The title of this booklet ‘Thinking It Through’ has been chosen because even the most precise objectives are of little use if they are not related to what actually happens in the classroom. So, it is important that your lesson plan shows exactly where a specified objective will be addressed within the lesson.
This is usually done by inserting the number of the objective or objectives alongside your description of particular phase of the lesson. Using numbers of a coding system reduces the amount of writing or typing involved. In some cases there could be several references to an objective in your lesson plan as you seek to reinforce what is being learned.
In the examples of a lesson plans, which follow, Example A, on the Battle of Bosworth, contains two particular objectives, which are tracked through the plan.
Several comments may be made about this example.
- It covers a lot of material. With some classes you would not be able to go so quickly.
- As indicated in the section ‘how many objectives?’, there are several types of objectives involving a) knowledge and understanding, b) developing further the pupils’ historical understanding especially that relating to KSU 2 – cause, change and significance, c) organisation and communication skills – organising data, note-making and finally, a piece of extended writing, combining knowledge and imagination. (KSU 5c)
- The objectives relating to Key Elements 2b and 2c are highlighted to show where they are addressed in the course of the lesson and how they are reinforced in the pupils’ work.
- Although there are several quite distinct objectives, the lesson has a logical sequence and coherence. You will frequently find you are covering several objectives at the same time.
- The written work has built possibilities for the next or a future lesson. By asking the pupils to produce accounts either from one side or the other, material is being provided for the reinforcement of the pupils’ understanding of historical interpretations (KSU 3) as well as bias and the role of evidence (KSU 4). It anticipates discussion about the chance survival of evidence. If only one set of accounts survives, e.g. those of the winners, how does this create a problem for historians? With abler pupils this could lead to the analysis of the real evidence about Bosworth and its Tudor bias.
Example B has its main focus on the use of evidence (KSU 4) and involves the use of group work.
Example C targets KSU 1, chronology, again using groups, cards and time-charts.
Example D makes more use of the textbook to provide information about interpretations, KSU 3.
Example E has its focus on the use of physical evidence and also the concept of change, so targeting KSU 2 and 4.