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Introduction

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Welcome to Module 5!

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Now that you've accessed our curriculum resources (Module 4), this section dives into SKOLA's approach to effective lesson planning. Understanding these principles and structures will help you design engaging, learner-centred lessons that truly bring our curriculum to life and embody our core values of Ready, Safe, and Kind.

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1. How to Plan for Lessons: Start with the Curriculum

At SKOLA, all lesson planning begins with our bespoke curriculum, which is carefully designed to guide student progress effectively.

• Curriculum Access: As outlined in Module 4, you can find the detailed curricula for your assigned group(s) in the SKOLA 2025 > Curricula folder within the SKOLA Drive 2025 Shared Drive. Specific folders include:

  • Discoverers (ages 5–9)

  • Explorers (ages 10–12)

  • Leaders (ages 13–17)

• Structure: Each curriculum is structured by CEFR levels and is typically aligned to weekly themes, providing a clear and progressive framework.

• Pitching Lessons (Zone of Proximal Development - ZPD): Aim to teach content that is slightly above your students’ current independent level. This targets their 'Zone of Proximal Development' (Vygotsky) – the ideal learning space where they can achieve the next step with your guidance and support.

• Scaffolding: To make challenging content achievable, provide necessary support. This can include visual aids, sentence starters, peer collaboration, or breaking down tasks into smaller, manageable steps. Effective scaffolding promotes learner confidence and success.

• Foundation: Always reference the relevant curriculum documents and the overall scheme of work when planning your individual lessons.

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2. Core Elements of Every SKOLA Lesson Plan

A well-structured lesson plan is your roadmap for effective teaching. Every SKOLA lesson plan must clearly define the following:

• ✅ Lesson Objective(s):

  • What will learners demonstrably be able to do by the end of the lesson (or sequence of lessons)?

  • Objectives must be appropriate for both:

    • Age: Consider attention span, cognitive abilities, and suitable activity types for the age group.

    • CEFR Level: Reflect the expected linguistic complexity and skill focus.

  • Example: "By the end of this lesson, students will be able to use prepositions of place (e.g., on, under, next to) to describe object locations in simple sentences."

• 🏁 Success Criteria:

  • How will learners (and you) know that the lesson objective has been successfully met?

  • Frame these as "I can..." statements from the learner's perspective. They break down the main objective into smaller, observable, and measurable steps.

  • Examples (linked to the objective above):

    • "I can identify three prepositions of place (on, under, next to)."

    • "I can correctly use 'on', 'under', and 'next to' in a sentence to say where something is."

• 📈 Use SMART Objectives: Ensure your lesson objectives are:

  • Specific: Clear, well-defined, and unambiguous.

  • Measurable: You can assess whether students have achieved them.

  • Achievable: Realistic for your learners within the given timeframe and with appropriate support.

  • Relevant: Aligned with the overall curriculum goals and your students' needs.

  • Time-bound: Can be accomplished within the lesson (or a defined series of lessons).

(Note: submit lesson plans through the Google classroom).

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3. The 5 Stages of an Effective SKOLA Lesson

Our recommended lesson structure follows five key stages. For each stage, plan what you (the teacher) will be doing (e.g., instructing, modelling, facilitating, monitoring) and what students will be doing (e.g., listening, speaking, writing, interacting).

• 1️⃣ Hook – Curiosity & Context (Engage)

  • Purpose: Grab students' attention, spark their curiosity, and create interest in the lesson topic.

  • How: Use engaging authentic stimuli (e.g., a striking photo, a short video clip, a song excerpt, an interesting real-life object, a thought-provoking question, or a short story/anecdote) clearly linked to the weekly theme and the lesson objective. Activate students' background knowledge and motivate them for what's ahead.

  • Journal Use Idea: Learners can jot down initial ideas, keywords, predictions, or quick sketches related to the hook.

• 2️⃣ Pre-Test – Check Prior Knowledge (Elicit)

  • Purpose: Find out what students already know (or think they know) about the topic or the target language/skill.

  • How: Use techniques like Think-Pair-Share, open questioning, brainstorming on the board, quick quizzes, or concept-checking activities. Elicit relevant vocabulary or ideas. This vital stage helps you adapt your teaching, gauge the starting point, and identify potential challenges. Capture any useful 'emergent language' from students.

