12v-2z\" fill=\"currentColor\"><\/path><\/svg><svg style=\"fill: #999;color:#999\" class=\"arrow-unsorted-368013\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"10px\" height=\"10px\" viewBox=\"0 0 24 24\" version=\"1.2\" baseProfile=\"tiny\"><path d=\"M18.2 9.3l-6.2-6.3-6.2 6.3c-.2.2-.3.4-.3.7s.1.5.3.7c.2.2.4.3.7.3h11c.3 0 .5-.1.7-.3.2-.2.3-.5.3-.7s-.1-.5-.3-.7zM5.8 14.7l6.2 6.3 6.2-6.3c.2-.2.3-.5.3-.7s-.1-.5-.3-.7c-.2-.2-.4-.3-.7-.3h-11c-.3 0-.5.1-.7.3-.2.2-.3.5-.3.7s.1.5.3.7z\"\/><\/svg><\/span><\/span><\/span><\/a><\/span><\/div>\n<nav><ul class='ez-toc-list ez-toc-list-level-1 ' ><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-1\" href=\"https:\/\/us.allassignmentsupport.com\/blog\/how-to-write-a-pgce-lesson-plan-with-a-full-worked-example\/#Plan_Backward_From_the_Objective_Not_Forward_From_the_Activity\" title=\"Plan Backward From the Objective, Not Forward From the Activity\">Plan Backward From the Objective, Not Forward From the Activity<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-2\" href=\"https:\/\/us.allassignmentsupport.com\/blog\/how-to-write-a-pgce-lesson-plan-with-a-full-worked-example\/#Component_1_Learning_Objectives\" title=\"Component 1: Learning Objectives\">Component 1: Learning Objectives<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-3\" href=\"https:\/\/us.allassignmentsupport.com\/blog\/how-to-write-a-pgce-lesson-plan-with-a-full-worked-example\/#Component_2_Success_Criteria\" title=\"Component 2: Success Criteria\">Component 2: Success Criteria<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-4\" href=\"https:\/\/us.allassignmentsupport.com\/blog\/how-to-write-a-pgce-lesson-plan-with-a-full-worked-example\/#Component_3_Starter_Activity\" title=\"Component 3: Starter Activity\">Component 3: Starter Activity<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-5\" href=\"https:\/\/us.allassignmentsupport.com\/blog\/how-to-write-a-pgce-lesson-plan-with-a-full-worked-example\/#Component_4_Main_Teaching_Sequence\" title=\"Component 4: Main Teaching Sequence\">Component 4: Main Teaching Sequence<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-6\" href=\"https:\/\/us.allassignmentsupport.com\/blog\/how-to-write-a-pgce-lesson-plan-with-a-full-worked-example\/#Component_5_Differentiation\" title=\"Component 5: Differentiation\">Component 5: Differentiation<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-7\" href=\"https:\/\/us.allassignmentsupport.com\/blog\/how-to-write-a-pgce-lesson-plan-with-a-full-worked-example\/#Component_6_Assessment_for_Learning_AfL\" title=\"Component 6: Assessment for Learning (AfL)\">Component 6: Assessment for Learning (AfL)<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-8\" href=\"https:\/\/us.allassignmentsupport.com\/blog\/how-to-write-a-pgce-lesson-plan-with-a-full-worked-example\/#Component_7_Plenary\" title=\"Component 7: Plenary\">Component 7: Plenary<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-9\" href=\"https:\/\/us.allassignmentsupport.com\/blog\/how-to-write-a-pgce-lesson-plan-with-a-full-worked-example\/#A_Complete_Worked_Lesson_Plan_Summary\" title=\"A Complete Worked Lesson Plan Summary\">A Complete Worked Lesson Plan Summary<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-10\" href=\"https:\/\/us.allassignmentsupport.com\/blog\/how-to-write-a-pgce-lesson-plan-with-a-full-worked-example\/#Common_Student_Mistakes\" title=\"Common Student Mistakes\">Common Student Mistakes<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-11\" href=\"https:\/\/us.allassignmentsupport.com\/blog\/how-to-write-a-pgce-lesson-plan-with-a-full-worked-example\/#Frequently_Asked_Questions\" title=\"Frequently Asked Questions\">Frequently Asked Questions<\/a><\/li><\/ul><\/nav><\/div>\n<h2 class=\"mt-3 -mb-1 text-[1.125rem] font-bold\" dir=\"ltr\" data-sourcepos=\"5:1-5:67;514-580\"><span