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Catering for Learner Diversity Evidence of Learning for Assessment and Reporting
Extensions for excelling students/Early finishers: Diagnostic Assessment:
- If students finish their decision tree with time left they can move Evidence can be gathered by:
on to an early finishers worksheet (refer to resources) - Student responses > Think, pair, share
EA Support: - Student questions
- For students with identified learning/special needs an EA will be - Student input in guided whiteboard session
available for extra assistance Formative Assessment:
Special Considerations: Evidence can be gathered by:
- Students who may have hearing impairments make an instruction - Observation of students work when walking around classroom
sheet for them for a visual aid - Observation of students ability to stay on task and complete activity
- Students who may have visual impairments ensure they are - Observation of decision tree progress
seated within close proximity of the board - Student questions/discussion
- Students with any fine motor concerns/struggles can be assisted Summative Assessment:
by classroom Education Assistant - Marking of the decision trees at the end of the lesson
LESSON PLAN TWO B - The Promise of Christian Salvation
Teaching Focus for the Lesson Key Understanding/Learning Point
B2. Jesus came to help people behave as he did (Key Understanding)
Show Jesus as the model of truly human behaviour, and focus upon
how the world of the students experience would be different if all B2.1. Recognises how families and schools would be different if everyone made
accepted his promise of the power of his Spirit. Discuss scenarios in choices to behave like Jesus (Learning Point)
the bible where Jesus made good choices, and relate to students
own experiences. Salvation Topic: Lent/Easter
Prior Knowledge: Aspect of Human Development: Recognises that we have the ability to choose.
Students in step A have previously explored the different choices Learning Objectives:
they are in life and the outcomes those choices can have. The
concept of freedom has also been addressed and explored. 1. Participate in a reflective warm up activity Milling to Music to activate prior
knowledge and open thinking for the lesson ahead
Spiritual/Religious Capabilities covered: 2. Observe and respond to a Godly Play
3. Rehearse and perform a role play
The human cardinal virtue of prudence where the spiritual capabilities of: 4. Work effectively in groups
to wonder and become awe-filled and to search beyond and become wise
can be explored throughout this lesson through discussion of choices and Integration of other Learning Areas:
the decisions Jesus made throughout his life. The theological virtues of
faith and hope and religious capabilities: To serve God & become Gods Drama: Role plays (ACADAM028)
witness and to follow & become a missionary disciple of Jesus can also be English: Story Telling/Responding to texts (ACELT1590)
explored through the lessons content
When the music is playing students walk around the room silently, the teacher will give a topic or
question for students to discuss i.e. If someone was crying in the playground what would you do?
When the music stops students are to pair up with the closest person to them, and discuss that
topic/question. After 1-2 minutes of discussion time, teacher will pick 2-4 pairs to share their
ideas/thoughts. The music will begin again; students will thank their partners and begin walking
around again. The teacher will then give another topic/question and the process repeats.
. Topics/Questions to ask students:
- What are some stories in the bible where Jesus made a good choice?
- What do you think Jesus disciples learnt from Jesus making good choices?
- What do you think school would be like if everyone chose to live like Jesus and make good Prayer:
choices everyday? Jesus,
. After 5 minutes of Milling to Music ask students to come and form a circle on the mat.
. Conduct a prayer session with students Refer to resources We know that you made only choices that are loving
. After prayer ask students to turn to one of their shoulder partners (person sitting next to them) and good. We want to be like you. Help us to make
choices that are loving and good, too.
and discuss what they think the lesson is after the warm up activity and prayer.
. Gather responses from students, and introduce the lesson topic/focus: Behaving like Jesus Amen.
through choices
Godly Play -
12.20pm . Whilst students are still seated on the mat in a circle conduct a Godly Play session.
Godly Play Kit
. Godly Play Kit Story - Mark 10:13-16
. Set up Godly Play (Refer to resources for photos) and perform the story of Jesus and the
Children
. At the end of the story pose some wondering questions:
- I wonder what was your favourite part of the story?
- I wonder what was the most important part of the story?
- I wonder what was the least important part of the story?
- I wonder what was the message of the story?
. Wait for student responses (not compulsory, but accept all responses)
. Talk about the story, ask some focus questions:
- What were the good choices Jesus made in the story?
- What would of happened if Jesus did not choose to do what was good?
- What might Jesus disciples learn about choices from Jesus actions?
. Explain to students that we are all made in the image and likeliness of God and that in order to do
good we must act in the footsteps of Jesus, especially when making decisions and choices.
. Explain to students the next element of the lesson What shall I do? Role plays
Role plays - Recognises how families and schools would be different if everyone made choices to behave like
12.45pm . After 5-10minutes gather students on the mat leaving room for a stage.
. Get each group to stand up and perform their scenario.
. After each group performs have a discussion with the class about the possible choices that group chose in
their situation. Ask questions like:
- Why was the good choice, a good decision to make?
- Why was the bad choice, a bad decision to make?
- What do you think Jesus would of done?
12.55pm . Ensure students clap at the end of each performance to show appreciation and praise.
. At the end of the role-plays ask students to return to their desks.
