Structural Learning · INSET planning
INSET planning checklist
Blank planning checklist
Use this checklist to prepare a coherent day. It is a planning prompt, not a quality score or staff appraisal.
| Planning area | Question to resolve | Decision or next action |
|---|---|---|
| Need | What classroom issue and baseline evidence justify the focus? | |
| One practice | What precise move will staff practise? | |
| Sources | Which source passage supports the approach and its limits? | |
| Model | Who will demonstrate the move and explain their decisions? | |
| Rehearsal | Where will staff practise, receive feedback and try again? | |
| Adaptation | How will phase, subject and access needs shape the examples? | |
| Time and resources | Do activities and breaks fit the day? Are materials ready? | |
| Peer support | Who can help after the session, and when? | |
| Trial and evidence | What will be tried, and what anonymous evidence is useful? | |
| Review | Who owns the review and how will the plan change? |
Structural Learning · INSET planning
INSET planning checklist
Worked example
Use this checklist to prepare a coherent day. It is a planning prompt, not a quality score or staff appraisal.
Primary and secondary planning example
| Planning area | Question to resolve | Decision or next action |
|---|---|---|
| Need | What classroom issue and baseline evidence justify the focus? | Use a teacher-created response example to identify whether a diagnostic question reveals reasoning. |
| One practice | What precise move will staff practise? | Use the shared diagnostic-question routine in one chosen lesson. |
| Sources | Which source passage supports the approach and its limits? | Read the EEF professional development guidance and record relevant passages; avoid claiming an impact guarantee. |
| Model | Who will demonstrate the move and explain their decisions? | CPD lead models the routine, including a decision to explain again. |
| Rehearsal | Where will staff practise, receive feedback and try again? | Use both practice slots in triads: teacher, response partner and observer. Give descriptive feedback and retry. |
| Adaptation | How will phase, subject and access needs shape the examples? | Primary: equal-sized fraction wholes. Secondary: departments choose a concept and subject vocabulary. Offer printed prompts and a quiet option. |
| Time and resources | Do activities and breaks fit the day? Are materials ready? | 09:00–15:00 totals 360 minutes, including 75 minutes of breaks. Check room, materials and accessibility. |
| Peer support | Who can help after the session, and when? | Colleagues agree a short check-in and a way to request support. |
| Trial and evidence | What will be tried, and what anonymous evidence is useful? | Primary: Year 4 fractions question. Secondary: subject question, such as mass versus weight. Record the teaching response, without names. |
| Review | Who owns the review and how will the plan change? | CPD lead agrees illustrative two- and six-week check-ins with phase/department owners; retain, adapt or revisit the focus. |
Confirm the source passages and access needs with facilitators before sharing the agenda.