L E Spring Term: Lesson 1 S O P

Context

ReflectED lessons teach children about the skills of

meta-cognition (being aware of how they learn) and how

to apply those skills in the classroom.

In this sequence of lessons, children will be learning

about memory, when being able to remember something

is important and activities that they can do in order to

help them remember important information

Classroom Organisation

Before this lesson, the class teacher will have to organise

the children into new mixed ability pairs. The children

will stay in this pairs for the first half of the Spring term.

They must always sit in these pairs for ReflectED lessons.

At the start of the lesson, the children should introduce

themselves to their new partner and share some

information about themselves using the following format

“Hello, my name is … The best thing I did in the

Christmas holidays was… because… Last term, I set my

self the target of … I was/wasn’t successful because…”

Lesson Structure

Before the lesson starts, ask the children to show whether

or not they successfully achieved the target they set

themselves over the Christmas holidays. Ask them what

difference it made to them knowing that they would get

a reward. Make sure if the reward was related to school

that the successful children receive their reward.

Tell the children that this week they will start to think

about memory and how important it is to remember

information. Ask the children to think of as many things

as possible that they have to remember e.g. times tables,

spellings, what day of the week it is etc. Make a quick

class list.

Tell the children that there are two types of memory –

long-term memory, which they just used when they told

their partner about what they did over the Christmas

holidays. And short term memory, which they are about

to use now.

Show the children a sequence of letters and numbers

(e.g. G8T4V3B7) for 10 seconds only. Cover the sequence

LESSON PLA

NYEAR 5/6 Spring term

: Lesson 1

172

YEAR 5/6 Spring Term: Lesson 1Lesson length: 30 minutes “A poem is learned by

heart and then not again

repeated. We will suppose

that after a half year it has

been forgotten: no effort of

recollection is able to call it

back again into

consciousness.”HERMANN EBBINGHAUS

and ask the children to write this sequence on their

individual white boards or on a piece of paper and show

what they have written. Most of the children will have

remembered quite a lot of the sequence. Tell them that

they are using their short-term memory.

Tell the children that they will forget information unless

they have the opportunity to remember it again and

again over a long period of time. Show them the

Ebbinghaus Forgetting Curve – visit the ReflectED website

www.reflectedlearning.org.uk for a link to this image.

This diagram illustrates how we forget information over

time unless we look at it or practice it again. Explain that

this is why we often revisit learning.

Ask the children to write down the sequence that you

asked them to remember at the beginning of the lesson.

Many of the children will be able to remember much less

of the sequence. Ask the children what they would need

to do in order to be able to remember. Explain that they

need to think about this when they are trying to

remember something important like their times tables.

Children will finish the lesson by writing a reflection

about what they are going to do this term in order to

improve their memory and remember times table or

spellings more effectively. Give them some examples, such

as “I will practice my 8 x times table every night before I

go to sleep”. Before writing, they must tell their

ReflectED partner what they are going to write.

LESSON PLA


: Lesson 1

173

K Tasks for the Week

This week plan for two ‘Reflection Points’ during the week. Remind the children how important it is to record how they

will adapt or change their learning in order improve.

Encourage children to reflect independently this week. Have a list of children’s names up on the wall and when the

children have made a reflection they can put a tick by their name. Have a reward for the child with the most ticks by

the end of the week (everyone will have at least two ticks).

This week, give children the opportunity to spend five or 10 minutes making sure that all of their reflections in Evernote

are tagged.

1 Resources

Every child will need a copy of Reflection Sheet 2

Download the Ebbinghaus Forgetting Curve from mattt.me/2009/forgetting-to-remember/

Individual whiteboards or paper

Prepared sequence for children to remember

n Introduction to new partner

n Check whether target achieved

n Things they remember list

n Short-term/long-term memory

n Show Ebbinghaus Forgetting Curve

n Remember sequence

n Write a reflection

LESSON CHECKLIST

Context





about memory, when and why it is important to be able

to remember something and activities that they can do in

order to help them remember important information


Make sure that the children are sitting in their new

ReflectED pairs.

Lesson Structure

All the children will have set themselves a target last

week to remember something. They must now share

their target with their partner and get their partner to

test them on whether or not they have remembered it

successfully. They can then share the reasons for their

success or failure with their partner and write this on the

end of last week’s reflection.