class=\"ez-toc-section\" id=\"Plan_Backward_From_the_Objective_Not_Forward_From_the_Activity\"><\/span>Plan Backward From the Objective, Not Forward From the Activity<span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p class=\"font-claude-response-body break-words whitespace-normal\" dir=\"ltr\" data-sourcepos=\"7:1-7:318;582-899\">The single most common structural mistake trainees make is designing a lesson around an engaging activity first, then retrofitting a learning objective to justify it. This produces lessons that are enjoyable but pedagogically incoherent \u2014 the activity doesn&#8217;t reliably build toward what pupils actually need to learn.<\/p>\n<p class=\"font-claude-response-body break-words whitespace-normal\" dir=\"ltr\" data-sourcepos=\"9:1-9:87;901-987\">The more reliable approach, sometimes called <strong>backward design<\/strong>, works in this order:<\/p>\n<ol class=\"[li_&amp;]:mb-0 [li_&amp;]:mt-1 [li_&amp;]:gap-1 [&amp;:not(:last-child)_ul]:pb-1 [&amp;:not(:last-child)_ol]:pb-1 list-decimal flex flex-col gap-1 pl-8 mb-3 print:block print:space-y-1\" dir=\"ltr\" data-sourcepos=\"11:1-13:62;989-1232\">\n<li class=\"font-claude-response-body whitespace-normal break-words pl-2\" data-sourcepos=\"11:1-11:102;989-1090\">Decide precisely what pupils should know or be able to do by the end of the lesson (the objective)<\/li>\n<li class=\"font-claude-response-body whitespace-normal break-words pl-2\" data-sourcepos=\"12:1-12:80;1091-1170\">Decide how you&#8217;ll know they&#8217;ve achieved it (success criteria and assessment)<\/li>\n<li class=\"font-claude-response-body whitespace-normal break-words pl-2\" data-sourcepos=\"13:1-13:62;1171-1232\">Only then design the activities that will get pupils there<\/li>\n<\/ol>\n<h2 class=\"mt-3 -mb-1 text-[1.125rem] font-bold\" dir=\"ltr\" data-sourcepos=\"15:1-15:36;1234-1269\"><span class=\"ez-toc-section\" id=\"Component_1_Learning_Objectives\"><\/span>Component 1: Learning Objectives<span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p class=\"font-claude-response-body break-words whitespace-normal\" dir=\"ltr\" data-sourcepos=\"17:1-17:178;1271-1448\">A learning objective should describe an observable outcome, not a vague aspiration. Compare these two versions of an objective for a Year 9 English lesson on persuasive writing:<\/p>\n<p class=\"font-claude-response-body break-words whitespace-normal\" dir=\"ltr\" data-sourcepos=\"19:1-19:68;1450-1517\"><strong>Weak objective:<\/strong> &#8220;Pupils will understand persuasive techniques.&#8221;<\/p>\n<p class=\"font-claude-response-body break-words whitespace-normal\" dir=\"ltr\" data-sourcepos=\"21:1-21:192;1519-1710\"><strong>Strong objective:<\/strong> &#8220;Pupils will be able to identify and explain the effect of at least three persuasive techniques (rhetorical questions, rule of three, emotive language) in a given text.&#8221;<\/p>\n<p class=\"font-claude-response-body break-words whitespace-normal\" dir=\"ltr\" data-sourcepos=\"23:1-23:276;1712-1987\">The weak version can&#8217;t actually be assessed \u2014 &#8220;understand&#8221; isn&#8217;t observable. The strong version gives you something concrete to check for during the lesson and in pupils&#8217; written responses, directly supporting Teachers&#8217; Standard 6 (accurate and productive use of assessment).<\/p>\n<h2 class=\"mt-3 -mb-1 text-[1.125rem] font-bold\" dir=\"ltr\" data-sourcepos=\"25:1-25:33;1989-2021\"><span class=\"ez-toc-section\" id=\"Component_2_Success_Criteria\"><\/span>Component 2: Success Criteria<span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p class=\"font-claude-response-body break-words whitespace-normal\" dir=\"ltr\" data-sourcepos=\"27:1-27:150;2023-2172\">Success criteria break the objective into specific, checkable steps \u2014 often shared explicitly with pupils so they can self-assess their own progress.