Lesson Plans for Key Stage 3 English (only Year 7) and History (Years 7,8 and 9). These were typed up during an inspection week.

1. Year 7 English Date: 2-3-2012 Teacher: Mark Davess
Previousknowledge:The classhave beenstudying‘Media’thisterm, withspecificfocusonaudience,purpose,genre,
usingdifferent(appropriate)formsof language correspondingly,goingthendeeperintospecificfeaturesof certain
targetedTV (weatherforecast,documentary,children’sprogramme),andthenmovingintothe use of visuals(logos,
visual aspectof TV,signs).
Curriculumobjectives:
2.2 b) able to inferanddeduce meanings,recognisingthe writer’sintentions
2.2 i) able to understandhowmeaningiscreated throughthe combinationof words,imagesandsoundsinmultimodal
texts.
2.2. n) understandandcommentonhowform,presentationandlayoutcontribute toeffect.
Learning outcomes:Studentswill have seenandstartedtoappreciate how the juxtapositionof wordsandimagescan
create an effectseparate fromthe individual effectof the image orwordsby themselves.Theywill have startedto
appreciate the powertoattract attentionthatliesinunderstated,implicitortangential meaningin advertisments.
Activity Description Minutes
Settlingin: Get seatedasplanned. 0-3
Starter: Questions:Do advertisershave anyinfluence onwhatyoubuy?What techniquesdo
theyuse to try to do this?Do theyonlyuse words?Dotheysay thingsdirectly,suchas
‘buythis?’
Show picture of RenaultEspace advertisement.Studentsspeculateonwhatit’sfor,
and whatthe caption could be.Thencommentonhow effective itisintheirview for
advertisingthiscar.
3-8
Main In pairs/groups –discuss the advertisementforThe Guide Associationonpage 101
(questionssurroundingitandquestion2below it).
Question2– classdiscussion/feedback
Trafficlights – whocan explainthe difference inpurpose andeffectof the two
captions underthe identical pictures?(p102)
In pairs/groups - Choose 1 of the 2 picturesinactivity5, try to thinkof TWO different
captions for the same picture,designedfor2 differentpurposesand/oraudiences,
givinga differenteffect(asexample)
(skipthe followingoutif noticeablyslower) – in pairs/groups,justspeaking,what’sin
the gaps? Discusseffectwithclass –questions2& 3 (trafficlights)
p135 – look at picture for advertisement, discussquestionsaroundit.Classfeedback.
then - Label picture by matchingfeaturestonumberedarrowsonthe advertisement.
8-13
13-16
16-21
21-26
26-31
Plenary Work alone;Draftand advertisementforacomputergame of yourchoice.
If time – compare withpartner. (Dofinal copyat home?)
31+

2. Year 7 History Date: 2-3-2012 Teacher:Mark Davess
Group makeup/issues/differentiation(behaviour/ability/language/other):
• The students arealmostalways, withrare exceptions, mixedup into groups of3 or 4,wherethereis a mix ofnativelanguage, ability in English, levelofcompetence in
class processes, level of activity/extroversion,and also according to behavioural issues (who gets on wellor not with who, who is distracted by who, etc.). Sometimes pairs
are created instead, oratpoints inclass groups of4 aresplit intotwo.Sometimes, for sometasks they aregroupedtogether according to ability,butmixing ability in groups
and giving different roles is themainapproach.
• Use is then oftenmadeof different‘roles’within thegroups for reading or tasks. There are‘key words’, ‘question’, ‘opinion’ and‘summary’,whereeachstudent has to
provide oneof those, relatedto the textthey read, thentell,explain or ask, according to their role.Students with EAL issues may begiven the‘key words’ roleor maybe the
question role, depending onthedifficulty ofthetext, and/or specific vocabulary inthetext.Thenthereis ‘secretary’, ‘chairperson’, ‘spokesperson’and‘assessor’, for tasks
done in class. The secretarydoes thewriting, thechairperson controls thediscussion, the assessor notes a good idea to tell the class later and the spokesperson reports to
the class, whilethe teacherlooks at thesecretary’s notes.Againroles areassignedaccording tostyleand ability ofthestudent. The secretary rolemeans someone has to
listen,writeand havethings explained tothem andtheir Englishcorrected by their peers, ‘spokesperson’can draw some out intospeechafter having listenedto haveit
explained to themby their peers.This all alsoengages theothers who helpthem (usually thechairperson) withmaking sense oftheconcepts andworking through the
processes witha focus.
• Sometimes simplified and/or combined versions ofthis useofroles are used for activities,or sometimes thesameroleis given tomorethanoneofthegroup.