Tell the children that this week they are going to look at

a strategy many people use in order to help them

remember things. Give an example of a mnemonic that

you use, for example ‘Richard Of York Gained Battles In

Vain’ for remembering the colours of the rainbow (red,

orange, yellow, green, blue, indigo, violet).

Tell the children that as spelling in English is so

complicated many people use mnemonics to help them

spell. Give an example, such as ‘Big Elephants Can Always

Understand Small Elephants’ (BECAUSE).

Show the children a list of common mnemonics for words

that are difficult to spell, such as ‘Oh, You Lucky Duck’ for

wOULD, shOULD and cOULD. There are many lists

available to help you – visit the ReflectED website

www.reflectedlearning.org.uk for a link to one of them.

Tell them that are going to use these mnemonics to help

them to remember how to spell these words and that

there will be a class test in a few days time. The children

should write the words and the mnemonics down so that

they can practise during the week.

LESSON PLA


: Lesson 2

174

YEAR 5/6 Spring Term: Lesson 2Lesson length: 30 minutes “Mnemonic is a verygeneral word. It is defined

simply as some device

which aids the

memorisation of

something. The word

comes from the Greek

mnemonikós, which refers

to the mind”

LESSON PLA


: Lesson 2

175


This week plan for two ‘Reflection Points’ during the week.

Test the children on the spellings that they have been remembering using the mnemonics. Ask them to reflect on how

useful the mnemonics were.




If opportunities arise during the week, remind the children of the mnemonics you have used.

1 Resources

Access to their written reflection from last week’s lesson

Prepared list of mnemonics for spellings

n Test partner on memory task

n Introduce mnemonics

n Show list of mnemonic spellings

n Children copy list

LESSON CHECKLIST

CASE STUDY: Observations

from a Year 1 teacher after

introducing a new skill to

pupils without much teacher

input

“It was refreshing to see different

children struggling when I

introduced the tying the shoelace

task. It was great for some normally

low-achieving children to be able to

succeed and to have the

opportunity to coach others. It was

a real boost to their self esteem.”

Context







order to help them remember important information


Make sure that the children are sitting in their ReflectED

pairs.

Lesson Structure

Tell the children that this week they are going to be

discovering more about memory and how it works.

First you are going to give them a memory test. Show the

children the slide ‘Memory Test’ from the ReflectED

website – www.reflectedlearning.org.uk/. It is a list of

words as follows: Jumper, Carrot, Diamond, Cat, Football,

Cracker, Music, House, Wee-wee, Necklace, Honey, Pitch,

Christmas, Frame, Turnip, Music, Pound, Stamp, Pigeon,

Basket.

Tell them that you are going to be testing them to see

how many of the words they can remember but they

must NOT write any thing down. Only let the children

look at the slide for 30 seconds.

After 30 seconds, cover up the slide and give the children

another 30 seconds to write down as many of the words

as they can remember. Once the time is up, get the

children to share their list with their partner and see

which words they remembered.

Tell the children that you will know which words most of

them will have remembered because we remember

things according to the ‘FLORA Rule’. This says that we

remember things as follows:

l First – they will have remembered ‘Jumper’

l Last – they will have remembered ‘Basket’

l Out of the ordinary – they will have remembered

‘Wee-wee’

l Repeated – they will have remembered ‘Music’

l Associated – they will have remembered words that

pair together such as ‘Diamond’ and ‘Necklace’ or

‘Football’ and ‘Pitch’

LESSON PLA


: Lesson 3

176

YEAR 5/6 Spring Term: Lesson 3Lesson length: 30 minutes “You can't expect to develop a truly

extraordinary memory

overnight, but you can start

to learn some really useful

memory techniques, and

learn them thoroughly”

Now show the children the memory slide show from

www.reflectedlearning.org.uk/. Tell them they will see

pictures of objects on a slide show and they must try to

remember as many as they can. Now they know which

ones they are likely to remember, can they use that to

help them remember more objects?

As soon as the slide show finishes, give the children 30

seconds to write down as many as they can remember.

Get them to share what they remembered with their

partner. Did they remember more? What strategies did

they use to help them remember?

Get the children to write a reflection describing what

they have learnt about memory today and how they are

going to use those strategies to help them in the future.

Ask some children to share their reflections with the class.

