Year 10 Lesson Plans

IntroductionNo Pens Day Wednesday lesson plans have been created by practising mainstream teachers and speech and language therapists. These have then been quality assured by a specialist speech and language therapist to ensure they are fit for purpose.

Lesson plans The lesson plans provide an example for schools to adapt and build on, though they can be used as they are if this fits in with your planning.

Teachers can use plans from different year groups and adapt them as necessary to be appropriate for the students you work with. Lesson plans aim to follow good practice principles; e.g. they

Identify explicit learning objectives. Support use of questioning, using Blooms taxonomy, to support learning. Include plenary sessions that encourage pupils to reflect on their learning.

Some lessons include reflection on how the “no pens” theme of the day has affected learning. This could be a discussion you could have in any lesson in order to gather pupils’ views on how an emphasis on talk in the classroom has impacted on their learning and enjoyment of lessons.

Each lesson plan also has key vocabulary identified, which is listed in the vocabulary section of the lesson plan. Vocabulary is key for all pupils, particularly those whose language is not at an age appropriate level or pupils learning English as an additional language. Teaching vocabulary explicitly as part of a lesson, using tried and tested strategies can make a significant difference to these pupils in particular. Teachers can have a look at strategies for supporting vocabulary in class in the information for staff section of our website.

A speaking and listening objective has also been identified for each lesson. Some have been taken from guidelines previously made available, whilst others have been taken from our Universally Speaking guides (available to download and order for free from www.thecommunicationtrust.org.uk/universallyspeaking), which track language development throughout the secondary years. Many lesson plans predate the curriculum changes that were introduced in September 2014, so not all spoken language objectives link specifically to the spoken language requirements of the 2014 curriculum. However, the principles of including spoken language in your planning and considering spoken language objectives as part of every lesson remains the same. Therefore, we have continued to include the older plans, and if you wish, you can adapt the spoken language objectives to best suit the needs of your lesson and pupils.

How do no pens activities support pupils with special educational needs and disabilities (SEND)?

The aim of No Pens Day Wednesday is to include all children in spoken language activities to support their learning. This includes children who require SEN support, many of whom will have speech, language and communication needs (SLCN).

The SEND Code of Practice, which came into effect in September 2014, emphasises the importance of all teachers playing an important role in identifying and supporting those who have SEND. By taking part in No Pens Day Wednesday you will be able to access and put in place lots of great ways to build in quality support for all children’s communication across the school/setting. This is an important part of removing barriers to learning and engaging in inclusive practice. You’ll also be able to access information and guidance that can help you better understand how to identify and support children who are struggling.

By placing a focus on spoken language in your setting, you may find that you’re more able to spot those children who are struggling with their speech, language and communication development. For those children and young people who have already been identified as requiring SEN support, placing a focus in spoken language means that you are encouraging them to develop their skills in this important area of their development, which is the foundation for so much of their learning.

Lesson plans could also be adapted to link with any objectives that have been set by specialist colleagues, such as a speech and language therapist.

You can find out more about identifying and supporting children with SEND, and in particular those with SLCN in our pack of strategies for every classroom, which can be found in the information for staff section of our website.

Year 10 lesson plans – Spanish

Class: Teacher: Date: Lesson: Spanish - Facebook Lesson Objectives:

- To be able to describe physical traits and hobbiesSpeaking and Listening Objectives:

- Listening to others and participating in a group to develop ideas

- Presentation skills- Asking questions and listening to answers

ActivityFacebook page

Differentiation: Resources

Vocabulary:Spanish vocabulary associated with physical appearance and hobbies

Pupils to find out more/less information about others in the class

Encourage all pupils to be involved in discussions – support staff to support groups as needed. More confident pupils to have the role of summariser.

A range of different photographs

Template below taken from www.tes.com

Starter:Tell the class what the starter activity will be and provide an opportunity to recap on useful vocabulary/phrases for this activity.

As a whole class, find at least one other person in the class with the same:- eye colour- hair colour- who likes the same music as you- who has at least one hobby the same as you

Main:Your Spanish friend’s Facebook page

Divide the class in to groups and provide each group with a photograph and a Facebook page template (this template is for reference only – not to be written on)

In their groups, using the photo provided, the group must decide on how they will fill out all the different fields of the profile. In the group, nominate one group member as the summariser – this pupil will need to present the profile at the end of the lesson to the rest of the class. They can use audio or video recording to help them remember what has been decided in the group, ready for their presentation.