Previous learning: This deviates a little from this term’s main themes (Normans, their methods and organisation, rural life, use of
sources to reconstruct). This focuses on intolerance and persecution, of the Jews most specifically, going back also to Roman times,
but also linking to future focused study on Islamic Civilisations, and the crusades (including massacres of Jews on the way, as well as
of Muslims on arrival) and the general theme of intolerance vs. an opposing pragmatic‘tolerance’. Students studied much of pages
118-119 in the last lesson, but not in enough depth, creating a timeline of its events for homework.
Learning outcomes: Students will be aware of a more long-term element to the issue of prejudice against Jews and will have seen
how insular religious belief can cause ignorance of and intolerance towards others.
Curriculum objectives:
1.2 a) Understanding the diverse experiences and ideas, beliefs and attitudes of men, women and children in past societies and
how these have shaped the world.
1.3 a) Identifying and explaining change and continuity within and across periods of history.
1.4 a) Analysing and explaining the reasons for, and results of, historical events, situations and changes.
Activity Description Minutes
Settling Get seated as planned. 3
Starter Dictate questions. Key words to board.
Why do some people dislike people who are different to them?
Is there prejudice against every type of person?
Why do different peoples sometimes tolerate each other and sometimes not?
How do people react to prejudice and intolerance against themselves?
Does tolerance grow in the world with time, or does it just go up and down; sometimes more,
sometimes less?
Look at source 8 on page 119 and source 3 on page 195. Why did people draw these?
Discuss in groups; (traffic lights)
3-10
Main Comparison
Students look at page118 before source 2 and also page 54 before source 7 (board)
Assign roles - ‘secretary’, ‘chairperson’, ‘spokesperson’ and ‘assessor’. Each group member is allowed
to make notes, but the secretary creates the ‘document’ (writes the group’s answers to the
questions) and the spokesperson has to report.
Dictate questions
Why did the Kings and people of England tolerate Jews at first, and for more than a century?
Why were Roman leaders tolerant and not strict with the Jews in Judea for 500 years or more?
Are there any reasons that are similar in these two situations?
Drawstudents’ attention to text between question 1 on page 54 and source 8 on page 55, the
information on page 118, the text on page 194 and sources 9 and 15 on pages 196-197 (try to have
each student opening a different page).
Dictate new question: - (roles stay the same for this task)
How is the change in treatment of the Jews by the Romans different to the change in their treatment
in England and Europe in the 12th century?
Feedback – secretary shows book to teacher, spokesperson reports.
Look at sources 8 and 10 on page55 and source 7 and the text before it on page 119
Group discussion –no roles – give oral questions ––How do you think these people felt? Why did
they behave like this? How true do you think this is?
Feedback - traffic light cards to show readiness to answer individually
10-20
Plenary Your group chooses to be either a Roman leader in AD 73 (when the siege at Masada happened), or a
member of the mob in 1190 at York (when the massacre happened), the whole group must agree
together, and everyone writes at least a paragraph justifying your actions against the Jews.
30+

3. Class:8B HISTORY Date: 2-3-2012 Teacher:Mark Davess
Group makeup/issues/differentiation(behaviour/ability/language/other):
• The students are almost always, withrare exceptions, mixedup intogroups of3 or 4,where there is a mix ofnative language, ability inEnglish, levelof
competence in class processes, levelofactivity/extroversion,andalsoaccordingto behaviouralissues (who gets on well ornotwith who,whois distracted by who,etc.).
Sometimes pairs are createdinstead, orat points inclass groups of4 are split intotwo. Sometimes, forsome tasks they are groupedtogether according toability, but mixing
ability ingroups andgiving differentroles is the mainapproach.
• Use is then often made ofdifferent‘roles’ withinthe groups for readingor tasks. There are ‘key words’, ‘question’, ‘opinion’ and‘summary’,where each student
has to provide one of those, relatedto the textthey read, then tell,explain orask, according totheir role. Students with EAL issues may be giventhe ‘key words’ role or
maybe the questionrole, dependingon the difficulty ofthe text, and/or specificvocabulary inthe text. Then there is ‘secretary’,‘chairperson’, ‘spokesperson’ and‘assessor’,
for tasks done in class. The secretary does the writing, the chairperson controls the discussion, the assessornotes a good idea totellthe class later andthe spokesperson
reports to the class, while the teacher looks at the secretary’s notes. Again roles are assigned according tostyle andabilityofthe student. The secretary role means someone
has to listen, write and have things explained tothemandtheir English correctedby their peers,‘spokesperson’ candrawsome out intospeechafter havinglistenedto have
it explainedto them by their peers. This allalso engages the others whohelpthem(usually the chairperson) with makingsense ofthe concepts and workingthroughthe
processes with a focus.