LESSON PLA


: Lesson 3

177






1 Resources


Memory test slide from www.reflectedlearning.org.uk/

Memory slideshow from www.reflectedlearning.org.uk/

n Show memory test slide n Children have 30 seconds to remember list

n Share with partner n Tell them about FLORA

n Show memory slideshow n Children have 30 seconds to remember

n Share with partner n Write a reflection about what they have learnt

LESSON CHECKLIST



asking children to place

themselves on a success/

failure continuum

“Children are often not very good at

judging their success. When asked to

place themselves on a continuum of

success and failure, I found that some

children who were not successful at

the task placed themselves towards

the successful end and some who had

done extremely well, tended towards

the failure end. This was a great

opportunity to talk about accurate

self-assessment, and only when we

have this right can we accurately

assess our next steps for learning.”

Context





about memory, when being able to remember something

is important, and activities that they can do in order to

help them remember important information.

In this lesson, the children will be tasked with learning

the names of a number of scientists and their discoveries.

Amend this list as you see fit. You can also choose a

different location to use, rather than the children’s own

home, for example the school. The advantage with using

the school is everybody has the same individual locations.

The advantage with using their own home is their

intimate knowledge of it and their emotional connection

to it.



pairs.

Lesson Structure

Tell the children that they are going to be learning a

memory strategy called the Method of Loci. This is also

called the memory palace and is a mnemonic device

introduced in ancient Rome and Greece. It uses

visualisation and engages the parts of the brain that

relate to spatial awareness. A list of items to be

remembered are imagined in different locations within a

familiar building (e.g. school or home).

Start by asking the children to close their eyes and

imagine taking a tour of their home starting at the front

door. Give them a minute to ‘walk through’ their homes

in their heads.

Then give each child one minute to describe the tour to

their partner.

Explain that the children will be set a memory challenge,

and that this tour of their home is going to help them.

Tell them that they must learn the names of nine

scientists and their discoveries and they will be tested in

one week’s time. Explain that they are going to imagine

these men and women in nine separate locations in their

home. However, there might be two or three locations in

one room – for instance a scientist might be in a

cupboard and another one under the bed.

LESSON PLA


: Lesson 4

178

YEAR 5/6 Spring Term: Lesson 4Lesson length: 30 minutes “ the Method of Loci usesvisualisation and engages

the parts of the brain that

relate to spatial

awareness”

Ask the children to write down their nine different

locations. For instance, the hallway, the sitting room,

bathroom, kitchen, parents’ bedroom etc.

Give every child a sheet with pictures of all the people

with their names and discoveries clearly labelled. This can

be downloaded from the ReflectED website

www.reflectedlearning.org.uk. Some of the discoveries or

inventions may require further explanation.

l Marie Curie (X-ray)

l Fleming (penicillin)

l Isaac Newton (gravity)

l Edison (light bulb)

l Alexander Graham Bell (telephone)

l Henry Cavendish (hydrogen)

l Isambard Kingdom Brunel (built the first iron bridge)

l Joseph Paxton (Crystal Palace)

l John Logie Baird (TV)

Ask the children to place a different person in each

location in their memory palace.

To help the children learn the names of these people and

their inventions or discoveries, there will also be a visual

‘hook’ or association between the two and these need to

be explained. The children must look at the picture,

imagine them in the location in their house, and also

visualise them performing their unique action. For

example:

l Marie Curie is in the kitchen helping to 'cure' people by

x-raying them

l Thomas Edison is in the sitting room 'edding’ a

lightbulb.

l Fleming is in the bathroom coughing up phlegm

because he’s ill and needs an antibiotic – penicillin

l Isaac Newton has a sack of newts and is taking them

out and dropping them on the floor and wondering

why they fall downwards

l Bell – a bell is ringing and it’s the telephone

l Brunel is brewing tea in a big iron pot

l John Logie Baird is watching Yogi Bear on television

l Paxton ‘packs tonnes’ of glass for the crystal palace

l Cavendish is looking at a dish of burning hydrogen

Ask the children to take the tour of their memory palace,

visualising the people.

Tell the children that they will be given opportunities

during the week to reinforce these memories.

LESSON PLA


: Lesson 4

179


This week plan for two ‘Reflection Points’ during the week. Remind the children how important it is to record how they

will adapt or change their learning in order to improve.




Also give the children a couple of five minute sessions to visualise and reinforce the scientists.

