This document outlines a lesson plan to teach students about the functions of the skeleton. The learning objective is for students to understand the functions of the skeleton so they can apply that knowledge to their personal sporting performances. The lesson plan includes introducing the topic, agreeing on learning outcomes, presenting new information through a video, active learning exercises like jigsawing, and a review question applying the content to a recent sporting event. The rationale is to use research-backed pedagogical techniques to improve student achievement by 1+ years.

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 types I can describe the features of the I can name and locate specific bones and
The
different types of bone in the their type and analyse their functions
Learning of bones in the human body during exercise
C grade human body
Journey B grade
A 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: Cooperative Learning = 0.75
Student feedback on previous learning experiences = what has worked for them in the past?
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 on text books / terminology / oral /
come
 Link to previous lesson  HR & MT on 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… P
what the students will have learning to the real
learned by the end of the
lesson world?
 Share criteria against which 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
I
CICC?
 Demonstration of learning Apply your new knowledge on the functions of the  Choice in learning activities?
 Minor (short task) or major
(coursework) work skeleton to your most recent sporting  Individual work?
 Need to show they
performance. 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
The Perfect (Ofsted) Lesson
TEEP
Review WWW EBI
Marginal Learning Gains:
 What Went Even Better If
How far have students
progressed along the  K = list of what you know Well

learning journey?
Oral,written, pictorial
 W= what you need to know

reviews
Need regular review
 L = how are you going to learn your knowledge Teacher Teacher
experiences at relevant gaps? Self-Review Self-Review
points during the lesson