• Sometimes simplified and/or combined versions ofthis use ofroles are usedfor activities, orsometimes the same role is givento more thanone ofthe group.
Previousknowledge:Studentsrecentlyhave lookedatthe EnglishCivil War,andmore broadly‘the EnglishRevolution’,
seeingaspectsof the King’s‘divine right’andpower,how he ranhisaffairs,andhow thisconflictedwithParliament,andw as
judgedfinallyasmismanagement,tyrannyandbetrayal of the people.Inthe lastlessontheylookedatsourcesshowing
differingperceptionsof LouisXVIandMarie Antoinette.
Learning outcomes: Studentswill see generallythe motivationsforchange andthe practical changes made bythe
revolution,andthe difference inattitudeof those behindthe revolutiontothose theywere opposing.
Curriculumconcepts and processes:
1.2 a) Understanding the diverseexperiences and ideas, beliefs and attitudes ofmen, women and children in past societies and
how these have shaped the world.
1.3 a) Identifying and explaining change and continuity within and across periods of history.
1.4 a) Analysing and explaining the reasons for, and results of, historical events, situations and changes.
Activity Description Minutes
Settling Get seatedasplanned. 0-2
Lessonaims ‘Questionsyouare goingto answer’,‘Can youanswer now?’ (trafficlights):
Why didpeople rebelagainstthe Frenchmonarchy?
What changedand whatstayedthe same,or similar,afterthe revolution?Why?
2-5
Starter: Date andtitle inbooks:Dictate questions: ‘Ismonarchy a good thing?’,‘Whatrightdid
anybody everhaveto be a King or Queen?’,‘Whatdid they do fortheir country?’,‘Whatdid
they get fromtheir country?’,‘Howdid they keep control?’ Tell themthey have 3 minutes– ---
Group discussion
- Classdiscussion/feedback(trafficlights)
5-8
Main Studentsreadthroughall of pages102 and 103, withthe task of findingandlisting 6key
words.Give them5 minutes. Each memberthenneedstochoose 1 of those wordsand write
an explanationof whyit’sakeyword.Chairpersonisassignedtomake sure everyone hasa
differentwordandan explanation.
8-16
Assignroles - ‘secretary’,‘chairperson’,‘spokesperson’and‘assessor’.Eachgroupmemberis
allowedtomake notes,butthe secretarycreatesthe ‘document’andthe spokespersonhasto
report.
Compare (inorderto answera question*):
16-30
BEFORE
 sources7 and8 (local government),
page 102
 sources9, 10 and 11 on page 102 (law
and order)
 sources12, 13 and 14 on page 102
(the estatessystem)
with
AFTER
 sources4 and5 on page 118
 withsources2 and 3 on
page 96
 source 6 on page 119
Tell them theyhave 10 minutes.Their‘secretary’withtheircooperationwritesasentenceor
twoundereach headingtoanswerthe question:explain *“Why did the revolutionariessee
these changesasimprovements?”
Secretarywritesanswers,assessorandspokesperson reportafterwards.
Plenary
(Lesstime,
less
questions)
Groupdiscussion:
Why didpeople rebelagainstthe Frenchmonarchy?
What changedand whatstayedthe same,or similar,afterthe revolution?Why?
Classdiscussion (trafficlights) withclassfeedback–‘Whatdo youthinkpeople maybe hadto
do to make these changes?’,‘Were there anypossiblelossesordisadvantages?’,‘How isthe
Frenchrevolutionimportantforourtimes?
+30

4. Year 9A History Date: 2-3-2012 Teacher:Mark Davess
Group makeup/issues/differentiation(behaviour/ability/language/other):
• The students arealmostalways, withrare exceptions, mixedup into groups of3 or 4,wherethereis a mix ofnativelanguage, ability in English, levelofcompetence in class
processes,levelof activity/extroversion,andalso according to behaviouralissues (who gets on wellor notwith who, who is distracted by who, etc.). Sometimes pairs are
createdinstead, or at points in class groups of4 are splitinto two. Sometimes,for sometasks theyaregrouped together according toability, but mixing ability in groups and
giving different roles is the main approach.
