PGCE Lesson Planning and Curriculum 2 — Questions and Answers
Question 1: A trainee teacher is told by their mentor that their lessons lack 'pace.' What does this most likely mean in the context of lesson planning?
- The lesson moves too quickly for pupils to understand
- The timing and transitions between activities need improvement to maintain engagement and momentum (Correct answer)
- The teacher needs to speak faster
- The lesson contains too many activities
Correct answer: The timing and transitions between activities need improvement to maintain engagement and momentum
Lesson pace refers to the flow and momentum of learning. Good pace means activities are well-timed, transitions are smooth, and there is an appropriate balance between teacher input and pupil activity to maintain engagement throughout.
Question 2: Which of the following best describes Rosenshine's Principles of Instruction in the context of lesson planning?
- A set of 10 research-based principles including daily review, small steps, guided practice, and regular checking for understanding (Correct answer)
- A theory that pupils learn best through entirely unstructured discovery
- A behaviour management framework for secondary schools
- A government-mandated teaching approach for all UK schools
Correct answer: A set of 10 research-based principles including daily review, small steps, guided practice, and regular checking for understanding
Rosenshine's Principles of Instruction are 10 evidence-based principles derived from cognitive science and classroom research. They include daily review, presenting new material in small steps, asking questions, providing models, and guided practice.
Question 3: When planning cross-curricular links in a Year 8 geography lesson about climate change, which Teachers' Standard is most directly being addressed?
- Standard 1 — Set high expectations
- Standard 3 — Demonstrate good subject and curriculum knowledge, including making connections across subjects (Correct answer)
- Standard 7 — Manage behaviour effectively
- Standard 8 — Fulfil wider professional responsibilities
Correct answer: Standard 3 — Demonstrate good subject and curriculum knowledge, including making connections across subjects
Teachers' Standard 3 specifically requires teachers to demonstrate good subject and curriculum knowledge and to make connections between subjects. Cross-curricular planning directly addresses this standard.
Question 4: A PGCE trainee is planning a lesson but is unsure how much time to allocate to teacher talk versus pupil activity. What does evidence-based practice suggest?
- Teacher talk should dominate — pupils learn best by listening
- There should be zero teacher talk — pupils should discover everything independently
- Teacher explanation should be concise and focused, with the majority of lesson time devoted to purposeful pupil activity and practice (Correct answer)
- The exact ratio does not matter as long as the lesson finishes on time
Correct answer: Teacher explanation should be concise and focused, with the majority of lesson time devoted to purposeful pupil activity and practice
Research supports focused, concise teacher instruction followed by extensive guided and independent practice. This aligns with Rosenshine's principles and cognitive load theory — pupils need sufficient time to process, practise, and consolidate learning.
Question 5: What is the key difference between a scheme of work and an individual lesson plan?
- They are the same document used interchangeably
- A scheme of work outlines the sequence and progression of learning across a series of lessons, while a lesson plan details the specific activities, timings, and resources for a single lesson (Correct answer)
- A scheme of work is only used in primary schools
- A lesson plan covers an entire half-term while a scheme of work covers one lesson
Correct answer: A scheme of work outlines the sequence and progression of learning across a series of lessons, while a lesson plan details the specific activities, timings, and resources for a single lesson
A scheme of work provides the medium-term overview showing how learning progresses across multiple lessons within a unit or half-term. Individual lesson plans sit within this broader framework and detail the specifics of each lesson.
Question 6: When planning for the use of teaching assistants (TAs) in a lesson, what does research suggest is most effective?
- TAs should always work exclusively with the lowest-attaining pupils in a separate area
- TAs should be briefed on the lesson plan in advance and deployed to support specific learning objectives rather than always working with the same group (Correct answer)
- TAs do not need to know the lesson plan in advance
- TAs should manage behaviour while the teacher focuses solely on teaching content
Correct answer: TAs should be briefed on the lesson plan in advance and deployed to support specific learning objectives rather than always working with the same group
The Education Endowment Foundation research on TA deployment shows that TAs are most effective when they are briefed in advance, have clear roles linked to learning objectives, and are deployed flexibly rather than permanently attached to specific pupils.
PGCE Lesson Planning and Curriculum 2
A trainee teacher is told by their mentor that their lessons lack 'pace.' What does this most likely mean in the context of lesson planning?