Certificate in Education & Professional Graduate Certificate in Education

LESSON PLAN

Teacher:

Course title and year group: / Suggested Level 2/3 / Module:
Session date: /

Session location and time:

/ 90 mins (for group size of 16 or less)
Session topic: / Sustainability Issues
Syllabus and functional skills references: / Links to subject specific syllabus e.g. Textiles,Construction,Retail
Take part in discussion,create documents to communicate ideas in a style to suit purpose,read and understand a range of texts,make effective presentations

Session Aim/s (a sentence making clear the broad statement of intent)

To introduce issues relating to sustainability

Learning Outcomes (by the end of the session students will have started to explore the following:

Discuss the use of images to convey issues of sustainability

Relate sustainability issues to their specialist area

Present relevant sustainability issues to peers

Minimum Core elements addressed – from Part A or B:
The importance of language in context use(p26)
Find and select from a range of reference material and sources of information (p33)
Purposeful use of ICT (p52) / Professional Standards addressed by Domain:
AP2.2,BP2.3,BP2.5,BP5.1,CP2.1 / Which of the 5 Every Child Matters Outcomes addressed:
Make a positive contribution
Achieve economic well-being

Differentiation (which individuals or sub-groups is it necessary to make particular provision forbecause there are additional learning needs, support needs, specific contexts or significant levels of prior learning - and how will you support these students?):

Range of visual resources in different media e.g. print and film, peer learning and assessment, group work and discussion, use of imagery as well as text to communicate ideas, range of levels of questions to groups and individuals, independent learning

You may wish to adapt the vocabulary to suit your individual group – using other words to replace sustainability unless you are confident they understand it or you have previously covered it.

If you have a large group you may wish to split this session into two to allow for discussion of ads and to allow time for presentations (creating the ad campaign and selling their pitch could be 2nd session).

Time

/

Content & Objectives

/

Teacher activity

/

Learner activity

/ Resources / Assessment strategies
3-5 mins depending on group /

.

Welcome, outline aim and Welcome
Briefly explain purpose of session
Outline outcomes for session / Listen, ask questions / Q and A
10 mins / Introduction of theme /

Play clips of TV/film adverts using hyperlinks on powerpoint slide– you may wish to chose which ads are suitable for your group

Pose questions to whole group:
What do the ads have in common?
Why are they relevant to current issues in the news/press/college?
Have you seen any more ads linked to this theme?
Are we influenced by this type of advertising? / Video clipsfrom hyperlinks on powerpoint slide
Note: You may wish to choose ads which relate directly to your subject specialism
Visit:

Students own experience / Learner feedback and discussion
Nominated questions to involve all group
10 mins / Analysis of adverts / Give out one printed ad image to four groups
Ask each group to analyse their advert using the questions on the handout
Rotate around groups to support and ask questions
Ask each group to briefly feedback on their advert
Stress adverts can be used to raise awareness as well as promote products / Four printed images of ads
Synopsis of ads for teacher
Note: You may wish to choose ads which relate directly to your subject specialism
Visit:
Question sheet / Completed question sheets
Learner feedback
35 mins / Creating an ad campaign / Explain they are going to produce an ad campaign for sustainability in their own subject area
Divide group into equal teams(depending on group size but max of 4 per small group)
Choose a panel of judges – minimum 2 students
Set task using challenge sheet – give deadline of 15 mins for this part of task then set further deadline of 15 mins to produce their “pitch”
Support groups whilst working with ideas, questions to check understanding
Stress importance of quality of ideas not artistic talent / Groups work from challenge sheet to decide on the details of their campaign, audience etc. (15 mins max)
Group produces visuals and text on flipcharts to present their initial ideas (15 mins max)
Meanwhile:
Panel decides on the criteria/rules they will use to judge the sales pitches then visits each group to tell them what they will be looking for e.g. impact, originality, closely related to subject, well considered audience / Challenge sheet
Flip chart paper
Colour pens
Blue tac
. / Completed flipcharts
Learner presnetations
20 mins for 4 groups
Plus more for bigger groups / The sales pitch /

Ask each group to take 5 minutes to “sell” their ad campaign

Use questioning to check understanding and challenge ideas /

Each group takes 5 minutes to sell their ad campaign to the panel of judges

Panel gives brief feedback on each pitch and chooses a winning team
Panel must give clear reasons why it was the most successful pitch / Learners flipcharts
“panel” of judges / Learner presentations
Group feedback
10 mins / Summary and recap of main points learnt /

Feedback on success of presentations

Summarise main points from learners presentations – link back to specialist subject area

/

Listen, ask questions

Evaluation of session and student learning (e.g. achievement of learning outcomes, student feedback on lesson, effectiveness of learning materials, standards reached by students)
Summary: Key points learnt about teaching this topic:
Action Plan for future practice (highlight PDP needs)

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