LESSON PLAN

DATE: SUBJECT: P.S.H.E THEORETICAL AREA: Money management TOPIC: Spending NUMBER IN CLASS M: 14 F: 14 TOTAL: 28 NO. OF LESSON IN BLOCK OF WORK: DURATION: 1 hour 2/4

CLASS: Year 10

RESOURCES: Worksheet, Scrap paper, Catalogues, Computers/ laptops Summary of priorities from previous lesson (please transfer) - Show other currencies pupils brought in. LEARNING OUTCOMES
(What you intend the pupils to learn that they did not know before - Consider what you expect All, More Able or Individuals to be able to do )

All pupils will understand the importance of what they need in comparison to what they want All pupils can work co-operatively to design their dream flat by spending a certain amount of money only. Some pupils will be able to design, carry out and evaluate an affective spending strategy

Mode(s) of Assessment during Lesson

(How will you know what the pupils have learnt? egg. Q & A, short written test, successful task completion)

Q&A Task completion of the practical task The effectiveness of the budget The evaluation of the budget

Homework
N/A

Cross Curricular Themes / Statutory Curriculum

IT skills - researching

Team work and communication Maths

Special Needs / Learning Support Requirements [Dependent upon the class]

TIMING

TEACHER ACTIVITY
LO: Pupils will know other currencies from around the world Pupils who have bought in foreign currencies to do a quick show and tell the class about the currency they have bought in Strategy: Show & Tell

PUPIL ACTIVITY

EPISODE EVALUATION

5 mins

All: Pupils will listen to the information given Less able: Will answer low level questions More able: Will be able to explain how much that is Pound Sterling Individual: N/A

LO: Pupils will identify and prioritise areas in which they need and want to allocate their money to spend Pupils will split into groups of 4 mixed ability, each group must create their perfect flat, they can only spend 1000, each individual assigned specific sections of: furniture, social, food, other. Strategy: Group discussion LO: Pupils will feedback as a class on how they managed their money to each section Pupils discuss how they split their money and why, teacher facilitates reasons for answers towards notion of prioritizing what they need and want. Strategy: Guided Discovery and Class Discussion All: Will give reasons for their decisions Less able: State why they chose this amount of money only More able: Will justify reasons for their allocation of money and can understand thinking behind their answers Individual: N/A All: select a section to research Less able: Will gain support and help form the more able More able: take on section of other which requires more imagination and less flexibility of money Individual: Keith does topic of food as can relate to own background.

5 mins

10 mins

LO: Pupils will be able to spend their money in the areas they have designated Pupils research and spend their money on the products they desire. Pupils in their groups can spend the money on that area using catalogues and the internet. They are given a worksheet to write down all their spending. Strategy: Group Work/ Guided Discovery All: Will have a contribution Less able: Will gain help and guidance from the teacher and with direction in where the best websites are More able: Will act as the leaders and organisers, splitting the work Individual: N/A

20 mins

LO: Pupils will be able to review the success of their spending in comparison to other groups Pupils will compare their progress to other groups, the teacher highlights examples of good practice. Pupils reflect in comparison to other groups on their own work. Strategy: self-assessment, peer assessment, discussion All: Will make a decision on whether they achieved their objective Less able: will understand more from teacher examples of good practice More able: describe how they achieved objective and why it was a success Individual: N/A

8 mins

LO: Pupils will be able to evaluate success of their own involvement in group and then evaluate as a group their progress. Pupils will be able to evaluate the success of their own money management as part of their team, and team can then evaluate their success in relation to other groups Strategy: self-evaluation, group evaluation All: can give themselves a score out of 10 for effort and input in their group Less able: identify how well they did compared to other groups More able: can justify their decisions with evidence. Individual: N/A

7 mins

LO: Pupils think on whether they should have saved money, if so what would they do with it? Pupils discuss what they would do if they have money left and what they would do with it. Strategy: class discussion All: can contribute to discussion Less able: know that money left over is disposable income. More able: can identify budgeting and savings Individual: N/A

5 mins

LESSON EVALUATION
Respond to the following questions in relation to each of your lesson learning outcomes (refer to front sheet)

What proportion of pupils achieved the outcome?

All / Some / None

What evidence do you have of pupil achievement?

If all pupils achieved a particular learning outcome, was it appropriate for their ability level?

If some pupils did not achieve a particular learning outcome, why did they fail?

Comment on the overall quality of the lesson including the introduction, closure and transitions.

Identify points you must consider when planning your next lesson.

Identify any teacher performance targets you must consider when teaching your next lesson.

THIS INFORMATION SHOULD INFORM PLANNING OF THE NEXT LESSON