Plenary:The summariser from each group presents on the profile they have developed. Following each presentation, give the opportunity for Think-Pair-Share – each

pupil thinks of a question they would like to ask about that person, then share it with a partner, then one person from the pair asks their question to the presenter.

As a class, recap on any new vocabulary learned today during the lesson.

Assessment for learning:Pupils to indicate number of new vocabulary words learned during lesson todayThumbs up/thumbs down – do pupils feel more confident in being able to use description words in Spanish?

Homework: Develop a Spanish profile page for a family member. Discuss with the family member what they would like to go in to the profile page and then use an audio or video recording of how that page would look in Spanish. Share the information with the rest of the class at the next lesson.

Información básica _______

Nombre:

Sexo:

Edad:

Arte y ocio _______

Intereses:

Situación sentimental:

Actividades:

Cumpleaños:

Dirreción:

Lenguajes:

Música:

PHSE

Class: Teacher: Date: Lesson: PHSE – moral dilemmas

This session could be used as an introduction to a more detailed study of moral dilemma in history – e.g. Holocaust

Lesson objectives: To understand what a moral dilemma is, through examples;To recognise the difficulty in weighing up options in a dilemma;To justify and support opinions constructively.

Speaking and listening objectives:Listen and respond appropriately to others’ points of view;Respond to criticism and respond constructively;Support opinions and arguments with evidence.

Activity: Moral Maze© - exploring difficult moral decisions Differentiation Resource

Starter: Think, pair, share – what sort of things have you made a decision about in last 24 hours? Give examples to get

students started – what to wear, what to eat in canteen, who to sit with in mentor, etc.

Vocabulary: Decide, decision, right, wrong, moral, immoral, amoral, dilemma, consequence

Main: Make your mind up time! – teacher shows ‘Which way will you choose?’ slideshow, let the students know that even though the questions may be difficult, they should try to give an instant response by standing (agree), sitting (disagree)

Discuss – how easy was it to make a quick decision?; did anyone want longer to think / decide, or think after that they might have made the wrong choice? Did you think about the consequences when you made a snap decision?

Moral decisions are hard to make. Moral decisions are based on our beliefs, perceptions of right and wrong, personal values, logical reasoning. Some situations will test our personal beliefs and values more than other. Group Activity:Moral Maze© café carousel Set out scenarios around classroom tables. Allocate students to 5 groups, 1 per scenario. Each group discusses the scenario and the options.

Individually – what do you decide? Do your group members agree?; if not, why not?; What are the consequences of each option?; Can you persuade your group of your point of view?

Take a vote around the group and leave the group marker on the option chosen for the scenario.

Move on to next scenario.Groups move around the tables till all scenarios are visited and voted on. Point out to students that, as the task progresses, they may find their decisions and discussions influenced by the decisions they see that other groups have already made.Ask – was your decision influenced by what other groups had voted for? Was your decision influenced by your personal or family faith?

Group students for support with reading.

‘Which way will you choose?’ PowerPoint: https://www.thecommunicationtrust.org.uk/media/398595/yr_10_pshe_which_way_will_you_choose.pptx

Moral dilemma scenarios (with option sheets) printed off from Moral dilemma PowerPoint:https://www.thecommunicationtrust.org.uk/media/398592/yr_10_pshe_moral_dilemmas_scenarios.pptx

Group tags or markers – name card, token, etc . 5 per group (1 x marker per scenario).

Plenary:Round Robin – one thing to say about moral decisions and dilemmas.

Assessment for learning: Are students able to –

Engage with the decision making; Exemplify the pros and cons of any decision; Listen carefully to others views and respond appropriately and constructively?

History

Class: Teacher: Date: Lesson: History – The few

Lesson objectives: To know the main events of Battle of BritainUnderstand the importance in the context of WW2;Know strengths and weaknesses of both sides;Develop an understanding of why RAF prevailed.

Speaking and listening objectives:Retell eventsUse language to share information

Activity: Battle of Britain – jigsaw task Differentiation Resource

Starter: Think, pair, share – show poster and ask students to think / pair / share what they know about what it depicts.

