Thinking Deeply about Primary Education (S1,E5) Task Design with Elliot Morgan
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Jan 30, 2021 Elliot Morgan, experienced in teaching and leading, shares insights on task-design, planning, professional development, and his teaching career. They discuss the importance of task design, exploration of dual coding and retrieval practice, and the need for individualized task design to suit specific classes and cohorts.
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Use Low-Entry, High-Exit Tasks
- Avoid multi-track differentiation that sets low ceilings; instead provide low-entry, high-exit tasks so all pupils access challenging work.
- Scaffold learning so lower-attaining pupils can engage with the same ambitious objectives as peers.
Foundations Need Deep Planning
- Foundation subjects demand more planning, subject knowledge and pedagogical content knowledge than recurring core lessons.
- Elliot spends more PPA time reading, planning medium-term sequences and building disciplinary understanding for foundations.
Assess Foundations With Two Focuses
- Plan foundation units for depth and continuity, using substantive and disciplinary assessments rather than KWL alone.
- Use keyword-led substantive checks and short disciplinary questions to reveal real understanding and cause-effect reasoning.