This is the section of the lesson where students will demonstrate learning or solutions to the learning question

Should be the shortest part of your lesson and should serve to move the students into the main body of their learning. This may include modeling what you want the students to do.

This section should give details of the activity you will use to hook the students into their learning. This is what we have called a ‘starter’ on previous planning documents but it’s important to think about engagement and using the activity to focus students right from the start of the lesson and lead into the lesson outcomes.

DO I: Allow them to present their solutions. Provide time to redraft or tweak

their solutions based on feedback in pairs or groups. Give feedback and encourage them to reflect on the feedback and, in

turn, give feedback to others Invite really good questions and build a climate of evaluation Reinforce the learning behaviours you wish to promote.

Do I: Engage learners in a short starter activity that is relevant? Discuss what they already know or want to know about the

topic and build on their thoughts? Be positive in what you do, what you say and how you say it? Connect is all up: what’s gone before and what’s to come?

Do I: Review content, process and benefits? Ask them to explain which learning skills they have developed? Discuss how they can use what they have learned in other lessons? Preview what’s coming next?

What does excellent practice look like: The teacher creates a relaxed yet purposeful atmosphere/ environment Work from previous lesson(s) is briefly reviewed The lesson is linked to students’ prior knowledge The lesson is placed in a wider context – students are provided with an overview (big

picture) Specific learning objectives are shared with students Interest is generated and curiosity stimulated There is a sense of challenge Open questions are asked Problems are posed Targets – collective and individual – are set by the teacher and generated by students.

What does excellent practice look like: Sufficient time devoted to reviewing what has been learned Students actively engaged in the review process Explicit reference to learning objectives Students encouraged to reflect on how they have learned Information provided in order to stimulate thought before the next lesson.

What does excellent practice look like: Information is presented in short chunks Exposition is kept brief and does not exceed the students’ concentration span The teacher frequently asks (closed) questions to check for (shallow) understanding The teacher asks open questions to help students make sense of the information they

encounter Inputs are punctuated by tasks and activities designed to develop understanding New information is delivered in a variety of ways, to suit students with visual, auditory

and kinaesthetic learning preferences The teacher uses appropriate technical language The teacher checks that all students understand technical language and subject-specific

terms.

Video clips

Grade cards

Exam Q

STARTER MAIN

PLENARY

Is where students will be able to reinforce what they have discovered.

Do I: Turn the information to be learned into a problem to be solved? Making the learning engaging by structuring variety and

progressive challenge into tasks? Draw attention to learning processes throughout the lesson? Stay positive?

MAIN

Students: Students engage with learning the moment they walk through the door

by making connections with what they already know either individually, in pairs or in groups.

Students ask questions, seek clarification, agree success criteria and make choices about what and how they learn.

There is a dialogue about the level of thinking involved in the lesson.

Students: Students are actively listening, asking good questions and/or sharing

information. Students are engaging with the learning about to take place.