Take feedback – use a randomiser to pick students to feedback (e.g www.classtools.net/random-name-picker/ )

Provide prompts for key students – which war?; nations / services involved?; who ‘won’

Battle of Britain poster

Vocabulary: Battle of Britain, Fall of France, Operation Sea Lion Student 1s, Hitler, Churchill, Luffwaffe, RAF, blitzkreig, radar, Spitfire, Hurricane, Messerschmitt, turning point

Picture vocabulary handout

Main: Jigsaw taskIntroduce topic to students – as a class they will learn information about Battle of Britain under specific headings (attacking forces, defending forces, tactics, leaders and decisions, timeline) then will re-group to share and collate their learning before answering questions as a class. Group Activity: In 6 groups; number each student in the group (1 – 3 or 1 – 4 depending on group size) – give each group an information sheet covering 6 topics – British leadership, German leadership, Luftwaffe, RAF, Dowding system, timeline

Each group reads and discusses the information they have been given. What information is new / novel? How does it help to add to their knowledge of this time in history? What more would they need / want to know to better understand this moment in history?

Remind students that they need to be able to re-tell this information later.

Re-make groups – group all Student 1s, Student 2s, Student 3s, etc. Within these groups set a new task – Share with the group the information you learned in your first group. How has this added to your understanding? Why did Operation Sealion fail? How did Britain succeed in maintaining air superiority? Encourage students to point to the evidence to support their view.

Reading pen or mixed ability group for reading support. Alternatively information could be recorded or provide on laptop to use text to speech facility

Cue questions to prompt thinking

information handouts under headings British leadership, German leadership, Luftwaffe, RAF, Dowding system, timeline

Plenary:Class quiz: Use Powerpoint quiz – students discuss their answer in a group before responding Battle of Britain quiz

powerpoint:https://www.thecommunicationtrust.org.uk/media/398598/yr_10_history_battle_of_britain_plenary_questions.pptx

Assessment for learning: Can students

• describe Hitler’s plans for invasion of Britain;• identify key events in the battle;• identify the strengths and weaknesses of RAF and Luftwaffe; • identify and explain some reasons why RAF was successful in Battle of Britain.

1. British leadership

The British Prime Minister, Winston Churchill, recognised that Britain was at risk of invasion by Germany following fall of France in May 1940.

In a famous House of Commons speech on June 4th 1940 Churchill had to report on the fall of France and prepare British people for a probable invasion.

‘…We will go on to the end. We shall fight in France, we will fight on the seas and oceans, we will fight with growing confidence and strength in the air, we shall defend our island, whatever the cost may be. We shall fight on the beaches, we shall fight on the landing

grounds, we shall fight in the streets and fields, we shall fight in the hills; we shall never surrender.’

Winston Churchill 4th June 1940

In another speech on June 18th he used the phrase ‘Battle of Britain’

‘The Battle of France is over. I expect the Battle of Britain is about to begin…Let us therefore brace ourselves to our duties, and so bear ourselves that if the British Empire and Commonwealth last for a thousand years, men will say, ‘This was their finest hour’.’

Winston Churchill June 18th 1940

Air Chief Marshall Lord Dowding, was Commander in Chief of Fighter Command and led the campaign against the Luftwaffe. He had to decide how best to use the planes and pilots under his command against a much larger German air force, the Luftwaffe.

Dowding knew from World War 1 experience that it was difficult to find enemy aircraft in the air to attack them.

He put a lot of effort into developing a system of detection, communication and control, later called the Dowding system.

The Dowding system was a detailed system of communication, control and command. Coastal radar stations reported enemy aircraft approaching to Headquarters, where it was plotted on a map and passed onto the RAF sector closest to the approaching aircraft to ‘scramble’ and intercept.

Observer Corps posts reported in as the enemy aircraft crossed the coast, to keep information up-to-date. Aircraft gunners could be alerted.

He clashed with other senior officers in the RAF who wanted to ‘take the fight to the enemy’ and engage with enemy planes before they crossed the British coastline. Dowding preferred to fight German planes over British land, where crashed British pilots had a better chance of survival.

Although Churchill and Dowding had disagreed during the Battle of France, Churchill largely left Dowding alone to run the Battle of Britain campaign as he wished.

2. German leadership

Adolf Hitler was undefeated throughout Europe following the fall of France. He believed that Britain would agree to terms, allowing Hitler to rule a unified Nazi Europe.

Adolf Hitler, Directive No. 16 (16th July, 1940)

As England, despite her hopeless military situation, still shows no sign of willingness to come to terms, I have decided to prepare, and if necessary to carry out, a landing operation against her.

