Lesson Plan on risk assessment PDF

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Summary

Lesson plan on risk assessment...

Description

Further Education and Training Lesson Plan Date & Time

Subject

Curriculum level

Length of lesson

Venue

Total No. of Students

13.01.2015 12:30 pm

CACHE Level 1 – Introduction to risk assessment

Level 1

1 hour and a half

TL3.02

18

Learning Aim for the lesson … By the end of the session the students will be able to: 1.) Explain what is meant by a risk assessment 2.) Complete a risk assessment Differentiated Learning Outcomes:

By the end of this lesson students will be able to….. 1. All will be able to identify what is meant by a risk assessment 2. Most will be able to explain how to undertake a risk assessment 3. Most will be able to describe how to put in control measures of risk assessment 4. Some will be able to evaluate strengths and weaknesses of risk assessments.

Key Vocabulary Risk assessment, safety, environment, measure, control, assess, judgement, access, participation, injury, harm, accident, prevention.

Maths / Numeracy Focus

English / Literacy Focus / Key vocabulary

Learners will improve their numeracy skills The learners will develop their literacy skills through the during the session. Students will writing the use of a variety of key words and vocabulary. date and time on their risk assessment sheets. There will be several opportunities for students to be writing on activity worksheets and work booklets. Learners will develop their reading by reading the powerpoint and word bank sheet.

Learners will improve their speaking and listening skills by watching video clips, listening to the powerpoint and speaking in class discussions. TEL Focus

Extension Activities

The learners will be watching a video clip on Learners will be given additional challenges including the interactive whiteboard. further questions on the topic. Students will undertake a wider role in the feedback process. The students will read the information from the interactive whiteboard and there will be I will deeply question the students by asking both open opportunities for the students to write their and closed questions. The students will continue on to answers on the interactive whiteboard. the next page in their work booklets to stretch and challenge them if they have finished.

Role of additional T&L support Learners will be provided with extra help, support and guidance. Differentiated questioning techniques will be implemented. Students will be asked open and closed questions and activities will incorporate peer learning and support.

I will repeat instructions if students are unsure on what is required of them. The resources will be handed out to each of the students.

SEND Focus

The lesson will be stimulating and engaging to ensure that learners are motivated within the lesson. Extra help and support will be given the learners that require extra assistance.

Questions will be differentiated throughout thesession.

Time

Link to

Teacher Activity

Student Activity

Learning

Aim and Outcomes,

Identify the techniques used to differentiate for ALL Learners

Outcome number

Teaching Activities, Revisiting Outcomes & Consolidation

Introduce the topic of the session

Assessment Strategies Used to Ensure Progress of All Learners

Resources e.g. TEL, Other Adults, Materials and Equipment

Look at the video clip and define risk assessment. Write down six words associated with risk assessment.

Observation

Powerpoint

Write on activity hand out sheet.

Stretch and challenge Q & A responses

Activity worksheet

Explain the learning outcomes of the session 5-10 minutes

2.3 Give out the activity worksheets to students.

Promote and facilitate discussion from the short video clip and stimulate questioning.

Answer questions

Show powerpoint to aid understanding on risk assessment.

Observing and listening to information on the powerpoint.

Verbal responses

Powerpoint

Q & A responses Wordbank sheets 10 minutes

2.3 Give students each an risk assessment sheet.

Complete the fill in the risk assessment sheet.

Undertake risk assessment in the nursery. Show powerpoint to further students’ understanding.

10-12 minutes

Observing and listening to information on the powerpoint.

Verbal responses

Powerpoint

2.4 Q & A responses

Give learner a word bank activity on risk assessment. Complete the word bank sheet. Finish powerpoint to consolidate learning.

Listening to powerpoint on session.

Brainstorming ideas on leaflet.

Powerpoint Leaflet

Q&A responses. Create a poster on risk assessment. Observe peer interactions and responses

Design their own poster on risk assessment.

Assess levels of motivation, engagement,

20 minutes

and circulate the room providing help and guidance to learner. In pairs learners swap their sheets and discuss their individual answers with each other. Group discussion.

2.3, 2.4

involvement and contribution within the session.

Facilitate student feedback and discussion and direct questioning.

10 minutes

2.3, 2.4

Students will complete parts of their work booklets.

Students will complete page 9 of their work booklets.

Help and guide students through their work booklets.

Lesson Evaluation

What was successful / not so successful? What was the impact of this on student progress?

Evaluation

Assess learners’ knowledge and understanding of the topic.

Workbooklets

Student Learning and Progression Did all the students achieve the intended learning outcome/s? (How do you know?) All of the students achieved the learning outcomes of the session to a high standard because the learners were each able to give a detailed answer to the questions that I gave them during the kahoot.it quiz; they also answered the questions on the lolly sticks questions. The students also gave examples linked to their practice on why it is important to recognise and value an individual with mental health problems as a person first. The students were all competent at writing up examples of how to use a person centred approach in their assessment work booklets e.g. they wrote that it is important to find out an individual’s wishes, history and needs from the family and friends.

How do you and your students know that they have ALL made timely progress? The students have made timely progress as they all attended the session which meant that learners that had not been in the session previously would have the opportunity to catch up on what they had missed and therefore they would be up to date with all of their work booklets. The students also wrote up their ideas on the whiteboard relating to mental health and the person centred approach. I discovered that the learners all the learners completed a poster at the end of the session to reveal how much they had learned.

Teaching & Classroom Management How has your planning and teaching ensured positive behaviours that are highly conducive to learning? My planning has helped to ensure that positive behaviour is sparked to ensure learners gain optimum levels of learning; therefore I planned a seating plan with name tags given to learners to be arranged as this helped to ensure that learners did not get distracted by their friends in their usual seating plan. It proved to be a success because all of the learners were ready to learn which prevented the low level from happening in the session. The learners were also encouraged to discuss and debate the session to encourage interaction between learners in a positive way instead of learners getting distracted or unfocussed on the task in hand.

Planning & Subject Knowledge How could you further develop pedagogy to improve your planning for future learning? An improvement I will make for the next session is that I will aim to communicate with students after they have finished a hand-out rather than speaking during the hand out. I found that this detracted from their learning which lead to them not being able to listen to what I had said which may have been really important to their learning. I recognised I need to provide more instructions and clarification for learners by telling them the length of time I aim for them to spend on each activity. Finally, I think I could have incorporated and embedded the use of Maths a lot more through questioning techniques. For example, by asking students what the date the health and safety act came into force as this would have increased learners’ knowledge further. This links to the Wolf report (2011) as the report highlights the importance of teaches embedding the use of Maths and English in their teaching sessions and I will endeavour to do this by researching strategies and techniques on how to incorporate Maths and English in my lessons.

What will you take forward to your next lesson? …..

I aim to take forward the use of peer work as I think the interactions between peers build the foundation for learning as learners thrive from working with learners with their peers because they do not feel as isolated from the group. I also aim to make use of the risk assessment sheet in future by setting up an unsafe environment only for the purpose of the task (informing learners that it is dangerous before they enter and that they must be careful of the dangers in the environment). I will use this sheet for future learners as I think that the sheet is beneficial to show learners how a risk assessment takes place and this lets them have a go for themselves to help promote them when undertaking a risk assessment in their future practice....