  • Journal Use Idea: Learners can brainstorm vocabulary, list what they already know, record ideas from pair discussions, or complete a short diagnostic task (e.g., matching terms to definitions).

• 3️⃣ Teach (Input) – Model & Explain (Study)

  • Purpose: Clearly introduce, explain, and model the new language, concept, or skill.

  • How: Model language clearly and accurately (including pronunciation – demonstrate sounds, stress, and intonation; use phonemic script/stress markers if helpful and appropriate for the level). Use visual aids (timelines for tenses, realia, diagrams, pictures, whiteboard drawings). Use authentic texts (adapted if necessary) where possible. Actively involve all learners using varied techniques like targeted questioning, random questioning (no hands up!), Think-Pair-Share, and mini-whiteboard responses for quick checks.

  • Plan for Misconceptions: Anticipate areas where students might struggle (e.g., common grammar errors due to L1 interference, confusing vocabulary pairs, tricky pronunciation points). Prepare clear examples, contrasting information, concept questions, timelines, or physical demonstrations to address these proactively.

  • Plan your ICQs & CCQs:

    • ICQs (Instruction Checking Questions): Confirm students understand task instructions. (e.g., "Are you working alone or in pairs?", "What do you write first?", "How many questions do you need to answer?")

    • CCQs (Concept Checking Questions): Confirm students understand the meaning or concept of new language. (e.g., For 'past simple of go - went': "Are we talking about now or before? (Before). Is it finished? (Yes). Did I go to the park yesterday, I 'go' or I 'went'? (Went).")

  • Journal Use Idea: Learners can copy key language models, note new vocabulary with examples/translations/visuals, draw diagrams to represent concepts, or stick in mini-reference guides you provide.

• 4️⃣ Check (Test) – Assess Understanding (Activate/Practice)

  • Purpose: Monitor learning and check if students are grasping the new material before they move to freer, more communicative practice. This stage often involves controlled or guided practice.

  • How: Observe students closely as they complete practice tasks (e.g., gap-fills, sentence transformations, matching exercises, short Q&A). Use targeted questioning with individuals. Incorporate short written checks or simple self-assessment tools (e.g., "Traffic Lights" - red/amber/green for understanding, thumbs up/down/middle).

  • Journal Use Idea: Learners can complete quick review exercises, self-assess their understanding using a checklist ("Can I do X? Yes/Maybe/Not yet"), or write a brief "Today I practised..." reflection.

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• 5️⃣ Transfer (Apply) – Real-Life Use (Activate/Communicate)

  • Purpose: Allow learners to use the new knowledge/skill in a more meaningful, communicative, or personalised way, often simulating real-life contexts. This usually involves freer practice.

  • How: Design tasks appropriate for the age group and that allow for genuine communication:

    • Discoverers (5-9): Total Physical Response (TPR) games, songs with actions, simple guided role-plays, drawing and labelling activities, creating simple crafts related to the language.

    • Explorers (10-12): Information gap activities, creating posters or presentations, conducting simple surveys or interviews, guided dialogues, writing short descriptive paragraphs or stories.

    • Leaders (13-17): Debates, group presentations, problem-solving tasks, writing emails/reviews/blog posts, realistic extended role-plays, project-based learning activities.

  • Journal Use Idea: Learners can use their journals to plan projects, draft dialogues or scripts, record notes or observations during field trips, or write reflections on how they applied the language in a task.

  • (Note on unfinished tasks: Sometimes allowing a meaningful communicative task to remain slightly unfinished can enhance memory and create anticipation for continuing it in the next lesson – this is known as the Zeigarnik Effect! Manage this intentionally if appropriate.)

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4. Additional Best Practice for Lesson Planning

Beyond the 5-stage structure, effective lesson planning at SKOLA incorporates these key elements:

• 🔡 Modelling Language: Plan how you will accurately model both spoken and written English. Consider highlighting:

  • Pronunciation (individual sounds, word stress, sentence stress, intonation). Using phonemic script can be a tool for your preparation.

  • Grammatical structures and parts of speech.

  • Context of use (e.g., formal vs. informal language).

