ࡱ> ~}` bjbjss &&&&&&&:$$$8V$|$:'5j%%%%%'''4444444$6h84&'{'"'''4&&%%4w*w*w*'&%&%4w*'4w*w*:f0,&&0%% RK$(d0 140'50.9)909&0(''w*'''''44*X''''5'''':::$:::$:::&&&&&& Certificate in Education & Professional Graduate Certificate in Education LESSON PLAN Teacher: Course title and year group:Suggested Level 2/3Module: Session date:Session location and time:90 mins (for group size of 16 or less)Session topic: Sustainability IssuesSyllabus and functional skills references: Links to subject specific syllabus e.g. Textiles,Construction,Retail Take part in discussion, create documents to communicate ideas in a style to suit purpose, read and understand a range of texts, make effective presentations Session Aim/s (a sentence making clear the broad statement of intent) To introduce issues relating to sustainability Learning Outcomes (by the end of the session students will have started to explore the following: Discuss the use of images to convey issues of sustainability Relate sustainability issues to their specialist area Present relevant sustainability issues to peers Minimum Core elements addressed from Part A or B: The importance of language in context use(p26) Find and select from a range of reference material and sources of information (p33) Purposeful use of ICT (p52) Professional Standards addressed by Domain: AP2.2,BP2.3,BP2.5,BP5.1,CP2.1 Which of the 5 Every Child Matters Outcomes addressed: Make a positive contribution Achieve economic well-being  Differentiation (which individuals or sub-groups is it necessary to make particular provision for because there are additional learning needs, support needs, specific contexts or significant levels of prior learning - and how will you support these students?): Range of visual resources in different media e.g. print and film, peer learning and assessment, group work and discussion, use of imagery as well as text to communicate ideas, range of levels of questions to groups and individuals, independent learning You may wish to adapt the vocabulary to suit your individual group using other words to replace sustainability unless you are confident they understand it or you have previously covered it. If you have a large group you may wish to split this session into two to allow for discussion of ads and to allow time for presentations (creating the ad campaign and selling their pitch could be 2nd session). TimeContent & ObjectivesTeacher activityLearner activityResourcesAssessment strategies 3-5 mins depending on group. Welcome, outline aim and Welcome Briefly explain purpose of session Outline outcomes for session Listen, ask questions Q and A 10 mins  Introduction of theme Play clips of TV/film adverts using hyperlinks on powerpoint slide you may wish to chose which ads are suitable for your group Pose questions to whole group: What do the ads have in common? Why are they relevant to current issues in the news/press/college? Have you seen any more ads linked to this theme? Are we influenced by this type of advertising?  Video clips from hyperlinks on powerpoint slide Note: You may wish to choose ads which relate directly to your subject specialism Visit:www.youtube.com www.adforum.com Students own experience  Learner feedback and discussion Nominated questions to involve all group  10 mins  Analysis of advertsGive out one printed ad image to four groups Ask each group to analyse their advert using the questions on the handout Rotate around groups to support and ask questions Ask each group to briefly feedback on their advert Stress adverts can be used to raise awareness as well as promote products Four printed images of ads Synopsis of ads for teacher Note: You may wish to choose ads which relate directly to your subject specialism Visit:www.adforum.com Question sheet Completed question sheets Learner feedback 35 mins Creating an ad campaign Explain they are going to produce an ad campaign for sustainability in their own subject area Divide group into equal teams(depending on group size but max of 4 per small group) Choose a panel of judges minimum 2 students Set task using challenge sheet give deadline of 15 mins for this part of task then set further deadline of 15 mins to produce their pitch Support groups whilst working with ideas, questions to check understanding Stress importance of quality of ideas not artistic talentGroups work from challenge sheet to decide on the details of their campaign, audience etc. (15 mins max) Group produces visuals and text on flipcharts to present their initial ideas (15 mins max) Meanwhile: Panel decides on the criteria/rules they will use to judge the sales pitches then visits each group to tell them what they will be looking for e.g. impact, originality, closely related to subject, well considered audience Challenge sheet Flip chart paper Colour pens Blue tac . Completed flipcharts Learner presnetations 20 mins for 4 groups Plus more for bigger groups The sales pitchAsk each group to take 5 minutes to sell their ad campaign Use questioning to check understanding and challenge ideasEach group takes 5 minutes to sell their ad campaign to the panel of judges Panel gives brief feedback on each pitch and chooses a winning team Panel must give clear reasons why it was the most successful pitchLearners flipcharts panel of judges Learner presentations Group feedback10 minsSummary and recap of main points learnt Feedback on success of presentations Summarise main points from learners presentations link back to specialist subject areaListen, ask questions Evaluation of session and student learning (e.g. achievement of learning outcomes, student feedback on lesson, effectiveness of learning materials, standards reached by students) Summary: Key points learnt about teaching this topic: Action Plan for future practice (highlight PDP needs)      Version 3 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