1 Resources

Handouts with pictures and labels of all the scientists or discoverers. This can be downloaded from the ReflectED

website www.reflectedlearning.org.uk

n Introduction n Discussion of the Method of Loci

n ‘Tour’ of home n Introduce challenge

n Choice of locations n Discussion of unique actions

n Children take the tour of their memory palace

LESSON CHECKLIST

Context







order to help them remember important information.



pairs.

Lesson Structure

At the start of the lesson, remind children that they will

be tested to see how much they remember about the

nine scientists. Give the children a minute to ‘walk

through’ their memory palace and see the nine scientists.

Give the children five minutes to write down the names

and inventions of all the nine scientists. When the five

minutes is up, give the children the names and inventions

of the nine scientists and ask them to share with their

partner which ones they remembered.

It is important for the children to reflect on the

information that they didn’t remember successfully and

think about why that was and what changes they could

make to this methodology to help them remember it in

the future. Ask several children to share this with the

whole class and then give the children one minute to share

with their partner. They should tell their partner what they

didn’t remember, why they think they didn’t remember it

and what helped them remember all the information that

they did get right (it might help to have these three

discussion points written up so that children can refer to

them and make sure they discuss all the points). Make sure

all children get the opportunity to share.

Ask the children to think about when they could use this

strategy to help them with their learning in class. Make a

class list of all the things that children need to remember

(times tables, tricky spellings, how to find the perimeter of

a shape etc) and ask them to decide which of the memory

strategies they have learnt they will use to help them. Are

there any other strategies that they use (for example,

some people remember spellings by writing them)?

Tell the children to write a reflection discussing what they

have learnt and how they might use it in the future.

LESSON PLA


: Lesson 5

180

YEAR 5/6 Spring Term: Lesson 5Lesson length: 30 minutes “ It is important for thechildren to reflect on the

information that they didn’t

remember successfully and

think about why that was

and what changes they

could make to this

methodology to help them

remember it in the

future”

LESSON PLA


: Lesson 5

181






1 Resources


n Walk through memory palace

n Five minutes to remember facts about nine scientists

n Share what was difficult with the class and then partner

n Class list of things to remember

n Think about which strategy works best for each thing

n Write a reflection

LESSON CHECKLIST


from a Year 3 teacher about

the value of reading

children’s reflections

“Reading the children’s reflections has

helped me to change my practice.

They were telling me I talked too much

and that they wanted more time to

work independently. I took this

feedback on board straight away, and

I know the children appreciated that I

had listened to their views.

Context




This lesson is a ‘housekeeping’ lesson and gives the

children the opportunity to look back over their

reflections and make sure that everything is tagged

correctly.



pairs. The children will need at least one device per

ReflectED pair for this lesson so that they can access their

Evernote folders.

Lesson Structure

Tell the children that today they are going to have the

opportunity to look back over their reflections and tidy

up their folder. Tell the children that it is good practice to

do this regularly with any data storage to make sure that

they keep everything tidy and up to date.

Show the children the ‘ReflectED Housekeeping

Checklist’. This can be found on page 89 or can be

downloaded from the ReflectEd website

www.reflectedlearning.org.uk. Talk them through each

criteria and show them how to make sure that each

reflection satisfies everything on the checklist.

The children then work individually or in pairs to make

sure that all of their reflections meet the criteria.

If children finish their housekeeping before the end of

the lesson ask them to search their folder for any

reflections tagged ‘red’ or ‘amber’. They should read

their reflections and see if their learning has moved on

since then and think about what helped them. NB If their

learning has moved on they MUST NOT alter their

reflection but they could make another reflection to

comment on this.

At the end of the lesson ask children who have looked at

their reflections what they have found out about their

learning.

LESSON PLA


: Lesson 6

182

YEAR 5/6 Spring Term: Lesson 6Lesson length: 30 minutes “Good checklists, on the

other hand are precise.

They are efficient, to the

point, and easy to use even

in the most difficult

situations. They do not try

to spell out everything –

a checklist cannot fly a

plane. Instead, they provide

reminders of only the most

critical and important

steps – the ones that even

the highly skilled

professional using them

could miss. Good checklists

are, above all, practical.”ATUL GAWANDE

LESSON PLA


: Lesson 6

183



Encourage children to use the checklist as they are reflecting.

1 Resources

Copies of the ReflectED Housekeeping Checklist from page 89

One device per child, if possible, or one for each pair

n Look at checklist

n Model how to check reflections

n Children check their reflections

n Children read some of their reflections

n Children share observations from reading their reflections

LESSON CHECKLIST



the value of looking back at

previous learning

“Taking the time to look back over a

child’s books, with the child present,

helps him/her to see where he/she has

made improvements and which

improvements still need to be made.