<\/p>\n<p class=\"font-claude-response-body break-words whitespace-normal\" dir=\"ltr\" data-sourcepos=\"29:1-29:62;2174-2235\"><strong>Worked example<\/strong>, continuing the persuasive writing lesson:<\/p>\n<ul class=\"[li_&amp;]:mb-0 [li_&amp;]:mt-1 [li_&amp;]:gap-1 [&amp;:not(:last-child)_ul]:pb-1 [&amp;:not(:last-child)_ol]:pb-1 list-disc flex flex-col gap-1 pl-8 mb-3 print:block print:space-y-1\" dir=\"ltr\" data-sourcepos=\"31:1-33:73;2237-2420\">\n<li class=\"font-claude-response-body whitespace-normal break-words pl-2\" data-sourcepos=\"31:1-31:50;2237-2286\">I can name at least three persuasive techniques<\/li>\n<li class=\"font-claude-response-body whitespace-normal break-words pl-2\" data-sourcepos=\"32:1-32:61;2287-2347\">I can find an example of each technique in the source text<\/li>\n<li class=\"font-claude-response-body whitespace-normal break-words pl-2\" data-sourcepos=\"33:1-33:73;2348-2420\">I can explain, in a full sentence, why the writer chose that technique<\/li>\n<\/ul>\n<p class=\"font-claude-response-body break-words whitespace-normal\" dir=\"ltr\" data-sourcepos=\"35:1-35:200;2422-2621\">Sharing success criteria transparently (written on the board, referenced during the lesson) is a specific, observable practice that mentors and tutors commonly look for during placement observations.<\/p>\n<h2 class=\"mt-3 -mb-1 text-[1.125rem] font-bold\" dir=\"ltr\" data-sourcepos=\"37:1-37:33;2623-2655\"><span class=\"ez-toc-section\" id=\"Component_3_Starter_Activity\"><\/span>Component 3: Starter Activity<span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p class=\"font-claude-response-body break-words whitespace-normal\" dir=\"ltr\" data-sourcepos=\"39:1-39:200;2657-2856\">A starter serves one of two purposes: activating relevant prior knowledge, or settling the class and establishing routine at the start of the lesson. It should be short (5-10 minutes) and low-stakes.<\/p>\n<p class=\"font-claude-response-body break-words whitespace-normal\" dir=\"ltr\" data-sourcepos=\"41:1-41:244;2858-3101\"><strong>Worked example:<\/strong> Pupils are shown two short advert slogans and asked to jot down, individually, which one they find more convincing and why \u2014 surfacing intuitive awareness of persuasive language before formal technique names are introduced.<\/p>\n<h2 class=\"mt-3 -mb-1 text-[1.125rem] font-bold\" dir=\"ltr\" data-sourcepos=\"43:1-43:39;3103-3141\"><span class=\"ez-toc-section\" id=\"Component_4_Main_Teaching_Sequence\"><\/span>Component 4: Main Teaching Sequence<span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p class=\"font-claude-response-body break-words whitespace-normal\" dir=\"ltr\" data-sourcepos=\"45:1-45:186;3143-3328\">This is the substantive core of the lesson plan, and it&#8217;s usually where the most planning detail is expected. A commonly used structure follows an <strong>I do \u2192 We do \u2192 You do<\/strong> progression:<\/p>\n<p class=\"font-claude-response-body break-words whitespace-normal\" dir=\"ltr\" data-sourcepos=\"47:1-47:308;3330-3637\"><strong>I do (modeling):<\/strong> The teacher explicitly demonstrates the skill. For the persuasive writing example: the teacher reads a short persuasive extract aloud, thinking aloud about how to identify a rhetorical question and articulate its effect, modeling the exact thought process pupils will need to replicate.<\/p>\n<p class=\"font-claude-response-body break-words whitespace-normal\" dir=\"ltr\" data-sourcepos=\"49:1-49:393;3639-4031\"><strong>We do (guided practice):<\/strong> The class works through a similar task together, with the teacher scaffolding and prompting rather than doing the work independently. For example, annotating a second extract as a whole class, with the teacher cold-calling pupils to identify techniques while providing sentence starters for weaker responses (&#8220;This technique makes the reader feel&#8230; because&#8230;&#8221;).