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Practical assignment 2

P2 – Produce a session plan for a minimum of 30 minutes

Mortar board iconTask Notes: This task is assessed by submission of a written piece of work, which is the session plan for your 30 minutes of microteaching.

To be able to complete this task you need to review the City and Guilds form 1.4; this is the proforma on which you should prepare your session plan for submission.

You will need to reflect on the effectiveness of your planning after the microteach delivery and complete form 1.5.

Session plans

You have already thought about planning in P1 by preparing your Scheme of Work. Session plans are the plans for each of the sessions in a Scheme of Work.

Like Schemes of Work, session plans are based on clearly defined aims and objectives. The ‘aim’ of a session may be the same as one of the objectives identified in the Scheme of Work; the session objectives will be this aim broken down into small specific steps.

Take the example of the theory driving test, which was used as an example in P1. The aim of one of the sessions may be:

  • to be able to make appropriate maintenance checks

From this aim the following session objectives might be identified:
(If you always start with the phrase: By the end of the session learners will be able to: you will find it easier to write good objectives)

  • check the head restraints are at the correct level to provide best protection in the event of a crash.
  • identify the information for recommended tyre pressures in the car handbook.
  • use a tyre gauge to check tyre pressures.
  • demonstrate how to check coolant level and identify when more coolant is required.
  • describe how to check for the minimum engine oil level.

Good objectives are SMART (specific, measurable, achievable, realistic, timebound).:

Sspecific (so the students can tell what they are expected to achieve)
Mmeasurable (in order to monitor progress so the students know when they have achieved)
Aachievable (not unrealistic or students will be de-motivated)
Rrelevant (linked to the overall aim of the course)
Ttimebound (so that achievement can be tracked against a set deadline)

Consider the 3rd objective in the list above.

Is it specific? Yes, learners know exactly what they have to do and how.

Is it measurable? Yes, a learner’s ability to tackle the task can be measured.

Is it achievable? – Yes, it should be achievable as it is part of the course assessment criteria.

Is it relevant? –  Yes, learners would expect to do this to be able to pass the test.

Is it timebound? – Yes, learners know they should be able to do this by the end of the session.

Session plans are not just about writing good objectives they also need to include the activities, resources and assessment methods being used.

When selecting the teaching methods and resources, you need to think not only about how you present the information to the learners but also about opportunities for formative assessment. Take the 3rd example again. How might you present this to the learners?

  • You could give a verbal exposition;
  • You could use a demonstration;
  • You could give them a handout explaining what to do;
  • You could give them a handout with step by step graphic illustrations;
  • You could show them a DVD;
  • You could just give them a tyre gauge and let them have a go!!

Whichever method you choose, you need to think about the needs of your learners. Is there opportunity for them all to participate? Are any deaf? Do any have reading difficulties? What are the preferred learning styles?

The learning objective states that the learners will be able to use a tyre pressure gauge to check tyre pressures. To assess whether this objective has been achieved, you need to plan an activity, which gives the learners an opportunity to show that they can use the gauge. So perhaps your resources for this session would need to include appropriate equipment such as tyres and gauges.

You need to ensure that there is a clear structure to your planned session; make sure you plan an introduction, some main content and a summary.

You should also ensure that you plan activities so your learners can participate – do not plan a session where your learners are passive throughout as this can be very demotivating. For each activity you should give consideration to what the teacher is doing and to what the learner is doing. If the teacher is explaining - the learner is listening; if the teacher is demonstrating - the learner is watching and listening; if the teacher is observing a group activity - the learner is taking part in a group activity. The learner is only actively participating in one of these – can you identify which one?

Some points to help in planning your sessions:

  • Most activities take longer than you expect – don’t try to cram too much in.
  • Plan for differentiated or extension activities (some learners work faster than others).
  • Always prepare too much – have something to fall back on in case the activities don’t take as long as you expect.
  • Keep the momentum by planning several short activities in which learners can participate fully rather than one long task.
  • Keep the teacher talk down to a minimum – you do need to explain some things but try to find alternative ways of presenting information.
  • Be prepared to change your plan as you go along if necessary.
  • Start with an ice breaker or climate setter.
  • Plan an introduction, main content and summary.
  • Ensure that there is some formative assessment included.

Now, think about what you want to do for your microteach and design a plan for these 30 minutes on Form 1.4.

Brain IconTopics to research/review:


  • Session plans.
  • Aims and objectives.
  • Bloom’s taxonomy (writing objectives).
  • Active and passive learning.
  • Teaching methods and resources.
  • Assessment methods.

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