Hearing children articulate their targets

for themselves is very powerful.”

Context




This lesson gives the children the opportunity to look

back over their reflections to look at how they are

tagging their reflections and if this tells them anything

about themselves as a learner.


Before this lesson, the class teacher will have to organise

the children into new mixed ability pairs. The children

will stay in this pairs for the remainder of the Spring

term. They must always sit in these pairs for ReflectED

lessons.

At the start of the lesson, the children should introduce

themselves to their new partner and share some

information about themselves using the following format

“Hello, my name is … The subject I like best is … because

… The subject I want to get better at is … I will get

better at it by …”

The children will need one device per ReflectED pair for

this lesson so that they can access their Evernote folders.

Lesson Structure

Tell the children that today they are going to have the

opportunity to look back over their reflections and see

what they can learn from them. You will need to have

access to your own folder so that you can model how to

search for different tags. Display your folder so that all

the children can see it.

Explain to the children that you are going to show them

how to search by tags. Once they have done this they will

be able to answer some questions that will help them

better understand themselves as learners.

Show them the instructional video ‘Searching by Tags’ on

the ReflectED website (www.reflectedlearning.org.uk/) if

they need reminding how to do this.

The children will have an ‘Analysis Reflection Sheet’ to

complete. This asks them questions such as “Which

subject has the most reflections?” and “What does this

tell you about how you feel about this subject?” Using

LESSON PLA


: Lesson 7

184

YEAR 5/6 Spring Term: Lesson 7Lesson length: 30 minutes “Which subject has the

most reflections? What

does this tell you about

how you feel about this

subject?”

your own folder, model how you would answer some of

these questions, for example, “I have the most reflections

in maths. I think this is because I have learnt a lot in

maths so there has been lots to record…”.

Once you have modelled how to complete the sheet get

the children to complete their own sheets. They should

answer the questions in pairs. One child will search their

tags and tell their partner the answer before writing it

down. Their partner should check that the response is

detailed and makes sense. They take it in turns until all

the questions have been answered.

LESSON PLA


: Lesson 7

185

“ they will be able toanswer some questions that

will help them better

understand themselves as

learners”K Tasks for the Week


Encourage children to reflect independently on a subject where they haven’t as many reflections.

1 Resources

Copy of the Analysis Reflection Sheet downloaded from www.reflectedlearning.org.uk

n Revise searching by tags

n Model completion of ‘Analysis Reflection Sheet’

n Children complete sheet in pairs

LESSON CHECKLIST

Context




In this sequence of lessons the children will be learning

about problem solving and the skills required for this.

They will be comparing the trial and error method with

systematic approaches and will also be considering how

working in teams can help or hinder the problem solving

process.



pairs.

Lesson Structure

Tell the children that in this lesson they are going to be

solving a problem. Ask the children what skills they think

they need to be good problem solvers and highlight the

following:

l They will need to understand the information they are

given, probably by splitting it up into smaller chunks

l They will need to apply knowledge they already have

about how to solve other similar problems

l They will need to work carefully

l They will need to be persistent as the answer isn’t

always obvious

Introduce the well-known Fox, Chicken and Corn problem

to the children.

‘A man has to get a fox, a chicken and a sack of corn

across a river. He has a boat that can only carry him and

one other thing. If the fox and chicken are left together

the fox will eat the chicken. If the chicken and the corn

are left together, the chicken will eat the corn.’

Give the children time to solve the problem in their

ReflectED pairs. Stop the children periodically and ask

them to share their problem solving approaches.

Highlight those children who are drawing diagrams and

trying different possibilities one after the other. Talk

about the ‘trial and error‘ method of problem solving

and explain that for some problems this is the most

useful method to use. Share the solution with the

children.

LESSON PLA


: Lesson 8

186

YEAR 5/6 Spring Term: Lesson 8Lesson length: 60 minutes “how can working inteams help or hinder the

problem solving process”

Now introduce the Football Scores problem to the children.

The final score in a football match is 3-2. What are all the

possible half time scores there could have been?

Give the children time to solve the problem in their

ReflectED pairs. Stop the children periodically and ask

them to share their problem solving approaches.