<\/p>\n<p class=\"font-claude-response-body break-words whitespace-normal\" dir=\"ltr\" data-sourcepos=\"51:1-51:172;4033-4204\"><strong>You do (independent practice):<\/strong> Pupils apply the skill independently on a new, unseen extract, writing their own analysis using the sentence structures modeled earlier.<\/p>\n<p class=\"font-claude-response-body break-words whitespace-normal\" dir=\"ltr\" data-sourcepos=\"53:1-53:358;4206-4563\">This progression matters pedagogically because it provides decreasing scaffolding as pupil confidence and competence increase \u2014 jumping straight to independent practice without modeling or guided practice is a common early-trainee mistake that produces poor-quality independent work, simply because pupils haven&#8217;t yet seen what a strong response looks like.<\/p>\n<h2 class=\"mt-3 -mb-1 text-[1.125rem] font-bold\" dir=\"ltr\" data-sourcepos=\"55:1-55:32;4565-4596\"><span class=\"ez-toc-section\" id=\"Component_5_Differentiation\"><\/span>Component 5: Differentiation<span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p class=\"font-claude-response-body break-words whitespace-normal\" dir=\"ltr\" data-sourcepos=\"57:1-57:263;4598-4860\">Differentiation is one of the most consistently underdeveloped areas in trainee lesson plans, and one of the most heavily assessed against Teachers&#8217; Standard 5. It should be planned explicitly for specific pupils or groups, not written as a generic afterthought.<\/p>\n<p class=\"font-claude-response-body break-words whitespace-normal\" dir=\"ltr\" data-sourcepos=\"59:1-59:93;4862-4954\"><strong>Weak differentiation note:<\/strong> &#8220;Support lower ability pupils; extend higher ability pupils.&#8221;<\/p>\n<p class=\"font-claude-response-body break-words whitespace-normal\" dir=\"ltr\" data-sourcepos=\"61:1-61:49;4956-5004\"><strong>Strong differentiation note, worked example:<\/strong><\/p>\n<ul class=\"[li_&amp;]:mb-0 [li_&amp;]:mt-1 [li_&amp;]:gap-1 [&amp;:not(:last-child)_ul]:pb-1 [&amp;:not(:last-child)_ol]:pb-1 list-disc flex flex-col gap-1 pl-8 mb-3 print:block print:space-y-1\" dir=\"ltr\" data-sourcepos=\"62:1-63:248;5005-5589\">\n<li class=\"font-claude-response-body whitespace-normal break-words pl-2\" data-sourcepos=\"62:1-62:337;5005-5341\"><strong>For pupils working below age-related expectations<\/strong> (e.g., three named pupils with identified literacy needs): provide a writing frame with sentence starters for each success criterion, and a pre-highlighted extract identifying where each technique occurs, so the cognitive load shifts from <em>finding<\/em> techniques to <em>explaining<\/em> them<\/li>\n<li class=\"font-claude-response-body whitespace-normal break-words pl-2\" data-sourcepos=\"63:1-63:248;5342-5589\"><strong>For pupils working above age-related expectations:<\/strong> remove the sentence-starter <a href=\"https:\/\/us.allassignmentsupport.com\/blog\/scaffolding-and-the-zone-of-proximal-development-explained\/\">scaffold<\/a> and additionally ask them to evaluate which technique is most effective and justify their reasoning, extending the task from identification to evaluation<\/li>\n<\/ul>\n<p class=\"font-claude-response-body break-words whitespace-normal\" dir=\"ltr\" data-sourcepos=\"65:1-65:191;5591-5781\">Specific, named differentiation strategies (rather than a generic &#8220;support\/extend&#8221; note) demonstrate genuine awareness of individual pupil needs, which is precisely what Standard 5 assesses.