When discussing planning and implementation:

• Guide the student teacher in terms of the structure for the lesson (introduction, body and conclusion).
• Forewarn your student teacher to expect the unexpected. Remind them that teaching is often about making instant decisions to adapt to the situation at hand.
• As unforeseen factors may influence implementing the planned lesson, discuss various scenarios with them, such as running out of time. Allow the student teacher to reflect on possible solutions and guide their thinking or make suggestions. Do not prescribe what should be done.
• Remember novice teachers do not have the experience to distinguish between important and insignificant content. They may attempt to teach ‘everything’. Discuss the key concept(s) by referring to curriculum documents and annual assessment plans.
• Outline how the introduction stimulates learners' interests in the key concept(s) while the body of the lesson engages learners in hands-on activities associated with these key concept(s). The conclusion allows learners to demonstrate their understanding of the key concept(s).
• Highlight that assessment is embedded throughout the lesson. The introduction can be used for diagnostic assessment or to determine prior knowledge. The body and conclusion should demonstrate their learning.
• Share ideas about weighting time across the introduction, body and conclusion.
• Discuss the use of homework as part of the either the preparation or informal assessment process. The student teacher must avoid the ‘overload’ trap which does not take into account the lived circumstances of learners: chores, travel time, shared resources, etc.