Scheme of Work - Term A SSA 14 Subject Introductions

APPENDIX 1

Course Code 1D-CC-ABSBEGIN-PR

1E-CC-ABSBEGIN-PR

Course Title

&

Level

Pre- entry ESOL

Absolute Beginners

Book: Face to Face Starter

Teacher

Course Aims: College Certificate at Pre-Entry Level

Resources required:

T Wk

W/b

Date

Main topic

Intended Learning Outcomes

(Use words that assess and judge learning)

All learners will be able to….

Most Learners will be able to ..

Some learners will be able to…..

Assessment of student learning

Build in a variety of learning checks for different activities. Use a range of approaches that go beyond: “Q&A”/”worksheets/

observation”

Student Activity

Add in a variety of activities to include: games, independent study skills, pair work, discussions, research skills, experiments, practical work, case studies, role-plays, quizzes, problem solving, jigsaw tasks & picture cards.

Equality & Diversity/ British Values

How will the above themes be promoted/embedded into the lesson?

English & Maths

How English and Maths will be embedded into the weekly topic and student activities

1 07/09/15

Induction week

Set ILP targets

LO1: SS will complete DA and ILP (fill in a simple form).

LO2: SS will answer questions about their course in the course handbook

writtenSpokenQ&A concept checksMonitoring pronunciationClose questioning

- SS are assessed individually and in groups (speaking /listening/reading/writing diagnostic assessment)

- SS complete their Flex Induction- T takes SS for a Learning Walk

around the campus

BV: SS explore important college rules using simple language;

E&D: SS can translate some

SS identify nouns in sentences.

Numeracy: SS take notes of and memorise

words into their native language

numbers of doors /floors

Lesson planning notes for ensuring individual learning needs are met based on the learner profile/ILP, and DA results of individual learners

NB: (to be completed before each learning session in place of a separate LP):

‘Stretch and challenge’ activities:

Homework set:

2 14/09/15

Introductions LO1 : SS will be able to talk to their partner the first time using familiar words

LO2: SS will be able to introduce themselves using the subject and basic form of ‘to be’

T to monitor role play FB: T could select strong ss to present their information to the class

Spoken/T observation

Role cardsHello, I’m …..My name is……;what ‘s your name

Number cardsWhat is your mobile numberWhat is your home number

Gap fill exercises I’m fine

E&D: All SS will be encouraged to participate and listen to other ss contributions

BV: SS learn about some aspects specific of the British culture.

Communication: SS will share personal details.

Numeracy: SS will practise writing and speaking numbers 1-10

How are you?

Lesson planning notes for ensuring individual learning needs are met based on the learner profile/ILP, and DA results of individual learners

NB: (to be completed before each learning session instead of a separate LP):

‘Stretch and challenge’ activities:

Homework:

3 21/09/15

Introductions – part 2

LO1: SS will be able to recognise the main consonants and vowels in questions.LO2: SS will be able to ask and answer questions about their country of origin using verb ‘to be’.

SS to present their information to the class.She is from Spain.

Say where you are fromAsk people where they are fromI’m from…… Where are you from;

Identify country of origin on the map about themselves and

SS sharing personal/cultural information using simple words/phrases.

SS share where they are from and where they live in the UK.

Communication: SS talk about where they are from using ‘I’ + verbListening to key information.

Numeracy – SS state their age.

a partner. F2F p.8I‘m from PortugalShe is from Spain.She lives in East Ham

Introduction to question formsWhat, where, how

Lesson planning notes for ensuring individual learning needs are met based on the learner profile/ILP, and DA results of individual learners

NB: (to be completed before each learning session instead of a separate LP):

‘Stretch and challenge’ activities:

Homework:

4 28/09/15 People and things

SS complete 1 section from the Assessment

LO1: SS will be able to talk about their personal items using 2 possessive pronouns.

LO2: SS will be able to ask

T- Elicit answers from ss, ss write answers on IWB

Test- review – testWrite what you can seeSS identify what is in the classroom and what they have in their

E&D: SS share information about their objects back home.

BV: Encourage SS to comment on prices in

Literacy: SS write objects in the classroom and practise their spelling on the mini whiteboard.

Portfolio questions about objects using Present Simple (“Do you have a pen?”).

T observation

spoken

bag.TableI have a pen and a notebook.

SS work in pairs and ask / answer questions: Do you have an eraser?Yes, I do. No, I don’t.

the UK and abroad using common adjectives (e.g. cheap, expensive, etc.)

Numeracy: SS state / write the amount of the objects they can see2 chairs

SS write a price list of the items.