<\/p>\n<h2 class=\"mt-3 -mb-1 text-[1.125rem] font-bold\" dir=\"ltr\" data-sourcepos=\"67:1-67:46;5783-5828\"><span class=\"ez-toc-section\" id=\"Component_6_Assessment_for_Learning_AfL\"><\/span>Component 6: Assessment for Learning (AfL)<span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p class=\"font-claude-response-body break-words whitespace-normal\" dir=\"ltr\" data-sourcepos=\"69:1-69:164;5830-5993\">This section describes how the teacher will check <a href=\"https:\/\/us.allassignmentsupport.com\/blog\/formative-vs-summative-assessment-in-the-classroom\/\">understanding <em>during<\/em> the lesson<\/a>, not only through final written work. Common AfL strategies to plan explicitly:<\/p>\n<ul class=\"[li_&amp;]:mb-0 [li_&amp;]:mt-1 [li_&amp;]:gap-1 [&amp;:not(:last-child)_ul]:pb-1 [&amp;:not(:last-child)_ol]:pb-1 list-disc flex flex-col gap-1 pl-8 mb-3 print:block print:space-y-1\" dir=\"ltr\" data-sourcepos=\"71:1-73:190;5995-6482\">\n<li class=\"font-claude-response-body whitespace-normal break-words pl-2\" data-sourcepos=\"71:1-71:153;5995-6147\"><strong>Targeted questioning<\/strong> \u2014 planning specific questions for specific pupils based on known prior attainment, not just open questions to the whole class<\/li>\n<li class=\"font-claude-response-body whitespace-normal break-words pl-2\" data-sourcepos=\"72:1-72:145;6148-6292\"><strong>Mini-whiteboards<\/strong> \u2014 all pupils show an answer simultaneously, letting the teacher scan for misconceptions across the whole class in seconds<\/li>\n<li class=\"font-claude-response-body whitespace-normal break-words pl-2\" data-sourcepos=\"73:1-73:190;6293-6482\"><strong>Live marking during independent work<\/strong> \u2014 circulating with a specific focus (e.g., checking whether pupils can correctly name techniques before moving on to checking explanation quality)<\/li>\n<\/ul>\n<p class=\"font-claude-response-body break-words whitespace-normal\" dir=\"ltr\" data-sourcepos=\"75:1-75:358;6484-6841\"><strong>Worked example:<\/strong> During the &#8220;We do&#8221; phase, the teacher plans to specifically question two pupils whose baseline assessment data suggested a weaker grasp of figurative language, checking their understanding before releasing the class to independent work \u2014 rather than assuming the whole class is ready based on a few confident volunteers&#8217; correct answers.<\/p>\n<h2 class=\"mt-3 -mb-1 text-[1.125rem] font-bold\" dir=\"ltr\" data-sourcepos=\"77:1-77:24;6843-6866\"><span class=\"ez-toc-section\" id=\"Component_7_Plenary\"><\/span>Component 7: Plenary<span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p class=\"font-claude-response-body break-words whitespace-normal\" dir=\"ltr\" data-sourcepos=\"79:1-79:144;6868-7011\">The plenary consolidates learning and checks it against the original objective and success criteria \u2014 it should not simply be &#8220;pack away time.&#8221;<\/p>\n<p class=\"font-claude-response-body break-words whitespace-normal\" dir=\"ltr\" data-sourcepos=\"81:1-81:358;7013-7370\"><strong>Worked example:<\/strong> Pupils complete an exit ticket: &#8220;Name one persuasive technique you learned today, and explain its effect in one sentence.&#8221; The teacher collects these to inform planning for the next lesson (e.g., if many pupils still can&#8217;t articulate <em>effect<\/em>, the next lesson may need to revisit that specifically, rather than moving on to new content).<\/p>\n<h2 class=\"mt-3 -mb-1 text-[1.125rem] font-bold\" dir=\"ltr\" data-sourcepos=\"83:1-83:41;7372-7412\"><span class=\"ez-toc-section\" id=\"A_Complete_Worked_Lesson_Plan_Summary\"><\/span>A Complete Worked Lesson Plan Summary<span class=\"ez-toc-section-end\"><\/span><\/h2>\n<div class=\"overflow-x-auto w-full px-2 mb-6 print:overflow-x-visible\" dir=\"ltr\" data-sourcepos=\"85:1-95:67;7414-8197\">\n<table class=\"min-w-full border-collapse text-sm leading-[1.7] whitespace-normal\">\n<thead class=\"text-left\">\n<tr>\n<th class=\"text-text-100 border-b-0.5 border-[hsl(var(--border-300)\/0.6)] py-2 pr-4 align-top font-bold\" scope=\"col\">Component<\/th>\n<th class=\"text-text-100 border-b-0.5 border-[hsl(var(--border-300)\/0.6)] py-2 pr-4 align-top font-bold\" scope=\"col\">Content<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td class=\"border-b-0.5 border-[hsl(var(--border-300)\/0.3)] py-2 pr-4 