8 | Key Stage 3 National Strategy|Pedagogy and practice
Unit 1: Structuring learning
© Crown copyright 2004
DfES 0424-2004
Task 4
Defining learning outcomes 10 minutes
For the same two lessons you looked at in task 3, decide what outcomes you
want from pupils.
You want to tell pupils what you expect from them as a high-quality outcome of
each lesson or part lesson (‘episode’).
Have you defined the outcomes clearly?
How do you plan to explain them to pupils?
You may find it helpful to use stems such as:
What I am looking for is for you to set your conclusion out in three paragraphs:
the first will describe the pattern you found in your results; the second will explain
this, using the scientific ideas we talked about; the third will state whether the
hypotheses you investigated were supported or not from the evidence.
What I expect from everyoneis a description of the events leading up to the
Norman invasion in 1066. It should have three main parts: an introductory
paragraph to set the scene, a description of events in chronological order and a
closing statement. A good one will contain ...
For top marksyou will need to solve the equations for all values of xand show
clearly in your working how you reached your answer.
To be successfulyour group will have listed the pros and cons for each of the
suggestions on the paper provided and be prepared to give feedback in 20
minutes.
Task 5
Classroom assignment: sharing learning 10 minutes
objectives and outcomes
Now share the learning objectives and outcomes that you developed in tasks 3
and 4in the lessons for which they were written.
Rather than asking ‘Does everyone understand?’, choose individual pupils to
explain again to the class the objectives and the intended outcomes so you can
see at once where any misunderstandings lie.
Another way to find out whether your instructions are clear is to ask questions of
pupils whilst they are working: ‘Can you remind me of what we are trying to do?’
or ‘Why are we doing this?’ or ‘What do you have to do to get top marks?’
