There is no single best approach in teaching. This new text challenges the idea that there is a ‘best way' to teach. Instead, the authors explain, a more pragmatic approach is required. Teachers need a range of skills and strategies to select from, work with and adapt. Every school, cohort, class and child is different. Beyond that, strategies that worked well with a class last week, may prove ineffective the next.

Lesson Planning

Lesson planning

Teachers' Standard 4 – Plan and Teach Well-structured Lessons

This section aims to support you in establishing strategies to plan lessons that encourage learning. However, the overarching nature of planning does mean that targets can overlap with other standards, such as those relevant to the following.

  • Planning for progress (TS2).
  • Developing your subject knowledge for teaching (TS3).
  • Planning for differentiation (TS5), assessment (TS6), or behaviour (TS7).


Planning a lesson is rather like planning a journey, which starts by establishing where you want to go. Invariably, there will be a number of routes you could take to arrive at your final destination and there are a range of different modes of transport to help you get there. Sometimes you might take the shortest route, at other ...

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