Around 4 minutes to read · Updated 10 September 2026
Published by Serious Sports Training Academy
At a glance
- Identify the exact brief and version before planning.
- Keep confirmed instructions separate from your proposals.
- Give each teaching block a purpose and an information source.
- Check the plan against the brief before rehearsing it.
1. Give the plan a clear starting point
Active IQ describes planning and delivering classes as part of the aim of its Level 3 Diploma in Instructing Pilates Matwork (501/1778/6). Its current notice says this award will be withdrawn from new learner registrations from 31 December 2026. That does not establish which award SSTA offers or your provider’s assessment brief. Start with the document actually issued to you and record its title, date and task reference at the top of your plan.
Use three headings on a first sheet: supplied instructions, my planning choices, and questions still open. Copy essential instructions accurately and note the page where you found them. If your brief gives no duration, record that gap instead of borrowing a duration from an online sample.
2. See how a fictional planning sheet works
In this invented study example, Rowan is organising a paper rehearsal that covers a welcome, a review of an already supplied teaching block and a closing summary. These are document-planning activities, not a class programme or an assessment template.
Scroll sideways to compare the columns. Row labels stay visible.
| Plan field | Fictional completed entry | Reason for including it |
|---|---|---|
| Document identity | Rowan, paper rehearsal, version 2, 10 September | Makes the copy being discussed identifiable. |
| Purpose | Explain where the supplied teaching block fits in the brief. | States a checkable task rather than “teach well”. |
| Content reference | Use the block on the supplied sheet, retaining its title. | Keeps movement content attached to its actual source. |
| Delivery notes | Introduce the block; point to its heading; invite a question. | Separates communication from exercise selection. |
| Open question | Does the final submission need a separate rationale? | Makes an unresolved requirement visible. |
| Revision | Moved source reference beside the relevant block. | Records an actual change for the next reader. |
3. Make the working page easy to follow
Give each block its own row with space for purpose, source, communication notes, timing if specified, and a check or question. Use the same block names as your supplied materials. Renaming everything can make it harder to compare a plan with the brief, even when the writing sounds more polished.
Put a short prompt in the delivery column rather than a paragraph you would need to read aloud. Keep background reasoning in a separate note where the brief allows it. If a change affects several blocks, update the version number and search the document for the old wording so contradictory copies do not remain.
4. Run a paper walkthrough
Read the plan from top to bottom without filling gaps from memory. Mark every moment where you need another document, an unexplained abbreviation or an answer you do not have. Then compare each explicit requirement in the actual brief with its location in your plan.
Your finished output is a legible draft plus a short unresolved-question list. Test it by covering your notes and explaining what each column does. A complete document still needs the review required by your course; this exercise does not establish assessment readiness.
- Every named block can be traced to the supplied material.
- Confirmed requirements and proposed choices are visibly different.
- The latest version is obvious.
- Unanswered questions have not become invented facts.
Common questions
Frequently asked questions
Should I use an online class plan as my assessment template?
Only if your course explicitly accepts that format. You can learn from its organisation, but map your own document to the brief you actually received and retain its terminology.
What goes in the plan when a requirement is missing?
Record the missing requirement as an open question with the document you checked. Continue organising the confirmed material without inventing a duration, sequence or marking rule.
Sources and further reading
Continue researching