• Use is then oftenmadeof different‘roles’within thegroups for reading or tasks. There are‘key words’, ‘question’, ‘opinion’ and‘summary’,whereeachstudent has to
provide oneof those, relatedto the textthey read, thentell,explain or ask, according to their role.Students with EAL issues may begiven the‘key words’ roleor maybe the
question role, depending onthedifficulty ofthetext, and/or specific vocabulary inthetext.Thenthereis ‘secretary’, ‘chairperson’, ‘spokesperson’and‘as sessor’, for tasks
done in class. The secretarydoes thewriting, thechairperson controls thediscussion, the assessor notes a good idea to tell the class later and the spokesperson reports tothe
class, whiletheteacherlooks at the secretary’s notes.Againroles areassignedaccording to styleand ability ofthestudent. Thesecretary rolemeans someonehas to listen,
write andhave things explained to themand their English correctedby their peers,‘spokesperson’ candraw someoutinto speech after having listened to have it explained to
them by their peers. This allalsoengages theothers who helpthem (usuallythechairperson) withmaking senseoftheconcepts andworking through the processes witha
focus.
• Sometimes simplified and/or combined versions ofthis useofroles are used for activities,or sometimes thesameroleis given tomorethanoneofthegroup.
Previous knowledge: Students have recently been studyingthe electoral system in the 1820s,compared to very recent times, movements
for reform, differingopinions,motivations and demands,reasons for resistanceto reform, and elements of reform (secret bal lots,end of
‘rotten boroughs’, etc.)
Learning outcomes: Students will appreciatethe needs and therefore demands of working class people,and their need for political
representation. They will understand the general pattern of reform over the last2 centuries.
Curriculum objectives:
1.1 c)Buildinga chronological framework of periods and usingthis to placenew knowledge in its historical context.
1.4 a) Analysing and explaining the reasons for, and results of, historical events, situations and changes.
1.5 a) Considering the significance of events, people and developments in their historical context and in the present day.
2.1 a) Identify and investigate, individually and as part of a team, specific historical questions or issues, making and testing hypotheses.
Activity Description Mins
Settling Get seatedasplanned.Checkanyhomework,absences.Markbothinregister. 0-3
Starter Question– ‘Howmuch are people’sindividualneedsacause forchange?’
‘Howmuch do people’smotivationsdependontheir circumstances?’
‘Do we owe muchof the freedomsandthatwe have now to the workof people inthe past?’
Dictate words: entitled,value,householder,equally,consequence,persuade,restrictions,limited,
extension –studentscheckspelling&discussmeaningwitheachother,use dictionaries
Worksheet– suffrage – Stsmatch up reformsinelectoral systemwithyears - feedback–answer sheet
3-10
Main Assignroles - ‘secretary’,‘chairperson’,‘spokesperson’and‘assessor’.Eachgroupmemberisallowedto
make notes,butthe secretarycreatesthe ‘document’andthe spokespersonhastoreport.
Look at Page 92, ‘The Six Pointsof the People’sCharter’
Group decides:whichclassof people made thesedemands,whytheywere makingachosen3 of those
demands,whyotherclassesof people wouldnotbe makingthese demands.
Feedback– secretaryshows,spokespersonreports.
Assignroles - ‘keywords’,‘question’,‘opinion’and‘summary’.Studentsfulfil those rolesforthe texton
page 92.
Some students report back to class.
Class discussion(trafficlights) – What is the message of source 3? What differentimpressionsof the
meetingonKenningtonCommondowe getfromsources6, 7 & 8?
Is the photographmore useful tohistorians?
Give out sheetabout the Poor Law of 1834
In groupsdiscusswhetherthisisrightorwrong.In feedbacktry to getopposingpointsof view
Someone simplyreads out ‘Whydid so many people supportChartism’
Do your rememberRobertOwen?Whowashe?Discussmeaningof ‘GrandNational ConsolidatedTrade
Union’(initiatedbyRobertOwen)
Read sources 7 & 8 – Discuss in pairs/groups - compare the motivationsof the twodifferentmen
Whocan explainit to me?(traffic lights)
Dictate the followingwords:
depression,strike,poverty,tradesmen,slave,women,employment,shelter
Read up to and includingsource 10 – groupsdiscusswhythose wordsare keywords,anyone will be
chosento explainaword.
feedback– trafficlights –who isreadyto choose a word andexplainitsimportance here,whyit’sakey
word,to me?
class discussion(trafficlights) – whocan explainsource 13 to me?
10-25
25-32
32-36
36-42
42-47
47-52
52-60
60-63
63-65
Plenary
Studentslist all demandsof chartistsfromsourcesinchart underfollowingcategories: 15
political economic Social
Activity page 94, report by governmental official –HOMEWORK– discusswhat he would write in groups extra
time