1. Wessex Schools Training Partnership – GTP Lesson Planning Document
(When being observed, please attach a class data set to this planning document showing student names, ‘targets’ and current levels of performance)
Page1
Name:
Mr Z. White
Class:
9GB
Date:
11/3/15
KS3 NC/GCSE/GCE Ref:
KS3 (GCSE level class)
Prior Learning: Pupils have examined the French Revolution, The Terror, Napoleon’s rise to power, Napoleon’s governmental reforms, the
Napoleonic Wars, and Napoleon’s abdication
Learning Objective(s):
To investigate how the Allies won the Battle of Waterloo
KS3 NC Level/GCSE Grade of Learning Objective(s):
Level 7
Learning Outcomes:
All – Will be able to describe three tactics which Wellington in order to win the Battle of Waterloo
Most – Will be able to explain why those tactics were important in helping the Allies win
Some – Will be able to evaluate the relative importance of these tactics in helping the Allies win
Key Vocabulary:
Artillery, cannon, musket, infantry, sabre, pistol, Waterloo, Hougoumont, La Haye Sainte, elite, Imperial Guard, cavalry, cuirassier, reverse
slope
Key Question:
How did the Allied win the Battle of Waterloo?
Professional Learning Objective:
Differentiation, signposting learning and managing transitions
Student Information:
Boys:
Girls: 9
SEN Information:
School Action: 0
School Action Plus: 0
Statement: 0
EAL Information:
None
Timing: Core Student Learning Activities: Needs of All Pupils:
(e.g. Extension for the most able
and Support for SEN/EAL)
Assessment for Learning:
10 mins Furniture has been deliberately rearrangedto create
the space for three workstations, a central debating
S+C: How reliable is this source.
Explain your answer
Mini-whiteboards (increasing
interaction by obliging all pupils

2. Wessex Schools Training Partnership – GTP Lesson Planning Document
(When being observed, please attach a class data set to this planning document showing student names, ‘targets’ and current levels of performance)
Page2
table, and plenty of floor space for tactic re-enactment
Starter:
Mini-whiteboards source analysis of picture:
Why do you think these people are here?
When might this event have happened?
How do you think the soldiers might be feeling?
Who do you think the man might be?
What is he trying to do?
Whole lesson SAS provisions:
Stretch: 1) Attempt all S+C tasks 2) Plan an answer to the
question ‘Napoleon was always going to lose the Battle
of Waterloo’ To what extent do you agree? [10 marks] 3)
Plan an exam question of your choice 4) Are you on the
group genius list?
Support: 1) Create a list of key terms from this lesson
and define them 2) Create a bubble map of the reasons
why the Allies won the Battle of Waterloo (Cort 1
thinking maps) 3) Ask me about sentence starters/refer
to your markscheme slip 4) Speak to a Group Genius:
Abbie, Nikki, Hannah, Lois
(Nature/Origin/Purpose) – pupils
have not attempted source
analysis fora while
Support: Focus on answering the
first three questions well – think
about how this picture might be
related to our focus in the last
three lessons
The picture nature of this source
makes it more accessible and
more appropriate for use as a
starter.
Please Note: Strategic seating
plan in place (attached to class
passport) (Support provision)
SAS provisions printedout and
visible throughout lesson
to note their ideas, ability to
determine at a glance who is
struggling with source technique,
and who will need particular
assistance with this in subsequent
lessons)
Lollipop based strategic
questioning in line with
interventions outlined in class
passport
RAG Cards
5 mins DIRT Time
2 Key facts, 4 Key words, RAG your SPAG
Complete any incomplete work, respond to comments in
marking
Tell me what you would be pleased to get in your ROA
and what you think youwill actually get
Self reflection Self-reflection, reviewed in
marking
10 mins 2 mins Date, title LO Continues the development of Reviewed in marking

