Hi Lesley Ann,
I agree that the page lesson plan would be a nightmare if you had to do it every lesson. Legally the school can only ask to see your lesson notes, which can take any form that you choose. As union rep, I managed to negoiate a much more pratical solution which involved handing in lesson notes with aims, objectives and differentiated outcomes. If you get the chance, could you please upload a blank copy as it sounds like an interesting idea. For now, I'm just going to print of the class data from Sims for my Active Learning Files.
Just to double check, you explictly demonstrate differentiation and using data to plan through your proforma and your seating plan?
Your lesson notes negotiation sounds far more do able and sensible than the 1500 to 2500 word plans I was producing whilst in SM - to be fair Ofsted did keep walking off with my detailed plans, smiling and asking 'can I keep this example?' I had NO LIFE during SM - hence disappearing for some 18 months - We needed someone like you to negotiate the lesson notes.
I'll upload the proforma in the morning. I designed it this half term with 'no notice inspections' in mind.
The proforma identifies the SEND student by their initials (privacy) - it states SA or SA plus - their need - e.g. SA weak literacy including Reading age/spelling age
then some generic differentiation that is available to them in every lesson for them - dictionary available, break down learning into smaller parts, repeat instructions, spelling lists, record HW, netbooks available, differentiated SMOG tested work materials, foundation books
This means on the main lesson plan - you can then add any other specific differentiation you may have for the tasks involved in that lesson.
The proforma should also have room for any GnT students again initials then state what differentiation/challenge is available to them
Seating plan - I run my off a PPT slide - it states KS3 target or FFTA GCSE - all my desks are set out so the children are sat in learning groups. SEND names are in a different font or in bold - so using the initials on the proforma to a different font/bold on seating plan - they can cross reference - it protects the privacy of the child, The seating plan can also identify GnT with a symbol or star next to their name. I think identifying the SEND/GnT and target is enough on the seating plan.
I think a spare file of this information in duplicate - 2 proformas, 2 seating plans, 2 markbook lists - so when the no notice comes your file is ready to rock and roll.
I think I read that you said that you also put the current level on the seating plan? I have not done that. I feel that is just too much to keep up dating on the seating plan, you would be updating it all the time. I have a class/mark book list with that information on exported from SIMS which I keep up to date after assessments. I'm sure they can cross reference that data too whilst in the classroom.
We have been advised to have class lists with the following:
FFTA target grade or NC target level,
FSM (free school meals),
reading age and spelling age for every child.
Marking in green pen by teacher - two stars and a wish - although I sometimes struggle with two stars but never with the wishes!
Self assessment/peer assessment by students in red pen
as promised the lesson front cover example