Sample Lesson Plan (VEYLDF and AUSVELS)

Practicu
1
Time
m
of
of
11 am
Lesson
3
Lesson
Number
Topic
and
Reading Timetables
Focus

Duration of
lesson

50 minuets

Year
Leve
l

Mentor
teacher

Class
Size

26

Mr. Ware

Learning Intentions:
Identity

Effectively read timetables and use them to work out answers to the
questions.
Use timetables to reason and mathematically problem solve.
Recognize the differences between timetables (bus timetables compared
to flight timetables)
Identify key features of a timetable.
Communicati
Community
Wellbeing
Learning
on

AUSVEL
S
Strands
Level:

Domain
s

Maths

Maths

Dimensions
Measuremen
t and
geometry
Measuremen
t and
geometry

Key elements of standards to which

lesson is focussed

Interpret and use timetables (ACMMG139)

Compare 12- and 24-hour time systems and
convert between them (ACMMG110)

Assessment Criteria and Method of Evaluation How will you identify what they have
learnt and how will you record or note this?

Focus
In relation to
LEARNING what will
you be looking for?

Students can
read
timetable to
find out
answer to
question
Students can
identify the
difference

Assessment Criteria (I will know

that learning has taken place when I
see children do.)

Evidence How will you

When students can identify the

correct time and mathematically
problem solve using the timetable.

Through observation,
collecting their work and
the questions they answer
in whole class discussion

How the student respond to my

questions and the questions they
come up with themselves.

Through observation,
collecting their work and
the questions they answer

collect evidence of this learning?

E.g. Observation, Checklist,
Work Sample, Learning story,
photographs

between
different kinds
of timetables
e.g flight time
table
compared to
bus timetable

in whole class discussion

Students Background Knowledge

What do the students already know, what have they

done before, how does this lesson connect to or build on their existing knowledge? What has your
mentor teacher communicated to you about the students? What do you know about the students?
Have you collected any evidence yourself?

I know that students will have seen timetables before, having previously
touched on it in classroom learning (main focus on class timetables), but also
through experience from outside school learning in everyday life. Whilst they
may be familiar with what a time table looks like student may not yet be
confident in reading these timetables due to lack of necessity for them.

Resources and Materials

-

What materials and resources will you need to have prepared?

PDF images of several different kinds of timetables (e.g. train timetable, bus
timetable, flight timetable)
P.P presentation sourced from university resources.
Print out of V-Line train timetable and 5 questions accompanying the timetable
for students to work through and answer in pairs or individually.

Teacher Focus

What will you concentrate on yourself? What pedagogical practice do you hope
to develop? How will you recognise and value the ideas of children? How will you ensure that your
practice is child and family centred?

In this lesson I hope to strengthen my abilities in asking insightful and wellthought out questions that will suit the abilities of the particular student.
I also hope I have provided enough challenging work for all students to
complete so that the brighter students do not get bored and dis-engaged.
To create relevance for student learning I will use relatable scenario questions
and incorporate relevant resources (e.g. a bus time table around the area that
they might catch)

Stage of
lesson

Tasks

Tim
e

Student action
What will children
be doing? Explain
how the children
might be engaged
in learning.

Teacher
action

What will you do

during this time?
What prompting
questions may
you need to
prepare? How will
you monitor
childrens
progress and
needs? Will you be
prepared to
change direction
based on the
childrens lead?

How will you

ensure that ALL
children are able
to access
learning? How will
you ensure that
ALL children are
provided with the
time that they
need for
exploration,
thinking etc.?

Stage 1
Introducti
on

- Mental maths!:
15
worksheet. Give
mins
students 10 minuets
to get through as
many questions as the
can. Quickly correct as
class. (recognise not
all students will finish)

How will you

introduce the
learning?
What is the
hook?

Stage 2
Body of
lesson
Describe each
distinct task
in the order to
be
undertaken.
How will you
ensure that
your
pedagogical
practice is
reflective of
the childrens
needs? How
will you
ensure that
every child is
engaged in
learning?
Remember to
break the
body of your
lesson into
small succinct
elements
think about
your
expectations
of the
children and
whether these
expectations
are realistic
e.g. how long
will you
expect them
to sit on the

-Come in to
classroom and
sit at desks.
- Work through
work sheet

Use PDF images of

timetables for whole
class discussion. Ask
students what they
know about
timetables and to
identify key features.
Option to explore
Journey planner as
well.
Explain the task
Provide students with
a print out of bus
timetable. Have
students firstly
answer the 5
questions on the
sheet attached.
Once students have
completed these 5
questions they are to
develop 5-7 questions
of their own, using the
bus timetable, to test
the partner sitting
next to them.
The students who
finish early can go on
the computers and
review the power
point and take the
quiz!

-25
mins

Hopefully
students
will be
engaged in
the task,
developing
questions
and
searching
for
answers in
their pairs.
Hopefully
working in
pairs will
generate
more
challengin
g
questions.

- Make sure
student come
in quietly, sit at
desks and work
through work
sheet.

Initially I
will be
standing
up in
front
overseein
g the
whole
class to
ensure
everyone
is settled
and
ready for
the
lesson.
I will be
walking
around
the room
whilst
students
are doing
making
sure hey
are on
track.
I will
allow
quiet
chatter
during
the

lesson.

carpet?

Stage 3:
Concluding the lesson
Conclusion
How will you
- Ask students to pack
draw the
up and come to
findings of the
middle of room to
lesson
discuss learning task.
together so
- Discuss with students
that the
children can
importance of reading
evaluate what
timetables.

5-7
mins

- Have student
provide feedback
on task, share
questions they
came up with.

- Remain up
front and
gather
students to the
floor.

they have
learnt?

Stage 5:
Closure &
Transition
How will you
transition the
children to
the next
learning task?

After the lesson

- Have student put away
books and sit at desks
waiting quietly for the next
activity.

3
mins

- Students will
- Ensure
pack away books students are
and wait quietly. doing what has
been asked of
them.

Reflection on Student Learning What did you observe about childrens learning?
- Most most students had limited experience reading public transport timetables
as were unfamiliar with websites like journey planners and most had not
independently caught public transport. However despite this they mostly
showed a strong understanding of how to read the timetables and could identify
its key features.

In the task some students struggled to develop their own questions relating to
the timetable. These students were those who perhaps took longer to find
answers when reading the timetable.

Comments on Future Lesson Directions

Are there areas you need to go over or move

beyond?

All students could read the timetables and understood how they worked.
Students worked well in pairs activity
Ready to move on to 24-hour time tables
In future lessons prepare worksheets to go on with

Reflection on Lesson

How was the timing or the flow of the lesson? What other observations

did you make?

Flowed smoothly
Initial class discussion was effective and generated understanding of task.
Lesson could have been timed better.

Reflection on own practice

Did you meet your own teacher focus objectives? Could you
still improve in that area? Were there other areas you feel you could concentrate on in the future?
What were the positive points of your lesson?
- Felt nervous

I need to be more aware of the time so that students are given the appropriate
amount of time for each task in the lesson.
Work on giving student feedback.
Develop more strategies to gain their attention rather than just using my voice.