The aim of this operation is to eliminate the English motherland as a base from which war against Germany can be continued and, if necessary, to occupy completely.

Hitler ordered his commanders to plan for the invasion of Britain – Operation Sea Lion.

German generals were doubtful that an invasion was possible because the British Navy was very powerful. His old friend and colleague Herman Goering, Chief of the Luftwaffe, told Hitler that an air attack could succeed, and Hitler ignored his generals and prepared for an air offensive.

Adolf Hitler, Directive No. 17 (1st August, 1940)

The Luftwaffe will use all the forces at its disposal to destroy the British air force as quickly as possible. August 5th is the first day on which this intensified air war may begin, but the exact date is to be left to the Luftwaffe and will depend on how soon its preparations are complete, and on the weather situation.

Goering believed the RAF was not capable of resisting the Luftwaffe.

Goering personally took command during the Battle of Britain, ordering tactics and meeting pilots on a special train. But he became frustrated at the lack of progress the Luftwaffe made and even accused his pilots of cowardice. When he realised that victory was not going to come quickly, and afraid of losing face with Hitler, he sent more and more planes. Some German pilots got very little rest.

The Luftwaffe always fought without any reserves.

Adolf Galland Luftwaffe pilot

The Germans attacked with bombers and fighters. First they attacked shipping, then radar and air fields, war plane factories and finally changed tactics to bomb London and other cities.

3. Defending forces - The RAF

RAF (Royal Air Force) was responsible for Britain’s air defence. In the Battle of Britain the division called Fighter Command flew against the Luftwaffe, but was also supported by army defences – anti-aircraft guns – and by Bomber and Coastal Forces that attacked German preparations for invasion on the French coast.

The RAF had had approximately 650 aircraft and 1300 pilots at the start of Battle of Britain, fewer than the Luftwaffe. British pilots mostly flew Spitfires and Hurricanes.

The Hurricane was strong and proved easier to repair and coped better with taking off and landing on rough airfields.

The Spitfire was faster and able to fly and climb high to pursue the Messerschmitts but was more difficult to fly, especially for inexperienced pilots.

Many replacement pilots were young and inexperienced. Some replacement pilots came to active fighting and flying straight from training school having only flown for 10 hours. At one stage during the battle the life expectancy of a Spitfire pilot was 4 weeks.

Fighter Command also had pilots from overseas – Commonwealth and occupied European countries, including Poland. These pilots were more experienced and some had a reputation for being fierce fighters driven by hatred of the Germans.

Aircraft production during the Summer of 1940 increased by 300%. The RAF received more new aircraft to replace losses during the Battle of Britain than the Luftwaffe did but Fighter Command were still concerned about being able to maintain enough front line pilots.

RAF mostly operated by waiting for enemy aircraft to be detected by radar, then ‘scrambling’ to go and fight them. This allowed Fighter Command to use the limited resources they had to directly target the Luftwaffe.

4. Attacking forces – the Luftwaffe

The German air force was the Luftwaffe, under command of Herman Goering. He believed it was the best and strongest in the world.

I have done my best, in the past few years, to make our Luftwaffe the largest and mostpowerful in the world. It…is ready to carry out every command of the Fuhrer with lightning speed and undreamed-of might.

Goering August 1939

The Luftwaffe had about 2000 combat-ready air craft available from Norway to France. They had previously been used in support of German ground troops across Europe and the Battle of Britain was the first time the pilots flew long distances to fight. Its pilots were experienced from fighting in Europe.

Their fighter aircraft did not have good long distance fuel capacity, to fly escort for the bombers. Some are reported to have had less than 10 minutes flying time in action against British fighters before needing to turn for home.

German Luftwaffe pilots flew Messerschmitt fighters and Heinkel bombers. Messerschmitt fighters were heavily armed, was fast and could dive away much faster than British planes.

As the fighting took place over southern Britain and the Channel German pilots who were shot down – if they survived – became prisoners of war, so replacements had to be found for them.

Although the Luftwaffe started with 1/3 more planes than RAF it had higher losses. German Messerschmitt pilots were ordered by Goering to fly in close formation and guard each other from attack, rather than aggressively pursuing the enemy. This made them easier to spot and attack.

The German pilots were often detected by radar as they crossed the coast and British planes were waiting for them.

‘We can almost never surprise them.’

German pilot diary entry.

5. Dowding System of command and control

The Dowding system was a detailed system of communication, control and command.

