2KS2 KS2/3 Developing thinking across the curriculum
Plan: Plan -single lesson – Lesson 1/2 / /
Thinking Skills / Learning Objectives / Teaching and learning activities / Possible learning tools
Plan
·  Asking questions (to understand the problem)
·  Activating prior knowledge, skills and understanding
·  Gathering information
·  Determining the process/method and strategy
·  Determining success criteria
Develop
·  Generating and developing ideas
·  Valuing errors and unexpected outcomes
·  Entrepreneurial thinking
·  Thinking about cause and effect and making inferences
·  Thinking logically and seeking patterns
·  Considering evidence, information and ideas
·  Forming opinions and making decisions
·  Monitoring progress
Reflect
·  Reviewing outcomes and success criteria
·  Reviewing the process/method
·  Evaluating own learning and thinking
·  Linking and lateral thinking / Compare and contrast modern and nineteenth century pictures of Shemi’s area and to identify a different way of life to ours.
Success criteria
·  Listen and view attentively.
·  Identify differences between the ways of life,
·  Describe them clearly and confidently.
·  Use appropriate language to describe the passage of time. / Introduction
·  Show a map of modern Fishguard / Goodwick pinpointing some of the present locations in Shemi’s story e.g. Parrog Beach, the Rose and Crown, Post Office Hill. (Refer to Powerpoint 1 Maps of Fishguard/Goodwick)
·  In pairs, using the flipchart in Shemi’s Times on the interactive board, match the modern day picture with the nineteenth century picture. Choose one pair of pictures for the pupils to compare and contrast using a thinking diagram
·  Discuss the correct pairs as a class.
Task
·  As a class, use the interactive flipchart to step into the door of the Broom Street nineteenth century clom cottage. Take a tour around the cottage as it could have looked in Shemi’s day. (Powerpoint 2
- Tour of Shemi’s Cottage)
·  In groups, discuss the questions which accompany each part of the house.
Plenary
·  Groups take it in turn to share their interpretations with the class and then use the interactive flipchart activity to reveal what the items and places were used for. / Think Pair share
Thinking diagram – (see Examples of thinking diagrams – Figure 1: Compare and contrast)
Evaluation of Learning and Teaching