Lesson Outline for Key Stage One (KS1) and Key Stage Two (KS2)

From year one up to year 6 the current guidance given to the majority of Key Stage 1 and Key Stage 2 teachers usually divides lessons into four distinct parts. The planning across London schools varies greatly so this short introduction should be used as a guide only.

Starter

To start, use a short activity, this should last for roughly 10 minutes. This may relate to the lesson objective but it does not need to. Make it something exciting, engaging and stimulating to gain pupils attention.

Main

The second part of the lesson is the main teaching session. There should be something interesting given which ‘hooks’ the children into learning more about the subject chosen. The teacher should then carefully guide the children through the objective for the lesson. This is important as it outlines what the children should be learning. In many schools it is also common to use ‘Success Criteria’ which show what the children need to do to achieve the objective.

After the objectives have been outlined then the teaching part of the session should occur. During teaching as many different strategies should be employed as possible i.e. a kinesthetic, auditory and visual mixture to appeal to a multitude of children. Try to keep a good pace during this session to maintain children’s attention. If they go ‘off task’ it is often because they are disengaged o if this happens, adopt a new style or approach.

Activity

Next, the children are set an activity which is based on the objective for the session. They should be able to complete this based on what you have taught the children. It is usual for a teacher to support one group and the teaching assistant another, whilst the rest of the children complete the activity independently. However, in some schools it is usual for a teacher to circulate the class ensuring all are on task.

Plenary

At the end of the session occurs the plenary. A good plenary should reinforce what the children have learnt, reflect on how successful they were at the session and extend their thinking upon the subject taught. Again, try to make this so it makes use of a variety of learning styles.

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