align-top\">Objective<\/td>\n<td class=\"border-b-0.5 border-[hsl(var(--border-300)\/0.3)] py-2 pr-4 align-top\">Identify and explain the effect of three persuasive techniques<\/td>\n<\/tr>\n<tr>\n<td class=\"border-b-0.5 border-[hsl(var(--border-300)\/0.3)] py-2 pr-4 align-top\">Success criteria<\/td>\n<td class=\"border-b-0.5 border-[hsl(var(--border-300)\/0.3)] py-2 pr-4 align-top\">Name techniques; find examples; explain effect in full sentences<\/td>\n<\/tr>\n<tr>\n<td class=\"border-b-0.5 border-[hsl(var(--border-300)\/0.3)] py-2 pr-4 align-top\">Starter<\/td>\n<td class=\"border-b-0.5 border-[hsl(var(--border-300)\/0.3)] py-2 pr-4 align-top\">Compare two advert slogans, individually rank persuasiveness<\/td>\n<\/tr>\n<tr>\n<td class=\"border-b-0.5 border-[hsl(var(--border-300)\/0.3)] py-2 pr-4 align-top\">I do<\/td>\n<td class=\"border-b-0.5 border-[hsl(var(--border-300)\/0.3)] py-2 pr-4 align-top\">Teacher models annotating an extract, thinking aloud<\/td>\n<\/tr>\n<tr>\n<td class=\"border-b-0.5 border-[hsl(var(--border-300)\/0.3)] py-2 pr-4 align-top\">We do<\/td>\n<td class=\"border-b-0.5 border-[hsl(var(--border-300)\/0.3)] py-2 pr-4 align-top\">Whole-class annotation of a second extract, teacher scaffolds with sentence starters<\/td>\n<\/tr>\n<tr>\n<td class=\"border-b-0.5 border-[hsl(var(--border-300)\/0.3)] py-2 pr-4 align-top\">You do<\/td>\n<td class=\"border-b-0.5 border-[hsl(var(--border-300)\/0.3)] py-2 pr-4 align-top\">Independent annotation of a new extract<\/td>\n<\/tr>\n<tr>\n<td class=\"border-b-0.5 border-[hsl(var(--border-300)\/0.3)] py-2 pr-4 align-top\">Differentiation<\/td>\n<td class=\"border-b-0.5 border-[hsl(var(--border-300)\/0.3)] py-2 pr-4 align-top\">Writing frames + pre-highlighted text for named pupils; evaluation extension for higher attainers<\/td>\n<\/tr>\n<tr>\n<td class=\"border-b-0.5 border-[hsl(var(--border-300)\/0.3)] py-2 pr-4 align-top\">AfL<\/td>\n<td class=\"border-b-0.5 border-[hsl(var(--border-300)\/0.3)] py-2 pr-4 align-top\">Targeted questioning of two specific pupils during &#8220;We do&#8221;; live marking during independent work<\/td>\n<\/tr>\n<tr>\n<td class=\"border-b-0.5 border-[hsl(var(--border-300)\/0.3)] py-2 pr-4 align-top\">Plenary<\/td>\n<td class=\"border-b-0.5 border-[hsl(var(--border-300)\/0.3)] py-2 pr-4 align-top\">Exit ticket: name a technique and explain its effect<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<h2 class=\"mt-3 -mb-1 text-[1.125rem] font-bold\" dir=\"ltr\" data-sourcepos=\"97:1-97:27;8199-8225\"><span class=\"ez-toc-section\" id=\"Common_Student_Mistakes\"><\/span>Common Student Mistakes<span class=\"ez-toc-section-end\"><\/span><\/h2>\n<ul class=\"[li_&amp;]:mb-0 [li_&amp;]:mt-1 [li_&amp;]:gap-1 [&amp;:not(:last-child)_ul]:pb-1 [&amp;:not(:last-child)_ol]:pb-1 list-disc flex flex-col gap-1 pl-8 mb-3 print:block print:space-y-1\" dir=\"ltr\" data-sourcepos=\"99:1-102:208;8227-9093\">\n<li class=\"font-claude-response-body whitespace-normal break-words pl-2\" data-sourcepos=\"99:1-99:187;8227-8413\"><strong>Writing objectives that can&#8217;t be assessed<\/strong> \u2014 vague verbs like &#8220;understand&#8221; or &#8220;know&#8221; don&#8217;t specify an observable outcome; use verbs like &#8220;identify,&#8221; &#8220;explain,&#8221; &#8220;compare,&#8221; &#8220;evaluate&#8221;<\/li>\n<li class=\"font-claude-response-body whitespace-normal break-words pl-2\" data-sourcepos=\"100:1-100:183;8414-8596\"><strong>Treating differentiation as a generic label rather than a planned strategy<\/strong> \u2014 &#8220;support weaker pupils&#8221; isn&#8217;t differentiation; a specific scaffold, resource, or task adaptation is<\/li>\n<li class=\"font-claude-response-body whitespace-normal break-words pl-2\" data-sourcepos=\"101:1-101:289;8597-8885\"><strong>Skipping the &#8220;We do&#8221; stage<\/strong> \u2014 moving directly from modeling to independent work removes