Cambridge Professional Development

Exemplar: CIDT&L Module 2

2018-2020 (4165) – Audio transcriptions
T1 Module 2: Lesson Plan 1

The first lesson plan should evidence how lesson-planning skills have been developed and extended since
Module 1. The key features to note in this teacher’s first lesson plan are:
 the purpose of the lesson is obvious, the plan has clearly stated learning objectives and a coherent
structure with a clear beginning, middle and conclusion
 there are well-defined links to the students’ previous learning and the learner activities have clear links to
the learning objectives
 the teaching methods and student learning activities mostly lend themselves to active learning approaches
 the main body of the plan evidences planning for inclusive learning by showing that a variety of teaching
methods and learning activities will be used, the teacher has actually indicated what learner activities have
been deliberately differentiated and by what method
 a range of formative assessment methods are planned to be used throughout the lesson to support and
monitor the students’ learning
 a variety of learning materials and resources will be used to support learning and teaching
 immediately after the lesson the teacher has recorded their initial reflections on what aspects made the
lesson inclusive, what they thought went well in the lesson, and what aspects they would like to improve in
future practice

T1 Module 2: Lesson Plan 2

The second lesson plan should evidence of how lesson planning skills have been further extended since
receiving feedback from the first observed lesson. The key features to note in this teacher’s second lesson
plan are:
 the purpose of the lesson is again obvious with clearly stated learning objectives but in this plan the
structure is not so coherent, this is because although it starts with a clear beginning, the middle section is
very long and leaves little time to conclude the lesson
 there are well-defined links to the students’ previous learning and the learner activities again have clear
links to the learning objectives
 the teaching methods and student learning activities again lend themselves to active learning approaches
 to make sure the learning of all the students is progressed, including those of high ability, the new
approach being developed is a small group learning activity that is differentiated by task design
 immediately after the lesson the teacher has recorded their initial reflections on what aspects made the
lesson inclusive, what they thought went well in the lesson, and what aspects they would like to improve in
future practice

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Exemplar: CIDT&L Module 2 2018-2020 (4165) – Audio transcriptions