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. Some of the lesson plans in this pack are from previous years. All plans that are new for 2015 are marked like this *New for 2016*.

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 childrens communication across the school/setting. This is an important part of removing barriers to learning and engaging in inclusive practice. Youll 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 youre 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 8 lesson plans History *New for 2016*

Class: Yr 8

Teacher:

Date:

Lesson: History Introduction to slave trade

Lesson objectives:

To know that slavery existed before the Atlantic trade

To understand why the Atlantic trade developed and thrived

To be able to state some key facts about the trade and life as a slave

Speaking and listening objectives:

To talk about and explain ideas and feelings clearly;

Respond to and question what is said, how it is said and why it is said

Activity: Introducing slave trade an information sharing session

Differentiation

Resource

Starter:

Round Robin use iconic picture (Wedgewood seal Am I not a man?) as a prompt

Ask each student around the class to comment / say something they know about the topic they think is represented;

Allow students to pass, but come back to them and invite comment after they have heard other contributions

Am I not a man image

Vocabulary: slavery, slave trade

Introduce the topic an introduction to slave trade

Acknowledge that students may feel shocked by the information and images.

Main: Exploring and sharing information from a variety of sources

6 groups (depending on class size materials can be reproduced twice for more groups

Groups 1 and 2 - slavery questions and answers, cut into separate cards

Groups 3 and 4 slavery images - https://thecommunicationtrust.org.uk/media/494532/slave_trade_images.pptx

Groups 5 and 6 life of a slave from http://www.slideshare.net/xiwishyouwerebeautiful/daily-life-of-a-slave

Groups 1 and 2 as a group read and discuss questions and answers; match questions to answers

Groups 3 and 4 as a group share the images in pairs; what information can they gather / understand from the images? What thoughts and ideas about the slave trade do the images raise? Do you all agree? If not, why not? Share thoughts with the group

Groups 5 and 6 as a group, share the separate pieces of text; read and discuss in 2s and 3s. What thoughts and ideas about the slave trade does the information you have read raise? Share thoughts with the group.

Discussion: in groups, what information have you learned (or verified)?

I have learned that

I think that..

Questions: what happened ?; why were?; how did?; where did? who were ?

Decide as a group on 3 pieces of information or thoughts to share at the plenary, and one question.

Consider grouping carefully so that weaker readers can access the images rather than the text resources.

Students with language needs may also benefit from being in image group, or in Q and A group.

Provide key questions for SEN students to answer, to direct their thinking.

2 x copies of Slave Trade Q and As, cut into separate cards.

2 x copies of each image.

2 x copies of each text piece life of a slave powerpoint

Plenary:

Student groups share some information they have found out from their sources with class group 3 facts and a question from each group

Assessment for learning:

Can students

Describe the Atlantic trade triangle

Name some reasons why the slave trade in Americas developed and was sustained

Pose some questions about the slave trade

Targeted teacher questioning; student self assessment; peer assessment

No Pens Homework:

With a member of your family use the internet to search for a current slavery story. Read it together and talk about

Similarities with Atlantic trade

Differences with Atlantic trade

Your views on why slavery is still present in our societies

Slave Trade Q&A *New for 2016*

How long has slavery existed?

Slavery dates back to ancient times. For example, up to 25% of the population of the Roman Empire is believed to be made up of enslaved peoples.

How was the Atlantic slave trade different to slavery in ancient times?

The Atlantic slave trade that began in 16th century was marked by the huge number of enslaved people, the long distance of transportation and the focus on race.

How did the market for slaves in West Indies and America develop?

Colonisation of the Americas by British, French and Dutch explorers helped to create a market for new slave traders.

Why did the colonists in the Americas want slave labour?

New colonies opening up in the Americas were short of labour as the colonists were too few and did not persuade native Americans to work for them.

How did the idea that native Africans were racially inferior take hold?

It was found that Africans sent to work in the colonies were more resilient to tropical diseases than white colonists. Traders tried to rationalise this immunity to tropical disease as proof that Africans were less refined and racially inferior.

Which ports did English ships sail from?

Many ports were involved in the slave trade but the main ports were

Liverpool, Bristol and London.

What goods did the ships carry to Africa to exchange for Black Africans?

Europ