1. Planning and delivering an ‘Outstanding' lesson In this session, we will: What do these things look like practically between good and outstanding? Improve confidence in planning for a ‘Outstanding' lesson in principle.

2. What are challenging objectives and how are they incorporated into the lesson? How do I plan for 'engagement'? How do I know, throughout the lesson, if the students are making progress? How am I encouraging good behaviour for learning? (besides planning for a good lesson) How am I ensuring that I am taking into account the specific needs of my students so that they can all make as much progress as possible? In your groups, focus on your key area and discuss the opportunities you have (or could have) included for these things in a recent lesson. Be prepared to feedback your ideas. Planning an ‘Outstanding’ lesson

3. Screen shot of learning puzzel

5. Learning Objectives!!!!! Difference from Good to Outstanding: -Challenging (Challenging for all, Extension Objective, no ceiling or limit) -Differentiated (Everyone can achieve/access) -How do we word it? -How can we differentiate? -How can we recap? -Can we adapt it? Task: Using your subject area can you think of an Objective that has no ceiling and an objective that can be differentiated?

6. Challenging Objectives – What to use? Assess Analyse Change Compare Conclude Design Develop Evaluate Examine Explore Improve Modify Question Repair Rewrite Test

7. Differentiated Objectives? – What to use? Extension Task – Evaluate, Analyse, Construct, Debate, Improve, Reconstruct, Create, Improve, Compare, Investigate… Different Levels All – Everyone must achieve e.g. Identify, Describe, Define, Demonstrate. Most – Majority of group e.g. Explain, Solve, Arrange. Some – G&T, Most able, e.g. Analyse, Evaluate, Conclude, Compare/Contrast Level 1, Pass, Merit, Distinction C, B, A & A* Level 2, 3, 4, 5 etc

9. How am I encouraging good behaviour for learning? Routines Seating plan Behaviour policy Mutual respect LO and starter visible Focus on the little things Turn apathy into action – ‘you seem tired, read page 12 to wake yourself up’ Turn breaches into action – ‘you are still speaking so let’s hear your paragraph on George and Lennie’ Loyalty cards – learning puzzle example Regular contact home

10. Learning puzzle loyalty card screen shot

11. Mrs M Ridgeon Work ethic is a set of values based on hard work and diligence. LO – To understand expectations. WOTD: Expectations

12. Expectations We are ALL accountable for our OWN behaviour We RESPECT each others’ rights, feelings and needs We build workable RELATIONSHIPS

13. Our Classroom Behaviour Plan 1.We line up outside the classroom before entering. 2.We arrive on time to lessons ready to learn. 3.We stand in silence while the register is being taken. 4.When asked listen in silence to both the teacher and other pupils. 5.Please put your hands up to ask/answer a question. 6.Complete all tasks set in class, with all work neat and to guidelines set. 7.Homework completed to a high standard and handed in on time. 8.No calling out during class discussion. 9.Mutual Respect.

14. Consequences… 1.One formal verbal warning 2.Consequence if not put right 3.Recorded on SIMs by teacher/tutor/YL 4.Parents will be informed 5.Class detentions, faculty detentions, year detentions, SLT detentions 6.Internal/external exclusion All on your school record

15. How do I plan for 'engagement'? Leadership – student led activities – link to king/queen cards Give students the plan for the lesson Short chunky tasks – especially with challenging groups Give them regular feedback so they have ownership over their learning. Jenga – learning puzzle Eggs Questioning

16. What will you be asked to do? JokerKing Queen Feedback on last lesson and answer targeted questions on lesson Answer targeted questions during the lesson

17. So Ace does what? Pick people to answer targeted questions

19. Pick an egg! PURPLE PINK GREEN BLUE YELLOW INCONSPICUOUS MENTALITY PROVOKE MORBID LACERATIONS MORBID SYNERGY SENSITIVE OXYMORON HYPERBOLE REPETITION ALLITERATION EMOTIVE VOCABULARY RHETORICAL QUESTION

20. 1 thing I want to follow up, learn more about, or have a question about 2 key words 3 things I’ve learnt

21. How do I know, throughout the lesson, if the students are making progress? Learning continuum/thermometer of learning (learning puzzle) Dish the Dirt Thumbs All students involved Post it note – what have I learnt Make effective use of mark schemes Exit cards – learning puzzle

22. Thermometer of learning

23. Mini Plenary Learning continuum LO - To be able to explain the effect of rhetoric and explore how it is used for effect in Old Major’s speech. Not confidentFairly confidentVERY confident

24. DISH THE DIRT Time to reflect on the task What are you being asked to do? Do you understand the task fully? Do you have any questions?

25. To define connotations. Write your own definition of what a connotation is, using the task we’ve just done to help you.

26. How am I ensuring that I am taking into account the specific needs of my students so that they can all make as much progress as possible? Amy’s learning wall – link to learning puzzle Seating plans Open ended tasks VAK learning styles

27. Amy’s learning wall from learning puzzle