the guided practice pupils need to attempt the task successfully, often resulting in poor independent outcomes that then get misread as a behavior or motivation problem rather than a planning gap<\/li>\n<li class=\"font-claude-response-body whitespace-normal break-words pl-2\" data-sourcepos=\"102:1-102:208;8886-9093\"><strong>Planning assessment only as the final task<\/strong> \u2014 AfL should happen <em>during<\/em> the lesson, allowing the teacher to adjust pace or grouping in real time, not only be discovered after marking books that evening<\/li>\n<\/ul>\n<p>If you need support with PGCE coursework, reflective assignments, lesson planning, or other teacher-training academic work, our <strong><a href=\"https:\/\/us.allassignmentsupport.com\/pgce-assignment-help\">PGCE Assignment Help<\/a><\/strong> service provides guidance with academic writing, educational research, critical analysis, and placement-related assignments.<\/p>\n<h2 class=\"mt-3 -mb-1 text-[1.125rem] font-bold\" dir=\"ltr\" data-sourcepos=\"104:1-104:30;9095-9124\"><span class=\"ez-toc-section\" id=\"Frequently_Asked_Questions\"><\/span>Frequently Asked Questions<span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p class=\"font-claude-response-body break-words whitespace-normal\" dir=\"ltr\" data-sourcepos=\"106:1-107:270;9126-9438\"><strong>How long should a PGCE lesson plan be?<\/strong> There&#8217;s no fixed length \u2014 providers often specify a template, but the more important standard is whether every component (objective, success criteria, differentiation, AfL) is specific enough that another teacher could deliver the lesson coherently from the plan alone.<\/p>\n<p class=\"font-claude-response-body break-words whitespace-normal\" dir=\"ltr\" data-sourcepos=\"109:1-110:294;9440-9809\"><strong>Do I need a full written lesson plan for every lesson during placement?<\/strong> Typically yes during PGCE placements, particularly for observed lessons, since the plan itself is evidence of pedagogical reasoning assessed against the Teachers&#8217; Standards \u2014 this expectation usually reduces once qualified, when planning becomes more internalized and less formally documented.<\/p>\n<p class=\"font-claude-response-body break-words whitespace-normal\" dir=\"ltr\" data-sourcepos=\"112:1-113:273;9811-10162\"><strong>What&#8217;s the difference between a learning objective and a learning outcome?<\/strong> An objective is often framed as the intended target (&#8220;pupils will be able to&#8230;&#8221;), while an outcome describes what pupils actually demonstrated by the end of the lesson \u2014 the gap between the two (if any) is often useful material for reflective evaluation after the lesson.<\/p>\n<p class=\"font-claude-response-body break-words whitespace-normal\" dir=\"ltr\" data-sourcepos=\"115:1-116:313;10164-10541\"><strong>Why is the &#8220;I do, we do, you do&#8221; structure so commonly used?<\/strong> Because it provides a gradual release of responsibility, matching support to pupil confidence at each stage \u2014 jumping straight to independent work without modeling or guided practice tends to produce weaker outcomes, since pupils haven&#8217;t yet seen a successful example of the task they&#8217;re being asked to complete.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>A lesson plan is the single most heavily scrutinized artifact of PGCE placement \u2014 mentors and university tutors use it [&hellip;]<\/p>\n","protected":false},"author":2,"featured_media":2681,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_seopress_robots_primary_cat":"none","_seopress_titles_title":"PGCE Lesson Planning: Full Worked Example Guide","_seopress_titles_desc":"Learn how to write a PGCE lesson plan with a complete worked example \u2014 objectives, success criteria, differentiation, AfL, and the I do\/We do\/You do 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