Lesson planning notes for ensuring individual learning needs are met based on the learner profile/ILP, and DA results of individual learners

NB: (to be completed before each learning session instead of a separate LP):

‘Stretch and challenge’ activities:

Homework:

5 05/10/15 Assessment – College Certificate

LO1: SS will complete a formative assessment testing their skills learnt

Q&A concept checksSpoken and written

SS to complete the formative assessment (in groups or

SS to be exposed to different types of feedback (group,

SS to use their organisational skills to complete their

during the previous lessons.

LO2: SS will complete a summative assessment.

written

individually where applicable)

SS complete the summative assessment.

individual, etc.) assessment (e.g. completing the easiest task first)

SS to complete their listening assessment.

Lesson planning notes for ensuring individual learning needs are met based on the learner profile/ILP, and DA results of individual learners

NB: (to be completed before each learning session instead of a separate LP):

‘Stretch and challenge’ activities:

Homework:

6 12/10/15

In class – rules and classroom language

LO1: SS will be able to talk about things rules using common nouns.

LO2: SS will be able to list the number of objects in the classroom.

T to monitor ss in groups. SS give answers in class feedback at the end.

Vocab matching: SS match lexis to classroom objectsTable, chair, board, etc.

Discussion: SS in groups create/write

E&D: Each SS chooses their learning preference. T uses visuals to introduce learning styles.

Literacy: SS write/ read classroom rules

SS number classroom objects and match with pictures.

SS order rules in order of

classroom rulesNo mobiles in class

BV: T stresses the importance of respect and tolerance in the class. SS role-play some classroom situations.

importance (1-10).

Lesson planning notes for ensuring individual learning needs are met based on the learner profile/ILP, and DA results of individual learners

NB: (to be completed before each learning session instead of a separate LP):

‘Stretch and challenge’ activities:

Homework:

7 19/10/15 Review LO1: SS will talk about their family members using singular and plural nouns (2 sisters, 1 brother, etc.)

SS will present to the class

SS give simple mini presentations in pairs or groupsSS speak about their partner.Her/his name is..

E&D: SS share different cultural information.

BV: Introduce politeness when talking, e.g. using please and thank you in different sentences.

Numeracy – SS will state their partner’s age

SS will organise important notes on the flipchart paper.

LO2: SS will give a simple mini presentation about a person they know.

written

He’s from..He lives..He’s Indian.

Mini whiteboard – spelling test – objects and partner’s nationality

Lesson planning notes for ensuring individual learning needs are met based on the learner profile/ILP, and DA results of individual learners

NB: (to be completed before each learning session instead of a separate LP):

‘Stretch and challenge’ activities:

Homework:

HALF TERM (26/10/15)

Scheme of Work - Term B SSA 14 Subject People and things

APPENDIX 1

Course Code 1D-CC-ABSBEGIN-PR

1E-CC-ABSBEGIN-PR

Course Title

&

Level

Pre- entry ESOL

Absolute Beginners

Book: Face to Face Starter

Teacher

Course Aims: College Certificate at Pre-Entry Level

Resources required:

T Wk

W/b Date Main topic Intended Learning Outcomes

(Use words that assess and judge learning)

All learners will be able to….

Most Learners will be able to ..

Some learners will be able to…..

Assessment of student learning

Build in a variety of learning checks for different activities. Use a range of approaches that go beyond: “Q&A”/”worksheets/

observation”

Student Activity

Add in a variety of activities to include: games, independent study skills, pair work, discussions, research skills, experiments, practical work, case studies, role-plays, quizzes, problem solving, jigsaw tasks & picture cards.

Equality & Diversity/ British Values

How will the above themes be promoted/embedded into the lesson?

English & Maths

How English and Maths will be embedded into the weekly topic and student activities

1 02/11/15 Ask for personal information

L01: Identify and use new vocabulary for personal details (titles, greetings, email addresses, etc.)

LO2: Make statements of fact using Present simple affirmative sentences.

T- to monitor ss in pairs/ groups

SS to give feedback at the end of activities

T – to review through Q&A

Form tag questions for personal information

Role play activity:use new vocabularyGreetings – good morning, good afternoon, good evening, goodbye Matching activity:listen and match the answersF2F P18

E&D: SS will answer questions about their life in London (pair work).

SS Use greetings to meet and greet: share their ways of meeting and greeting in their countries

BV: SS practise small talk conversations when arriving in London (ss to be made aware of appropriate and inappropriate questions).

Communication: SS will share personal details using important key words

SS practise intonation when greeting

Numeracy: SS practise time of the day for greetings

Lesson planning notes for ensuring individual learning needs are met based on the learner profile/ILP, and DA results of individual learners

NB: (to be completed before each learning session in place of a separate LP):

‘Stretch and challenge’ activities:

Homework set:

2 09/11/15 All about you LO1: Identify familiar routine activities in sentences.

LO2: Use new routine activities when talking about their everyday routines in positive sentences.

