I was asked to develop and deliver a session to year 10 pupils as part of a day of sessions aimed at raising achievement through effective revision and exam skills.  The day would be in preparation for the modular Science exams.  The session I was asked to deliver was to be on the use of flash cards for science revision, using the topic of cloning as the example focus.

I liaised with a science teacher, who provided the specialist knowledge input for the topic focus (cloning), and planned the lesson.  The lesson was used to tell pupils what the uses of flash cards were and how they can be an effective tool for revision.  This technique was linked to the fact that they needed to be information competent learners by summarising information from relevant sources on particular topics.

I have tried to embed the lesson plan from Issuu, but failed, so the link is http://issuu.com/j_iona/docs/flashcards

Below is the lesson plan:

Below is the slideshow, used as part of the delivery of the lesson:


So what?

This was another opportunity to be involved in sessions aimed at raising attainment through delivering specific, targeted skills-based sessions to our pupils.  I had the chance to plan and deliver a lesson, in partnership with a member of staff I had not worked with before, which gave me further opportunity to develop my skills in this area.

This was a good chance to build the status of the Library as a facilitator for, and source of, good practice for revision techniques.  It was also an opportunity to develop the Library’s contribution to the raising attainment programme and the delivery of information skills to our pupils.

The lesson had been simplified from the original plan, with a focus on the production of a flash card using only one information source (i.e., a revision guide), rather than a variety (such as other relevant books and recommended websites).  This was certainly the correct decision to take, as using a variety of sources would not have given pupils time to complete the task and shows that my lesson planning skills are improving with practice, having more of an insight into what is achievable in the time allocated for a session (50-minutes).

I found that, on reflection, the session planned worked very well, particularly with the more able learners of the year group.  The activity was a successful part of the day, and most pupils seemed to take something from my session.  I saw pupils using the technique in the following weeks, in preparation for their exam, and so for those pupils at least, the skills covered had a positive outcome.

What next?

This being the second skills-based session delivered to year 10 pupils as part of their “trips in/out” programme, I seem to have established myself as an important member of the staff, who can be relied upon to plan and deliver sessions that utilise the information competence as their basis, but are contextualised in relation to the relevant theme (i.e., revision and work experience).  I have been asked to attend the next trip, which is a trip out to Hertfordhsire University as part of the raising educational aspirations agenda the Academy adopts, and so I look forward to being part of that trip on 1 February.

From a professional development perspective, primarily I feel more confident in my ability to deliver sessions for this year group, particularly from the perspective of planning activities effectively in the time-frame allocated for a lesson.  More broadly, I see myself more and more as part of the team seeking to raise attainment through the trips programme.