Highlight that this time it may help them to work

‘systematically’ and that this means working through the

problem step by step in an ordered way. If the children

need it, model how to start at 0-0 and work up from

there. Ask them why 0-3 is not a possible half time score.

When it is appropriate, bring the class together and

model how to use the systematic approach to solve the

problem, starting from 0-0 and working up. Explain that

one of the benefits of working systematically is that you

can make sure you have all the possibilities. Share the

solution with the children.

In the final part of the lesson, ask the children to make a

list with their partners of all the skills they needed to be

good problem solvers. Skills such as: persistence,

resilience, careful working, systematic working. Make a

class list of these to use in next week’s lesson. Explain to

the children that these are also skills that make a good

learner.

LESSON PLA


: Lesson 8

187


This week, plan for two ‘Reflection Points’ during the week in subjects of your choice.

Plan for a problem solving activity in Maths this week and ask the children to reflect on the skills they employed to solve it.




Think about times in the week when you could use their reflections as a teaching point. If you have planned for a

‘Reflection Point’ after the first day of Maths learning, you could ask the children to tell you what their performance tag

was on their reflection. You could then make a note of who might need extra help or an extension.

1 Resources

Solution to the fox, chicken and corn problem: Take the chicken across (the fox and the corn are fine together),

come back for the fox, take the fox across, pick up the chicken and take it back to the corn. Take the corn across and

leave it with the fox. Return for the final time to collect the chicken.

Solution to the football scores problem: Possible half time scores are: 0-0, 1-1, 2-2, 0-1, 1-0, 2-0, 0-2, 3-0,

1-2, 2-1, 3-1, 3-2

n Talk about the skills needed to problem solve

n Introduce the Football Scores problem

n Introduce the Fox, Chicken and Corn problem

n Make a list of the skills needed to be a problem solver

LESSON CHECKLIST

Context









process.



pairs.

Lesson Structure


using the problem solving skills that they talked about

last week. Display and recap the list you made last week

and ask the children to keep the skills in mind while they

work through this week’s lesson.

This lesson uses the ‘Problem solving with EYFS, Key

Stage 1 and Key Stage 2 children – Logic problems and

puzzles’ booklet published by the Department for

Education. You can download it from the ReflectED

website www.reflectedlearning.org.uk.

Introduce Year 5 Lesson 1 (‘Nicknames’) or Year 6 Lesson 1

(’Albert Square’) to the children and follow the script set

out in these lesson plans to solve the problems.

When the problem solving is complete have a class

discussion about the skills the children needed to solve

the problem successfully. Draw out the following

important skills that were relevant to today’s problem.

l Prioritising information

l Organising information

l Checking answers against the criteria

Add these skills to the list on display.

Ask the children to record a list of ‘tips’ they would give

to another child to help them solve a similar problem

successfully. Tell the children that in next week’s lesson

they will be using their problem solving skills again and

that their tip sheets will be used by other children.

LESSON PLA


: Lesson 9

188

YEAR 5/6 Spring Term: Lesson 9Lesson length: 60 minutes “ It is important toprioritise and organise

information and check your

answers”

LESSON PLA


: Lesson 9

189


This week plan for two ‘Reflection Points’ during the week in subjects of your choice.

Plan for a problem solving activity in Maths this week and ask the children to reflect on the skills they employed to solve it.







1 Resources

‘Problem solving with EYFS, Key Stage 1 and Key Stage 2 children – Logic problems and puzzles’ booklet published by

the Department for Education.

Download this document at www.edu.dudley.gov.uk/primary/Strategymaterials/Logic%20problems.pdf or from the

ReflectED website www.reflectedlearning.org.uk

n Recap skills needed for problem solving

n Introduce and solve ‘Nicknames’ or ‘Albert Square’ problem

n Highlight new skills used to solve the problem

n Write tip sheets

LESSON CHECKLIST



three terms of reflecting

“My Year 6 class are better prepared

for their SATS now than any class I

have taught previously. By looking

back through their reflections they are

able to identify gaps in their

knowledge and what they need to

revise. They are able to say what they

would like to go over again and have

become much more independent at

directing their own learning.”

Context









process.



pairs.

Lesson Structure


using the problem solving skills that they talked about

last week. Display and recap the list you made last week

and ask the children to keep the skills in mind while they

work through this week’s lesson.