3. Wessex Schools Training Partnership – GTP Lesson Planning Document
(When being observed, please attach a class data set to this planning document showing student names, ‘targets’ and current levels of performance)
Page3
8 mins Explanation of the context
Napoleon’s abdication, exile to Elba
note-taking skills which has been
a key aim throughout the last two
modules
S+C: Try to follow any EBI
comments which I have made on
your note-taking
Support: prompts on the board to
direct pupils towards key points
35 mins Events of Waterloo – peer teach
2 mins model
10 mins research
15 mins peer teach (5 mins each)
8 mins extention time (if finished attempt S+C) This time
can alternatively be used for mini-whiteboard-based
Q&A AfL
Strategically chosen groups in line with class passport
interventions, and makinguse of GAT
VAK based task (movement
around the room, with peer-
teaching – maximises memory
retention
S+C: At this stage of the battle,
who do you think was most likely
to win? Explain your answer.
Support: Whole lesson
interventions apply, key terms
defined
RAG Cards
(possibly use of mini-
whiteboards)
10 mins Explanation of tactics – interactive (this is also
functioning as a guided brain break by providing a respite
from written work, and getting pupils to be active in the
lesson)
3 mins Reverse slope concept (paper and table) – show
them the cuirassier’s breastplate
(use ABe – note use of PP student – and NW)
7 mins Line vs column, square vs cavalry
Brief Ashton beforehand (note use of PP
student) on her role as a second French cavalry soldier
Interactive learning. Pupils will be
physically involved in the learning
Furniture in the room has been
moved beforehand to make this
possible
RAG Cards

4. Wessex Schools Training Partnership – GTP Lesson Planning Document
(When being observed, please attach a class data set to this planning document showing student names, ‘targets’ and current levels of performance)
Page4
15 mins Debate on Waterloo:
‘Napoleon was always going to lose the Battle of
Waterloo’ Do you agree?
5 mins prep time – review notes, what points do they
want to make. Also remind them about WWW and EBI
from slavery debate feedback
10 mins debate
Pose the following key questions
Was Napoleon’s strategy ever likely to work?
What was it that helped the Allies win?
Was Waterloo a British or an Allied victory?
Acts as a medium to share ideas
before attempting an exam style
question on this topic
Practices key skills of arguing a
point, as Pupils have their ROA
exam next lesson in which they
will need to construct and defend
an argument
Support: Focus on the key
questions which I have posed on
the board
S+C: Try to act on my EBI from
the slavery debate
RAG Cards
Whole class discussion allows ZW
to fasciliate the interaction of the
whole class, foster mutual respect
of one another’s views (CoRT 1),
ascertain who is struggling with
the content (and therefore offer
help during Covey exercise), and
offer suggestions on how to
improve the construction of their
arguments
15 mins Covey exercise 6 mark exam style question:
Explain why the Allies were victorious at the Battle of
Waterloo
10 mins to write
5 mins Peer-mark
Pupils have their ROA exam next lesson, which will
feature this style of exam question. This therefore
provides a last opportunity to practice exam technique
Pupils have already had the
opportunity to exchange ideas in
the debate
Support: Use of markscheme and
sentence starters available on
request
S+C: (1) In a different colour pen
try to work out how many
developed points you have made
(2) (For marking) Add a WWW
and EBI
Covey exercise (long term
tracking of pupil progress towards
target grade)
Peer-assessment (encourages
reflection on the marking criteria)
RAG Cards
5 mins Plenary:
Think, feel, bin, bag
Pick pupils to choose something based on any category,
explore the reasons for their choice
Links with other people’s views,
and SMSC
S+C: (compulsory this for able)
give them a category to focus on.
Lollipop based strategic
questioning in line with
interventions outlined in class
passport

5. Wessex Schools Training Partnership – GTP Lesson Planning Document
(When being observed, please attach a class data set to this planning document showing student names, ‘targets’ and current levels of performance)
Page5
Resources: Waterloo powerpoint, photocopy of page from textbook showing impact of cannon-ball on cuirassier breastplate, Waterloo battle
breakdown (in three parts 2 copies per workstation), Waterloo worksheet (x9), maps, RAG cards (x9) mini-whiteboards (x9), whiteboards pens
(x9), whiteboard rubbers (x9), class passport, lollipop sticks, weaponry props
Homework: Continue to prepare for their ROA exam. Confidence trackers and cards for revision notes available on request. Due: 17/3/15
Evaluation: Formally observed lesson. See full written evaluation