Coastal radar stations reported enemy aircraft approaching to Headquarters, where it was plotted on a map.

It was also passed on to the RAF sector control room closest to the approaching aircraft to ‘scramble’ and intercept.

Observer Corps posts reported in as the enemy aircraft crossed the coast, to keep information up-to-date.

Aircraft gunners could be alerted.

Direction finding stations kept track of the RAF planes, and also reported back up to the sector control room.

6. Battle of Britain timeline

May 1940 France fell to German invasion in May 1940

July 1940 Churchill recognised that Britain was now at risk of invasion by Germany

1st August 1940 Hitler planned to invade Britain and signed top secret plans code named ‘Operation Sealion’

July 1940 Luftwaffe attacking shipping in the Channel, to cut off supplies

13th August 1940 – Eagle Day - Luftwaffe started attacking airfields daily in southern England and radar stations. Many RAF airfields were badly damaged and they began using some civilian airfields

18th August 1940 – Hardest Day – very heavy and fierce air battles between RAF and Luftwaffe, with severe losses of RAF aircraft on the ground

20th August 1940 – with RAF still holding off Luftwaffe attacks Churchill gave a speech for British and allied aircrew ‘Never in the field of human conflict has so much been owed by so many to so few.’

August 24th 1940 a lost German bomber formation dropped bombs on London – by mistake.

25th August 1940 Churchill ordered first bombing of Berlin in retaliation

31st August 1940 RAF suffered its heaviest losses.

7th September Hitler ordered bombing London – previously he had banned this – in retaliation for bombing of Berlin. Luftwaffe command hoped it would divert British bombers from the south coast and make them easier to destroy.

German bombing of London and other cities took the pressure off the airfields and allowed Fighter squadrons to rest and regroup.

15th September 1940, the day Hitler had planned to have finished preparations for his invasion, Luftwaffe launched its heaviest bombing raids on London. RAF fought the attacking aircraft resulting in very heavy Luftwaffe loses. Now remembered as Battle of Britain Day.

17th. September 1940 Hitler suspended Operation Sea Lion and plans to invade Britain.

From end of October 1940 the war moved to the next phase, with mass German bombing of cities – the Blitz.

English

Class: Teacher: Date: Lesson: English - Most deserving...

Lesson objectives: Know how to select relevant information. Construct a reasoned argument.

Speaking and listening objectives: Use persuasive language. Group discussion skills – listening and responding.

Activity Last man standing - debating activity to decide who will receive the last dose of a life preserving treatment.

Differentiation:

Resource: Scenario template-

here: https://

www.thecommunicationtrust.org.uk/media/259031/year_10_english_survivor_powerpoint.ppt

Character cue cards- see below

Starter: Think – pair – share:

When did you last have an argument with someone trying to change their mind? Who were you trying to persuade? Who won?!

Review key points for making a persuasive argument; consider all points; justify point of view; consider what the counter-argument would be.

Give prompts where needed – e.g. something you wanted to persuade your parents to let you buy/do.

Vocabulary: Argue, persuade, justify, priority, on the other hand, benefit, contributionMain: Introduce the scenario (PowerPoint). The community is threatened by a life-threatening illness. Supplies of a life-preserving vaccine have run out – only one final dose remains at the hospital. Of the patients in the queue, who is most deserving of the treatment?

Group Activity: Students work in groups of 6 to rank the ‘patients’ according to who should most

deserve the vaccine (5 minutes).

Then each student in the groups is assigned one character, and must present their

Picture cues contained in scenario template PowerPoint.

Check students understanding of the roles of the characters – e.g. do all students understand what a businessman or farmer might do, and the role they have to play in a

Scenario template- here: https://www.thecommunicationtrust.org.uk/media/259031/year_10_english_survivor_powerpoint.ppt

Argument template- see below

Character cue cards-

case for receiving the vaccine within the group (30 minutes).

Students then vote in their groups for the most deserving case.

community?

Pair weaker readers with peers to read ‘character’ cards.

Provide written cues / sentence starters and templates to structure points.

see below

Plenary:The ‘survivor’ from each group feeds back, justifying their case.

Assessment for learning: Where the same ‘survivor’ is identified in more than one group, are the arguments the same or different?

What was the single most persuasive point? Why?

No Pens HomeworkUse one of the following discussion points, or think of your own. At home, with an adult one of you argues for the case, while the other argues against. Audio/video record your debate so that you can remember the points made for each side of the argument ready to share at your next English lesson.

