1. Learning Objective: to understand the functions of the skeletonSO THAT you can apply the functions to yourpersonal sporting performances
I can name the different I can explain why the functions of I can justify how the functions of the skeleton are
Learning functions of the skeleton the skeleton are important to the vital in a sporting context using specific examples
from my own sporting performances
Journey C grade human body A grade
B grade
Profile of Boys Girls SEN Details Gifted & Talented Details
Class 12 7 N/A 6
Context of lesson Introduction lesson. Limited prior knowledge & understanding
RATIONALE BEHIND THE PEDAGOGY?
Based on John Hattie & Geoff Petty research = Effect size 1 = 2 grade leap @ GCSE or advancing achievement by 1 year. Example:
Jigsaw Co-operative Learning = 0.75
Student feedback on previous learning experiences - what has accelerated their learning previously?
TEEP Reading, Writing,
Prepare for  BIG QUESTION = Is there more future or past? Communication,
learning  In pairs – can you work out the functions of the Mathematics (RWCM)
 Entry work skeleton?  Use of specific language
 Give the ‘BIG’ picture
 Pre-thinking about work to  JW & DW handing out text books / terminology / oral /
come
 Link to previous lesson  HR & MT handing out learning folders written / body language
 Prompt start
/numeracy
TEEP Spiritual, moral, social and
O
Agree Learning cultural (SMSC)
Outcomes P
 Make content, skills &  Share learning objective and explain the SO
thinking explicit  Connecting student
 State simply and exactly THAT – enabling students to see meaning and P
what the students will have learning to the real
learned by the end of the purpose in their learning(‘own their learning
lesson world?
 Share criteria against which ambition’) O
performance will be
assessed Homework
R
TEEP Choice and variety in tasks?
Present New Information  Wilmslow’s English Department:
 ‘Hook’ the students http://www.youtube.com/watch?v=lsUWOwV9THc T A Homework Experiment
 Use of VAK strategies
 Short, clear, ‘punchy’  The future of homework design?
information U A lesson from history
TEEP
Construct N
 Active learning: PLTS
 Range of learning
preferences Jigsawing: home groups & expert groups Skills developed in the
 Choice I
 Individual lesson /over a series of
 Collaborative
 Challenge T lessons
TEEP 8 mark examination question:
Apply CICC?
 Demonstration of learning  Apply your new knowledge on the functions of I
 Choice in learning activities?
 Minor (short task) or major
(coursework) work the skeleton to your recent sporting  Individual work?
 Need to show they
performances. How did the different functions E  Collaboration in learning?
understand - not just repeat  Challenge in student learning?
and recall enable you to participate and perform Taken from Jackie Beere’s book:
S
successfully? The Perfect (Ofsted) Lesson
TEEP WWW EBI
Review
Marginal Learning Gains: What Went Even Better If
 How far have students
 K = list of what you know Well
progressed along the

learning journey?
Oral,written, pictorial
 W= what you need to know Teacher Teacher

reviews
Need regular review
 L = how are you going to learn your knowledge Self-Review Self-Review
experiences at relevant gaps?
points during the lesson