Conclusion
1.00pm . Once students are seated back at their desks, ask them to get out their RE journals
. Write up a question/statement on the board If everyone made good choices like Jesus did the
world would look like
. Ask students to copy it into their journals and respond to it
. Give them 5 minutes
. Ask students to close their books and put them in a pile on teachers desk
. Recap the lesson, highlighting the lesson focus - Jesus as the model of truly human behaviour, and focus
upon how the world of the students experience would be different if all accepted his promise of the power of
his Spirit
1.10pm . Ask students if they have questions or thoughts theyd like to share
. Signal that the lesson is over and wait for further instructions
Catering for Learner Diversity Evidence of Learning for Assessment and Reporting
EA Support: Diagnostic Assessment:
- For students with identified learning/special needs an EA will be Evidence can be gathered by:
available for extra assistance with role play and journal entry - Students responses in the milling to music warm up
Special Considerations: - Students responses to questions in Godly Play
- Students who may have hearing impairments make an instruction - Students questions
Formative Assessment:
sheet for them for a visual aid
Evidence can be gathered by:
- Students who may have visual impairments ensure they are - Students participation in preparation for role plays
- Observation of group work
seated within close proximity of the board
- Observation of role play performance
- Students with any fine motor concerns/struggles can be assisted - Student questions/input
Summative Assessment:
by classroom Education Assistant
Evidence can be gathered by:
- Ensuring grouping of students has a mixture of learners and - Observation of role plays
- Marking of journal entries
personalities
LESSON PLAN THREE C Christian Response
Teaching Focus for the Lesson Key Understanding/Learning Point
Help students recall the various ways God has created human
beings to live, based upon what they have learned already in their C3. - God frees Christians to choose always what is good like Jesus (Key
homes and at school. Placing emphasis that friends of Jesus are understanding)
helped by him to love and to do good. Focus on how God is calling
each person to live so that the world will be as God wants. C3.1 - Identifies ways people can be loving and good like Jesus. (Learning Point)
Students in step A and B have previously explored what different Aspect of Human Development: Recognises that we have the ability to choose.
choices we can make in life, and how the world would be different if
everyone made choices to behave like Jesus. The concept of Learning Objectives:
freedom has also been explored. 1. Participate in a reflective warm up and prayer session
2. Produce and create a video using iMovie on the iPad on ways people can be
Spiritual/Religious Capabilities covered: loving and good like Jesus
3. Work effectively and collaboratively in a group
The human cardinal virtue of prudence where the spiritual capabilities of: 4. Upload the video on a Google Drive
to wonder and become awe-filled and to search beyond and become wise
can be explored throughout this lesson through discussion of choices and
the decisions Jesus made throughout his life. The theological virtues of
Integration of other Learning Areas:
faith and hope and religious capabilities: To serve God & become Gods
Technologies: (ACTDIP003)
witness and to follow & become a missionary disciple of Jesus can also be
English: (ACELY1789)
explored through the lessons content.
Introduction
12.10pm
. Students are to form a circle on the mat.
. Once students are seated instruct students to close their eyes
. Ask students:
- In what ways can the people in our school be loving and good like Jesus?
- How does Jesus help us to love and to do good? Sticky Notes
. Explain the activity for the lesson to students and hand out the below guidelines to students. iPads & iMovie
. In groups using the iPads (1 iPad per group) students will produce and upload a 1-2 minute iMovie
on ways they believe people can be loving and good like Jesus. The way they choose to produce,
film and edit their video is up to them.
As long as they follow the following guidelines:
- Video must have a title slide and ending slide
- Video must be between 1-2 minutes long
- Each group member must be featured in the video
- Minimum of 5 ways people can be like Jesus need to be presented/identified in video
- Minimum of 2 thing people can do everyday to be more like Jesus presented/identified in
video
- Video is uploaded on class wiki/Google drive
. After task is explained, spilt students into groups of 4-5 and designate filming areas (different
corners of classroom, outside, wet area etc.)
12.35pm . Give students 5 minutes planning time
. Instruct students to begin (they have 30 minutes)
. Whilst students are completing the task, walk around and observe their progress and how they are
working collaboratively.
. Assist students with production and help them work the software if needed.
. Continue to give students time updates to ensure they are on task and get the task completed.
. Turn on the interactive whiteboard in the classroom to prepare a demonstration on uploading
onto Google Drive.
. With 5 minutes to go get students to save and end their video
Conclusion
1.05pm . Gather students altogether back in the classroom Interactive Whiteboard
. Use stop, look and listen to obtain students attention
. Get students to sit with their group and ask them to follow along the whiteboard in order to
upload their video
. Education Assistant can help groups during this finalisation stage
. After videos are uploaded get students to pack away iPads and sit down at their desks
. When all students are seated and focused ask students to think about the lesson: What
did they learn? What did they enjoy? What didnt they enjoy? What could have been done
better?
. Gather some responses.
1.10pm . End lesson
Catering for Learner Diversity Evidence of Learning for Assessment and Reporting
Extensions for excelling students/Early finishers: Diagnostic Assessment:
- Students who are advanced with technology have the opportunity Evidence can be gathered by:
to edit and present their video with any extra aspects they wish - Student responses in reflective warm up
EA Support: - Student ideas in prayer
- For students with identified learning/special needs an EA will be - Student questions
available for extra assistance - Students ideas
Special Considerations: Formative Assessment:
- Students who may have hearing impairments make an instruction Evidence can be gathered by:
sheet for them for a visual aid - Observation of students completing the task
- Students who may have visual impairments ensure they are - Listening to student conversation
seated within close proximity of the board - Observing student progress
- Students with any fine motor concerns/struggles can be assisted Summative Assessment:
by classroom Education Assistant - Viewing and marking of group videos on Google Drive