This lesson uses the ‘Problem solving with EYFS, Key

Stage 1 and Key Stage 2 children – Logic problems and

puzzles’ booklet published by the Department for

Education or from the ReflectED website

www.reflectedlearning.org.uk.

Introduce Year 5 Lesson 2 (‘Tea for Two’) or Year 6 Lesson

2 (‘House Points’) to the children and follow the script set

out in these lesson plans to solve the problems.

Give the children the tip sheets that they wrote last week

to help them to solve this week’s problem. Children will

use a tip sheet written by another child. Encourage the

children to refer to the tip sheets as they work.

When the problem solving is complete have a class

discussion about any new skills they employed this week

while solving the problem. If there are new skills, add

them to the list.

Ask the children to reflect in their pairs on the usefulness

of the tip sheets.

LESSON PLA


: Lesson 10

190

YEAR 5/6 Spring Term: Lesson 10Lesson length: 60 minutes “ It is a common

experience that a problem

difficult at night is resolved

in the morning after the

committee of sleep has

worked on it.”JOHN STEINBECK

LESSON PLA


: Lesson 10

191


This week plan for two ‘Reflection Points’ during the week in subjects of your choice.

Plan for a problem solving activity in Maths this week and ask the children to reflect on the skills they employed to

solve it.






was on their reflection. You could then make a note of who might need extra help or an extension.heir performance

tag was on their reflection. You could then make a note of who might need extra help or an extension.

1 Resources

‘Problem solving with EYFS, Key Stage 1 and Key Stage 2 children – Logic problems and puzzles’ booklet published by

the Department for Education.

Download this document at www.edu.dudley.gov.uk/primary/Strategymaterials/Logic%20problems.pdf or from the

ReflectED website www.reflectedlearning.org.uk

n Recap skills needed for problem solving

n Introduce and solve ‘Tea for Two’ or ‘House Points’ problem

n Highlight new skills used to solve the problem

n Reflect on the usefulness of the tip sheets

LESSON CHECKLIST



the value of sharing

reflections with parents

“I recently used a child’s reflection

sheet in a parent meeting. We were

discussing the child’s attitude to

writing, and how best to help him

move forward. It was so powerful for

the parent to see the child’s honest,

considered opinions written down,

and enabled us to devise a shared

improvement strategy for him

between us. I’ll definitely share

reflections with parents in the future.”

Context









process.



pairs.

Lesson Structure

Remind the children of the three problem solving lessons

from the previous three weeks. Ask the children to recall

the tips from their booklets as well as recap what it

means to:

l Work systematically

l Organise information

l Prioritise information

l Check the answer against the criteria

Explain that in this lesson the children are going to write

a detailed reflection about the problem solving they

completed in the previous lessons.

Model write a reflection on Reflection Sheet 2 for the

children to see, based on the three problem solving

lessons. Take their input as you go. Remember to explain

to the children what you are writing and why, and to

include ‘Action Points’ that will help to improve future

performance.

The children now have to write their own reflection. Give

them some silent time to think about it and then give

them 60 seconds to outline their thoughts with their

partner. Make sure you remind the children that they will

need to show good listening skills whilst their partner is

talking, by making eye contact, leaning in so they make

sure they can hear, and nodding.

Having discussed it with their partner, the children should

each complete Reflection Sheet 2, remembering to

complete their ‘Action Points’ and tag their reflection

appropriately. All these reflections must be

photographed and uploaded to Evernote.

LESSON PLA


: Lesson 11

192

YEAR 5/6 Spring Term: Lesson 11Lesson length: 45 minutes

“ show good listeningskills when your partner is

talking by making eye

contact, leaning in to make

sure you can hear and

nodding”

LESSON PLA


: Lesson 11

193


Give feedback on the children’s reflections this week, either to improve their quality or to make a comment on how you

felt when you read their reflection: for example “I will try to remember to check that you have started your work and

help you straight away if you are stuck”.








1 Resources

Reflection Sheet 2 displayed on the interactive whiteboard or as an enlarged paper copy

Copies of Reflection Sheet 2 for all the children

n Recap problem solving skills

n Model write reflection

n Children write reflection

LESSON CHECKLIST

CASE STUDY: Reflection on

an assessment from a Year 6

pupil

“This lesson we did an old assessment

on grammar. I found this quite easy

but made a couple of silly mistakes

doe to the fact that I wasn’t reading

the questions properly. In SATs, if I

want to achieve my goal for grammar

and every subject I need to do this. In

order to achieve my goal, I’m going to:

l Go to the breakfast club and revise

with my friends

l Ask my tutor

l Ask my parents

l Look at education websites/Google

I really want to pass my SATs so I’m

going to do all of these.

