REFLECTION Where else could this be used?

- Reflection/learning log sheets - Which sections of the TASC wheel did the pupils find easy / hard / the most interesting? - Link to Personal Learning & thinking Skills PRESENTATION

USING PREVIOUS KNOWLEDGE Overview + Engagement - Developing a sense of period/place/space ISM 1 Challenge pupils to tell you 5 things about Haiti suing an atlas. ASM 2 Mystery Why does Hennrick have tears in his eyes give each group of pupils a set of cards and ask them to find the answer. It is not just that some of his family have been killed and his daughter is injured, but all the reasons that lead to this, and all the challenges that lay ahead in the next week day cards = (1c)

The red codes in brackets refer to the filenames of resource these are also available for download on the same page of the SGN site as this came from.

- Real sense of audience + purpose Pupils finish and present their work after taking into account the evaluation of it from the evaluate section. - Reflect on performance - Articulate new skills - Transfer skills

- Start to develop wide knowledge of the topic - Recall information - Challenge misconceptions

- Blank TASC wheel (1a) - TASC wheel planning template (1b)

ESTABLISH OBJECTIVES How do I do it? Understanding the route of enquiry

Introduce the task The end product is going to be a piece of work that explains why so many people died in the Haiti earthquake. This could take a number of forms e.g. an essay, a presentation, a short video, a news report, a poster, etc.) and would be best if pupils had free choice over the way to present the work. Co-construct success criteria with pupils and record to refer back to later on. The discussion text type guidance (2a) will be useful here.

- Explain or demonstrate to others clearly - Share what is known - Present using a range of human abilities

What have I learned?

What do I know about this already?

Lets tell someone!

SELF & PEER ASSESSMENT Self assessment against the success criteria established in the Identify section. Peer assessment this could be done speed dating style using the 2 stars and a wish technique (6a). - Reflect on the task - Evaluate against criteria - See ways to improve - Carry out improvments

How well have I done so far?

Why did so many people die in the Haiti Earthquake?

What is the task?

- Full understanding of task set - Ability to articulate task clearly - Focus on objectives - Focus on audience + purpose - Plan efficiently

How many ideas can I think of?

INFORMATION PROCESSING Research + data collection - Collect a variety of evidence - See different perspectives - Research - Data collection Pupils work in their groups using the information cards (1c) again. Pupils organise the cards into categories: - Physical Factors - Buildings - Infrastructure - Emergency Services - Other Record the card sort on the worksheet (3a) (a smaller copy of the cards are printed on the back of this sheet) Pupils then view and listen to the video and audio clips (3b also embedded into SGN website here) of news reports about the Haiti Earthquake and make notes on the note sheet (3c) (under the same categories as the above task).

Lets do it!

What are the best ideas?

- Deploy evidence - Carry through a plan - Use relevant information to justify ideas - Prove a case/claim SUPPORT & JUSTIFY Support & Justify opinions The task is to produce a piece of work that explains why so many people died in the Haiti earthquake. If this is being done as an essay this sheet (5a) could be used to structure the work (it uses a paragraph structure taken from the categories pupils organised there notes under in the Generate section. Less able version also available (5b). Literacy Framework - Discussion text type guidance (2a) will be useful here

- Select key ideas - Use evidence effectively - Choose relevant information - Ability to organise data into groups - Prioritise info

REASONING Forming opinions

In groups pupils decide on the main reasons for so many people dying in the Haiti earthquake. This could be done using an ideas funnel (4a). Plan the piece of work that will be created in the Implement section.