- School uniform should be banned- In some cases, it’s ok to break the rules- You should never lie to your friends

Argument template

My contribution is important because …… I need to survive because …….

My skills are …………… My job is vital because ………..

My survival is important to other people because……………..

As a …….. I can help in this crisis by…………….

As a ……… I will be needed after the crisis because ……………..

As a ……… I support the community by…………..

I think………………..on the other hand……….

Cue cards

Businessman cue

How could a businessman help with the vaccine supply?

Doctor cue

What skills might a doctor have?

Government minister cue

What powers would a minister have?

Farmer cue

What do we rely on farmers for?

Research scientist cue

What special skills might a scientist have in this crisis?

Journalist cue

What part would a journalist play in this crisis?

Maths-

Class: Teacher: Date: Lesson: Maths - Practising functional skills

Lesson objectives: To practise working through problems to demonstrate functional skills. To identify the steps needed to work through the problem. To identify the working that would need to be shown.

Speaking and listening objectives: Identify relevant information. Explain calculation strategies. Talk about methods.

Activity Pair and group work to work through the sequence of steps in problem solving.

Differentiation Resource

Starter: Give me 2, give me 3The teacher gives the answer and students give the problem. For ‘Give me 2’ the problem must have 2 numbers (e.g. answer is 16, problem is 24 – 8); for ‘Give me 3’ the problem must have 3 numbers (e.g. the answer is 16, problem is 20 – 6 + 2).Vocabulary: Problem, identify, relevant, key words, calculate

Work through a sample problem highlighting the vocabulary as you go.

Main:

Group Activity: Work in pairs on one problem each from the first section of the Functional skills booklet - by

way of a teaching activity

Still working in the same pairs, work on one problem each from the second section of the booklet (without cues).

Pairs join together and form groups of 6, assign them a task from part 2.

Re-work the problem, each member of the group has to memorise a step in the calculation as a way of ‘recording’ the working.

Allocate tasks according to student needs.

Pair students who find reading more difficult with those who are strong readers. Group students according to need

Provide calculators

Functional skills booklet – here:https://www.thecommunicationtrust.org.uk/media/256766/yr_10_maths_functional_questions_booklet.pptOriginal materials at http://www.tes.co.uk/teaching-resource/GCSE-Functional-Maths-Question-booklet-6167764/

Plenary:Each group ‘presents’ their problem with each group member speaking the working – e.g.Student 1 - ‘I found the key information – it was x and y’; Student 2 – ‘I used x and y to calculate …………’Etc.

Assessment for learning: Can I:

Understand the question? Find the relevant information? Identify the sequence of steps in a task? Report my findings?

Science-

Class: Teacher: Date: Lesson: Science – energy and energy sources revision

Lesson objectives: Revision of a unit on energy and energy sources.

Speaking and listening objectives: Understanding and use of subject specific terms. Understanding of subject specific concepts. Asking questions. Using understanding of categories. Constructing formulated sentences from key

words. Activity Top and tails activity – matching statements and facts. Verbal rehearsal of vocabulary and facts.

Differentiation Resource

Starter: Vocabulary scramble

Students guess the vocabulary word from the scrambled letters. Recap definitions of vocabulary as they are deciphered. Ask students to put the deciphered word into a sentence or phrase. Give context cues if needed.

Context cues Recap definitions

PowerPoint – herehttps://www.thecommunicationtrust.org.uk/media/256910/year_10_science_stsrter.pptx

Vocabulary: Watt, volt, energy, convection, kinetic, joules, thermal, geothermal

Main: Revision tasks

Activity 1:Top and Tails – Students are given half a sentence or statement about the topic (see pack).They have to find the partner with the corresponding part of the sentence by talking to each other and asking questions.

Give more sentences to more confident students.

Once paired up, students have to organise themselves into a ‘definitions group and a ‘facts’ group

Activity 2:Energy mix up-

Give each student a statement, 30 statements are provided depending on the size of the class. Statements should be given out in order from the top of the list and any spares put aside.

Play a game like Fruit Salad – ‘change places if you statement is about – an energy source, an energy type, an energy unit, etc.

Activity 3:Repetition, repetition –

Use the same statements from the previous activity, and number the class round from 1 to……..