Written and spokenQ&A concept checks

spoken

SS complete matching exercisesPictures of activities to names

Gap fill exercisesAction verbs in positive sentences

I wash my clothes every Saturday.

SS speak to their partner (make 3-4 sentences)

F2F P14

E&D: SS share personal/cultural information with others.SS share their routines in their countries (before they came to the UK)

BV: SS become aware of work routines in the UK, e.g. the duties in a real estate office.

SS listen to key information and make statements using correct subject-verb agreement.NumeracySS order their morning, afternoon and evening routine activities

SS practise the pronunciation of times and days of the week

Lesson planning notes for ensuring individual learning needs are met based on the learner profile/ILP, and DA results of individual learners

NB: (to be completed before each learning session instead of a separate LP):

‘Stretch and challenge’ activities:

Homework:

3 16/11/15 Houses LO1: Identify 3-4 furniture items in the picture given.

LO2: Design a plan of a room.

LO3: Use the correct prepositions of place in sentences describing rooms.

T monitors the task. Display pictures on IWB. Elicit vocab from ss.

Q&A concept checks

Spoken – SS learn to pronounce the new words

spoken

PPT presentation – furniture vocabularyT shows slides of different furniture items and students to identify the pieces

SS complete a matching exercise – match the furniture with the labels

SS design a plan of a room (or make a plan of their own room)

T introduces SS to prepositions of place: in, on, under, next to, opposite, behind

SS to work in pairs and answer T’s questionsWhere are the shoes?

E&D – SS could bring in pictures of houses/rooms in their countries and make simple sentences

BV: T provides with materials that will help the SS understand the concept of their responsibilities when renting / buying a houseT to downgrade language

Numeracy: SS can listen to simple instructions (e.g. a book on the table) and draw the missing item correctly.

SS write the number of items in a room while listening to their partner.

Under the bed.

Lesson planning notes for ensuring individual learning needs are met based on the learner profile/ILP, and DA results of individual learners

NB: (to be completed before each learning session instead of a separate LP):

‘Stretch and challenge’ activities:

Homework:

4 23/11/15

Assessment – College Certificate

LO1: SS will complete a formative assessment testing their skills learnt during the previous lessons.

LO2: SS will complete a

Q&A concept checks

Spoken and written

SS to complete the formative assessment (in groups or individually where applicable)

SS complete the summative

SS encouraged to share their feedback

SS to be exposed to different types of feedback (group, individual, etc.)

SS to use their organisational skills to complete their assessment (e.g. completing the easiest task first)

summative assessment. assessment.

Lesson planning notes for ensuring individual learning needs are met based on the learner profile/ILP, and DA results of individual learners

NB: (to be completed before each learning session instead of a separate LP):

‘Stretch and challenge’ activities:

Homework:

5 30/11/15

Talk about personal goals

Review of PLP targets

Chase assessment

LO1: To be able to use verb ‘to be’ and plural and question forms is simple sentence exchanges about themselves.

LO2: Make a simple comment about their learning on the ILP.

Formative assessment

Present their personal goals

SS complete revision matching activities, word order, gap fills, etc.

SS write simple sentences about their learning experience using verb ‘to be’

E&D: Share their personal goals using basic statements and/or pictures

BV: SS read a text about a student attending a college in London and

English: SS name different skills based on pictures given

Numeracy: SS count 1-20 and use correct pronunciation when calling out the numbers in bingo game

Summative / spoken

(positive and/or negative).

SS to complete their outstanding Portfolio assessment.

answer reading comprehension question (spoken).

SS learn to read phone numbers

Lesson planning notes for ensuring individual learning needs are met based on the learner profile/ILP, and DA results of individual learners

NB: (to be completed before each learning session instead of a separate LP):

‘Stretch and challenge’ activities:

Homework:

6 7/12/15 Jobs LO1: Learn new jobs vocabulary and use them in positive sentences (“I work in an office,” etc.)

T to monitor ss in groups.

SS give answers in class and feedback at the end.

Vocab matching: SS match lexis to the pictures (jobs)

Match the jobs with their responsibilities

E&D: SS to talk about the jobs they like.

BV: Share information about the common jobs in the UK and their own

Reading, writing and communication: SS spell different jobs titles and complete the gaps with the missing words

LO2: Identify job responsibilities and match them with the jobs.

spoken Discussion: SS in groups talk about different jobs and what job they want to do.

F2F P16

countries. (singular / plural focus).

Numeracy: Talk about jobs and wages in their country. Convert foreign currency into pounds (£).

Lesson planning notes for ensuring individual learning needs are met based on the learner profile/ILP, and DA results of individual learners

NB: (to be completed before each learning session instead of a separate LP):

‘Stretch and challenge’ activities:

Homework

HALF TERM (14/12/15)