Secondary Lesson Plan Teacher Andrew Number on register Date 11.3.23 SEN Period Subject 6 Econ Class 10 EAL Asiru, Anu, Juyhun Context within the Scheme of Work: The role of markets in allocating resources Learning Objectives: Students analyse the costs and benefits of Planned economy vs Market Learning Outcomes: Define market, differentiate planned and market economy, Key Words/Phrases: Market/planned economy, Key Questions: Resources to support learning (including ICT): PPT, worksheets, Kahoot Teaching and Learning Tasks: Settler: Students provided with post it notes. Create their own questions which they swap with another student Starter – students shown images of naruntall market – guess where they are TPS- students provided with guided practice questions Learning outcomes for groups of learners (including differentiation, opportunities for assessment and attainment target levels): Spaced retrieval practice Assessment via PPPB Activity: elicit definition of market from students. Students identify the correct market Activity: Markets exist within different economies. Students using sheet guess what characteristics may exist in a market economy & free economy Assessment through interactive PPT Students rap about market and planned economies Monitor students Class discussion about which econ structure will be better Open discussion – students engage with critical thinking and communication skills Introduction of Supply and demand to Students – these will be looked in greater depth in later units – students guess the missing word from the news article as an introduction to the topic Assessment though interactive tool Students can start case study or else there is a Kahoot planned depending on classroom environment How am I assessing learning: ● Images for definition of market ● Class discussion Group work Case study ● Case study ● Kahoot (extra task) Homework: Case study Additional Notes: Evaluation: This sheet is a tool for reflection Assessment for Learning: Do learners have opportunities to: Identify and reflect on own learning? reflect on feedback on the quality of their work and how to make it better? help to set their own learning objectives? be involved in tracking their own progress? determine their own criteria for success? take part in high quality interactions, based on thoughtful questioning and reflective responses? practise self- and peer assessment? be involved in deciding the next steps in their learning and determine where they can get help? Self assessment of my lesson plan Satisfactory The lesson plan contains relevant information (eg 3 part lesson). Some account is taken of students’ prior learning. Objectives relate to learning outcomes and assessment criteria. May link to initiatives (eg literacy strategy). Activities match the learning objectives and show an awareness of learning styles. There is a role implied for other adults. Good The lesson is well planned and takes account of students’ prior learning, indicates pace, variety, challenge and different learning styles. Use of AfL is clear, as are clear links to behaviour management strategies. Lesson objectives are specific and defined and relate clearly to outcomes and assessment criteria. Activities are fit for purpose and engaging. A range of teaching and learning styles are evident. Support staff are clear about their role during the lesson. Personalisation takes good account of individual learners at the ends of the ability range (SEN and A, G & T). Personalisation takes adequate Time is used effectively to achieve account of individual learners (SEN learning objectives and outcomes. The and A, G & T). Learning Plans are lesson is chunked down appropriately. referred to. Some use of prior data to link to activities and outcomes. Self evaluation/Follow up: Outstanding The lesson is well planned and takes account of students’ prior learning, it involves risk taking and is clearly learner focused and influenced by learners’ prior experiences. It shows in-depth understanding of PLTS and learning styles. Lesson objectives are suitably challenging for all learners and relate clearly to learning outcomes and assessment criteria for all learners. Activities are engaging. Teaching and learning styles take into account the needs of individual students. Support staff are directed at enhancing the learning of specific students. Personalisation takes good account of all learners as individuals to maximise progress. All students challenged appropriately. Time and resources are used efficiently to creatively maximise learning effectiveness. Planning links to wider curriculum areas.