• 🔥 Flexibility & Responsiveness: While a good plan is essential, great teaching involves adapting to your learners in real-time. Build in some buffer time. Plan optional extra practice activities for those who need more support, and extension tasks for those who finish quickly or need more challenge. Be prepared to adjust your lesson pace based on student understanding and engagement.

• ♿ Differentiation and Inclusivity: Plan activities and select materials that cater to the diverse learning needs, paces, and interests within your group. Prepare extension tasks for early finishers and provide appropriate scaffolding and support for students who may need more time or assistance. Be mindful of learners from different linguistic and cultural backgrounds (e.g., those unfamiliar with the Roman script) and any identified Special Educational Needs (SEN).

• 🧠 Embedding Assessment and Reflection: Integrate 'Assessment for Learning' (AfL) throughout your lessons, not just at the 'Check' stage. Use varied methods (observation, questioning, reviewing written work, quick tasks) to continuously monitor understanding. Plan brief reflection activities for students, perhaps by explicitly revisiting the lesson objectives and success criteria at the end of the lesson.

• 🎨 Use of Resources and Classroom Space: Think creatively and purposefully about how you will use available resources:

  • Visual resources (whiteboard/interactive whiteboard, projector, flashcards, realia, posters, student work displays).

  • Technology (apps, online tools, audio/video).

  • The physical classroom space (arranging tables/chairs for different interaction patterns, using walls for displays, allowing for movement in activities where appropriate).

• 🤝 Promoting a Positive and Inclusive Atmosphere: Plan activities that maximise Student Talking Time (STT) and encourage active participation from everyone. Include personalised tasks that connect to students' interests, experiences, and cultures. Vary the pace and interaction patterns (individual work, pair work, small groups, whole class) to maintain energy and engagement.

• 📣 Sharing Objectives with Students: Make the learning goals transparent. Clearly state or display the lesson objective(s) and success criteria at the beginning of the lesson, refer back to them during activities ("Remember, we are doing this so you can..."), and review them during the lesson's conclusion or reflection stage.

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5. Error Correction and Feedback Strategies

Providing constructive and timely feedback is crucial for language development. Plan your approach to error correction:

• Be Positive & Constructive: Always focus on praising effort, communication attempts, and progress. Frame corrections supportively and avoid making students feel embarrassed.

• Vary Your Timing & Method: Use a balanced approach:

  • Immediate Correction: Often used during accuracy-focused activities or when an error significantly hinders communication. This can be done discreetly (e.g., recasting – reformulating the student's utterance correctly, using gestures, or quickly prompting self-correction).

  • Delayed Correction: During fluency-focused activities (e.g., discussions, role-plays), avoid interrupting the flow of communication for every error. Instead, note common or significant errors and address them later with the whole class (e.g., anonymously on the board), in small groups, or individually.

• Be Discreet & Considerate: When correcting individuals, aim to do so in a way that doesn't draw negative attention or discourage them. Techniques include recasting, finger correction, using non-verbal cues, or providing written feedback on tasks.

• Make It Engaging (Optional): Sometimes, you can incorporate error analysis or correction into fun activities like "error auctions" (students 'bid' on sentences to correct), "find the mistake" games, or guided peer correction tasks (where students help each other, using clear guidelines you provide).

• Include Everyone: Ensure you are monitoring all students and providing feedback opportunities for everyone, not just the most vocal or confident learners.

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✅ In Summary:

Aim for your SKOLA lesson plans to be:

• Curriculum-driven and Objective-led.

• Learner-centred and Engaging.

• Clearly Structured (following the 5 stages).

• Inclusive and Differentiated.

• Flexible and Responsive.

• Rich in Assessment and Reflection opportunities.

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Need Inspiration for planning? 

Just this link to the SKOLA pedagogy: https://docs.google.com/spreadsheets/d/1nuwG5_IK-eXx2i4CPM-UoAqFtlsr8RHvzkz1r6lUim0/edit?usp=sharing

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Need Assistance with Planning?

If you have questions about lesson planning, interpreting the curriculum, or need ideas, please reach out promptly to the relevant Director of Studies:

• David@skola.co.uk

• Malgosia@skola.co.uk

• Lana@skola.co.uk

For any other general problems or wider concerns, please message Connor Middleton: connor@skola.co.uk.

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