Context









process.


For the first part of the lesson the children will be

working in teams of 10 or roughly a third of their class.

They will need a large space such as hall or part of a

playground. The second part of the lesson will take place

back in the classroom where the children will be working

in their pairs as well as moving around.

Lesson Structure

Explain that in this lesson the children are going to work

in teams to solve a practical problem.

Introduce a short practical problem solving activity to the

children where they have to work in teams. An example

of such an activity is the ‘Shark Infested Water’ problem,

but other problems involving having to work together to

solve a practical problem can also be used.

Place the children in teams of roughly 10. Set them the

challenge of getting all of their teammates across some

shark infested water (a large space such as a hall) without

anyone stepping in the water. Each team must start in a

‘safe area’ (bench or mat) at one end of the hall and

attempt to reach the safe area at the other end. Each

team of 10 should be given two PE hoops to help them

cross the water. They remain safe as long as they do not

step out of the hoops. Any team member who steps out

of a hoop and into the water, receives a penalty point.

Teams must compete to receive the fewest penalty points

at the end of the activity.

Children may discover that they must take a few team

members across first before one person comes back with

the hoops for the rest of the team!

Back in the classroom, ask the children a series of

questions for them to answer.

Q1. Based on the activity they have just completed, what

are the characteristics of good team players, the

types of people they want to be in teams with?

LESSON PLA


: Lesson 12

194

YEAR 5/6 Spring Term: Lesson 12Lesson length: 60 minutes “What are the

characteristics of good

team players? Are you

a good team player?”

Children to work in their pairs to make a list of these

characteristics. Discuss and make a class list of these

‘positive characteristics.’ Aim for 10 characteristics.

Display the list.

Q2. What are the characteristics of poor team players?

The types of people who are not good additions to a

team? Children to work in their pairs to make a list

of these characteristics. Discuss and make a class list

of these ‘negative characteristics.’ Aim for 10

characteristics. Display the list.

Q3. Are you a good team player?

Give each child a post-it note or similar and ask them

to write a number from 1 to 10 on it without showing

anyone else. Tell them that ‘1’ represents a poor team

player and ‘10’ represents an excellent team player.

Tell them to look at the positive and negative qualities

displayed on the wall to help them. Once everyone

has written a number ask them to place themselves on

a continuum across the classroom where ‘1’ is at one

end and ’10’ is at the other. The reason for writing the

numbers on the post-its first, is so that they can’t

change their position to match that of their friends.

Once they are in a line, ask them to consider

question 4.

Q4. Choose a positive characteristics from the list that

you think you have. Think of an example from the

teamwork task where you showed this characteristic

and be ready to describe it to a partner.

Model this for the children first. You might say ‘I

think I try to include others because when Sarah was

not taking part, I encouraged her to join in.’

Give the children some silent time to think about it

and then give them 30 seconds each to share their

positive characteristic with the person next to them in

the line. Make sure everyone has a partner and make

sure you remind the children that they will need to

show good listening skills whilst their partner is

talking, by making eye contact, leaning in so they

make sure they can hear, and nodding. Ensure the

children thank each other for sharing their ideas.

Q5. Choose a negative characteristics from the list that

you think you have. Think of an example from the

teamwork task where you showed this characteristic

and be ready to describe it to a partner.

Again, model this for the children first, before they

have their turn to share with a partner.

Before the children return to their seats, ask them to

turn the negative characteristic into an action point.

Ask them in their heads to complete the phrase.

‘Next time, when working as a team, I will try to be

more/less…’ When they return to their seats, ask

them to write this in a place where they can revisit it

during the following week.

LESSON PLA


: Lesson 12

195


Plan an activity that involves teamwork and remind the children to implement their ‘action point’ from this lesson. Ask

them to share it with a partner before the activity and ask the partner to evaluate their progress towards it by the end

of the lesson.

Plan for two ‘Reflection Points’ during the week in subjects of your choice.




1 Resources

Benches, mats and six PE hoops for the Shark Infested Water activity

Post-its/paper for answering questions about teamwork

n ‘Shark Infested Water’ activity n Create lists of characteristics

n Line up across the classroom n Partner work n Action point

LESSON CHECKLIST

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