Pick a random number within the range of the numbers given to the students http://www.mathgoodies.com/calculators/random_no_custom.html

The student with that number reads their statement, then the number on their statement. The student with that number repeats the fact just heard, reads their own fact and says the number on their card.

Each student therefore remembers a statement and reads a statement. Carry on until all the students have had a turn.

Challenge students to recall what statement or fact student x or y had.

This activity could be done in pairs if students need support.

Some students may benefit from some visual cues or symbols being added to the cards.

Some statements may be easier to read or understand than others so you may wish to allocate these accordingly.

Top and Tails cards- here:

https://www.thecommunicationtrust.org.uk/media/256904/year_10_science_-_matching_activity.doc

Energy statement cards- here: https://www.thecommunicationtrust.org.uk/media/256904/year_10_science_-_matching_activity.doc

Plenary:Heads Together –Groups of 4, number each student from one to four. Ask questions related to the lesson – the groups discuss the answer but ANYONE must be able to respondCall a number between 1 -4. If you call 2, then all the number 2’s must put their hand up to answer; choose one student to answer the question. Ask all the other 2’s if they agree. And so on.Make the questions increasingly challenging!

Assessment for learning: I know key vocabulary I know key facts I can demonstrate understanding I know what learning I need to revisit.

Geography-

Class: Teacher: Date: Lesson: Geography- water poverty

Lesson objectives: Introduce water poverty as a concept. Understand some of the impact of water poverty. Be able to consider the merits and drawbacks of some solutions.

Speaking and listening objectives: Understanding of cause and effect in water

poverty. Analyse information to identify advantages/

disadvantages. Make judgements.

Activity: A role play activity (based on materials from CAFOD ‘Life without Taps’)Class discussionDiamond ranking

Differentiation ResourceCAFOD ‘life without taps’http://cafod.org.uk/content/download/8767/71715/file/LWT%20Online.pdf

Starter: In 5 words

Number students then pair up in odd/even pair. Students say 5 things they know about water to a partner, then ‘odd’ partners find a new

‘even’ partner and repeat.

Give cues if required – e.g. uses, sources, water cycle, world supply, pollution.

Vocabulary: Water, poverty, source, well, reservoir, supply, cash crop, survival, consequence, impact

Use Round Robin to recap on vocabulary – encourage students to explain the meaning in their own words.

Main: Role play activity based on original ideas from CAFOD’life without taps’ http://cafod.org.uk/content/download/8767/71715/file/LWT%20Online.pdf Introduction: Use PowerPoint (see resources) to introduce essential information and scenario – key points.

Introduce role play scenario.

Group Activity: 10 minutes Role play – water collectionStudents work in teams or ‘families’ of 5 or 6. Number ‘family’ members from 1 -5 / 6 (for next rainbow task). All the ‘family’ groups have a table at one side of the class and the teacher or Leader has a table at the other end. Make a double line of chairs from one side of the room to the other with a gap between to walk down (the ‘river’). Each ‘family’ has their activity pack (see resources) and the Leader has a Leader activity pack (see resources).

See below for full details of the role play activity.

Rainbow activity – Mixed ‘family’ group discussion:Students re-group – all 1s together, all 2s together, etc.

Ask students - What did this activity teach you?Lead questions – from PowerPoint slide 8

Diamond ranking taskIn same group –

Students rank the solutions statements according to ‘most effective’ – highest at top, lowest at bottom of diamond. Key question – would your ranking change if the question was ‘what is the most realistic solution?’, ‘the cheapest solution?’

It may be useful to allocate specific roles within the family

Instructions could be supported by pictures or symbols

Introduction PowerPoint – Access to water- here:https://www.thecommunicationtrust.org.uk/media/256889/yr_10_geog_-_access_to_water.ppt

Role play resources - Family group activity pack (one pack per group)- here https://www.thecommunicationtrust.org.uk/media/258149/family_resource_pack.ppt

Scissors

Leader activity pack – here:https://www.thecommunicationtrust.org.uk/media/258152/leader_resource_pack__2_.ppt

Matchsticks Sandtimer or

stopwatch

Diamond ranking cards – 1 x set per group-

here :http://www.thecommunicationtrust.org.uk/media/256895/

diamond_ranking_task.docx

Plenary: Round Robin

One thing I learned One thing to investigate next time

Assessment for learning: I can identify some key issues about water supply and access in some Middle Economic Developing Countries I can make judgements about some solutions What questions do I still have about water poverty?

