Session Plan Programme: Facilities & Site Supervision Programme (Level 1 Award in Environmental Awareness) Date:
Topic: Environmental Awareness
Links to Assessment Criteria (where appropriate):
Active Learning Outcomes (by the end of this session, learners will be able to…)
Understand the meaning of some common terminology.
Have an awareness of the impact of environmental change.
Have an awareness of resource efficiency.
Identify practical ways to reduce environmental impacts
Enrolment paperwork/files/pens Laptop and Projector Flipchart paper Card games (waste hierarchy, reduce/reuse/recycle) Netbooks/laptops (1 per 2 learners) Recyclable materials box Workbooks Practice papers
Teacher/Learner Activity and Assessment
Lesson start (including : recap of previous session, aims and objective/key questions, links to previous session, links to assessment, lively starter activity) 9.45-10.00am
Induction discussion, discuss day. Explain assessment process (multi choice test) and where/when it will take place. Ground rules, emergency exits, smoking areas, breaks, toilets and mobile phones.
Lesson middle (including : teacher exposition, active learning, review and assessment) Discuss environmental awareness and check the groups thoughts on environmental matters and how it affects them individually and as a planet 10.00am-10.45am
In groups using netbooks/internet, carry out research on terminology used (see ppt). Depending on group, either have each group research all 5 meanings or split up between them. Record findings in workbook. Feedback into the group and expand. Question group to confirm understanding.
Using internet, individuals to work out their own ecological footprint. (see ppt for web address) (if time allows, learners can complete carbon footprint too)
In groups using netbooks/internet, carry out research on key features and impacts of ecological footprint/climate change (see ppt). Depending on group, either have each group research all 5 meanings or split up between them. Record findings in workbook. Advanced groups to research acidification and carbonification. Feedback into the group and expand. Question group to confirm understanding.
Discuss waste hierarchy. Use card game to have groups put this into order. Use other cards to identify understanding of the terms reduce, reuse and recycle. Use blank cards for candidates to think of their own ideas.
Use workbook to identify ways to reduce, reuse and what they could recycle. Have the groups discuss and come up with both things they could do at home and in a work environment. Discuss what recyclable materials are made into. Discuss different plastic types, use box of materials to demonstrate. Advanced groups to research rainwater & greywater harvesting.
In groups using netbooks/internet, carry out research on renewable/non-renewable energy, efficiency/climate change and business benefits of resource efficiency (see ppt). Depending on group, either have each group research all 5 meanings or split up between them. Advanced groups to research embodied energy Feedback into the group and expand. Question group to confirm understanding
Card game for identifying waste classification. Use this to identify what items presently disposed of could be recycled, and discuss correct disposal methods for those items unable to recycle.
Test paper. Discuss answers and check understanding of exam process.
Recap each of the four learning aims, question and discuss.
Lesson end (including : summary of session, learning check, bridge to next session)
Summarise session Discuss multiple choice exam next week.
Session Planning Guidelines for Inspirational and Effective Learning When planning your session, have you considered the 6 key questions which are fundamental to effective teaching and learning? 1. 2. 3. 4. 5. 6.
Are students learning? What are they learning? Why are they learning it? Are they learning it in the right way? Are learners maximising their potential? How do we (and they) know they are learning it?
Equality and Diversity
Do your session plans promote E&D and represent a balance? REMEMBER: many E&D opportunities are spontaneous, but others can be planned for. Have you identified opportunities where you can embed E&D and detailed this on your planning documentation?
Even if you are not a specialist in Maths and/or English it is essential to support your learners in developing these skills Research shows that embedding Functional Skills results in better outcomes in vocational qualifications
Does your session take into account the specific needs of individual learners? Do you make reasonable adjustments for learners where appropriate?
Does your session offer opportunities for learners to develop reading, writing or speaking and listening skills? Have you set these opportunities at the appropriate level?
Are your materials and topics planned in a way that is sensitive to equality and diversity? Are teaching resources accessible for all learners?
Does your session offer opportunities for developing Maths skills?
Does your planned session make reference to and use examples from a variety of cultures, religions, traditions, exploring stereotyping and other topics around equality?
Have you spoken to the Maths and English tutors working with your learners to explore the skills they need to develop to maximise opportunities?
Do you set appropriate ground rules with learners and maintain these standards? Do you use visual materials which show people who may face discrimination in a realistic and positive way?
Differentiation and Stretch and Challenge Does your session develop and promote learner independence? Have you planned to use differentiated tasks to ensure all learners are challenged and supported to reach their potential?
Do you set more demanding homework for higher attaining learners?
Do you model the professional standards that you expect to see in your learners?
Does your session encourage extra research and reading?
Are the work/industry related resources and examples you provide in class current and appropriate for the stage and level of learning of your group?
Have you planned a range of assessments that include requiring learners to 'analyse', 'evaluate' and 'discuss' to promote these skills? Does your session meet the needs of each of your learners?
Do you make clear to learners the links between their task and activities and industry requirements and practice?
Consider the following elements of differentiation:
Do you give your learners the opportunity to try out new techniques on the latest equipment? Do learners engage learners in researching local, national and international employers related to their subject? Do you use a range of formative and summative assessment methods to develop employability skills?
Do you remind learner of that good timekeeping and attendance are what employers expect?
E-Learning Have you planned independent learning activities on the VLE for your learners as an extension of this session? Have you incorporated appropriate e-learning activities which would enhance learning into the session?
Content : Knowledge, skills and attitudes that are set as learning outcomes for the lesson. Recognising which students are able to progress and allowing them the opportunity to do so. Process : Activities that take place during the lesson. Varying learning activities to provide appropriate methods for the studentâ€™s learning. Product : i.e. the â€˜workâ€™ students produce in the lesson.