Role play activity – 10 minutes

The village pump has broken down so each family must fetch water from a river 3km away.

Remind students of a place about 3km from school to give them an idea of the distance.

Not everyone in underdeveloped countries has to fetch water this way, but water supply and poverty is a significant issue for many people worldwide.

The students are going to collect 7 basic uses of water that each family requires daily.

Check students understanding of terms/ vocabulary – e.g. cash crop.

The task: To fetch the water each family must carefully cut out bucket shapes and take one completed bucket at a time to the ‘water

supply – the table at the opposite side of the room.

They must walk along the ‘river’ – the track between the chairs - whilst also making sure that they do not jostle or push other families collecting water.

For supplies that need more than one bucket (water for cash crops and food crops) the Leader (your teacher) will keep a tally on the supply card with matchsticks.

Any carelessly cut buckets will be rejected as not fit to hold water.

The Leader may give you a chance card – you must follow the directions on the chance card.

Only one family member can fetch the water at one time.

Can you collect enough water for your family to survive and grow your food crops?

The Leader (teacher) Give the supplies in exchange for water.

Give out chance cards – random – and use the sand timer to monitor forfeits on the chance cards.

Keep a tally with matchsticks on the supply cards where more than one bucket is required.

English or humanities-

Class: Teacher: Date: Lesson: English - Teaching or revision of subject specific spelling

Lesson objectives: Learn to spell key subject specific words with accuracy.

Speaking and listening objectives: To identify and sequence sounds in words. To perceive the syllable structure in words.

Activity Spelling games

Differentiation Resource

Starter: Round Robin - check the students understanding of the vocabulary (Syllable, initial, sound, final, consonant, vowel, phoneme)

Circle activity – high frequency word Spelling RelayStudents sit in a circle– teacher names high frequency word and picks a student.Student says first letter, second student says next letter. If a student passes, restart the word.

For students who struggle with spelling, it may be useful for them to know how many letters you are looking for in a word as this may also help.

High frequency word list - use the students knowledge to make the list. The list needs to include subject specific words known by ‘’all’, ‘most’, and ‘some’.

Vocabulary: Syllable, initial, sound, final, consonant, vowel, phoneme

Round Robin – check the students understanding of all the vocabulary.

*make sure it’s clear when you’re asking for a letter or a sound

Main: Introduction – memory tags Introduce the words that the students need to learn for spelling; remind the students that their examination mark will be affected in English and Humanities by poor spelling.

Go through the memory links for each word – explain that the more ‘tags’ a word has, the more likely it is to be well remembered and easily retrieved from memory.

Tags = meaning, word category, word type (verb, noun), initial sound, final sound, syllables, rhyme, put in a sentence or phrase Shuffle the cue cards and ‘deal’ to random students in the circle. Give the subject specific spelling word and then ask each student in turn to give a tag for the word according to the card they received., then spell the word out loud.

Repeat with a new word, until all the new words have been learnt.

Group Activity:Divide students into 6 groups; each group begins with a different activity

Spelling charades 9 Lives (a version of Hangman with letter cards) 20 questions Build cards Climb the ladder Letter tiles

.Students work round the activities, moving on every 5 minutes (or less depending on length of lesson). Ring a bell or give another signal to move on.

You may wish to introduce a multi-sensory approach for some students – e.g. getting them to ‘draw’ the letters in the air/on the desk

Introductory activity – see below for prompt cards

Oral spelling activities cards from resource pack- original ideas from http://www.eduplace.com/rdg/hmsv/4/handson/level4.pdf

Instructions for activities here : https://www.thecommunicationtrust.org.uk/media/256748/year_10_humanities_-__spelling_activity_instructions.doc

Ladder template and clothes pegs for Climb the Ladder – see below

Pack of alphabet cards for 9 Lives, cat cards and a small bag. Your letter pack will need more than one of each letter (allow extra vowels and for frequent consonants)

Letter cards sets x 2 - made of all the letters in the words on your word list

A word list for each group (from your target words)

Plenary:Spelling relay – Same as the starter activity, but this time do it with the new target words.

Assessment for learning: How many of the new words can I spell accurately?

Memory tag prompts -

Begins with…………….. Ends with……….

Number of syllables ……… Rhymes with……..

Word type (verb, noun)…………… Category (e.g feature in geography)

In a sentence or phrase…………… Means………….

Taken from http://www.clker.com/clipart-red-ladder.html