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1st years
Year Group:
No. of Students: 20
Date:
28/01/2016
Time:
9am Length
of Lesson: 70 min
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1.
KEY CONCEPT(S):
What Key Concept(s) (ideas) will I teach in this lesson?
Crossing a cheque
Types of cheques
Debit card
ATM
(The number of appropriate Key Concepts will vary depending on the lesson you intend on teaching)
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2.
LESSON AIM(S):
What am I going to teach?
I will examine what it means to cross a cheque.
I will explore the different types of cheques
I will explore what a debit card and the advantages of a debit card.
I will examine what an ATM is and some advantages to the customer.
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3.
LEARNING OUTCOMES:
At the end of this lesson, students should be able to
Explain what it means to cross a cheque and why people would do so.
Explain the three types of cheques.
Understand and explain what a debit card is and the advantages of using one
Explain what an ATM is and the advantages to the customer.
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4.
ASSESSMENT/EVIDENCE OF STUDENT LEARNING:
How will I know that the learning outcomes are being achieved?
1. Learning outcome one will be assessed by orally asking students to explain what is the term
crossing a cheque means.
2. Learning outcome two will be assessed by orally questioning students on the types of cheques,
ensuring to ask different students each time.
3. Learning outcome three will be assessed by asking students to write a note on debit cards and
some advantages into their copy, I will walk around class checking these as the students are
doing them.
4. Learning outcome 4 will be assessed by pairing students together and asking them to write down
everything they know about ATMs and their advantages and presenting them to the class.
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5.
PRIOR KNOWLEDGE:
What prior knowledge do students have about this topic?
From previous classes that I have thought students are knowledgeable on the topic of cheques however
I anticipate that they will have little prior knowledge on crossing cheques or types of cheques. As
technology has moved on so much and internet banking is so popular students now do not have much
experience of cheques. Students may be however more experienced in terms of debit cards, but may not
be aware that they are now more widely known as laser cards.
1. Key
Concept(s)
Teaching
Key
Concept 1
6. Teacher Activity
7. Student Activity
8. Questions
(Time)
20 min
Teaching
Key
Concept 2
(etc.)
Types of
cheques
(Time)
20 min
1. Key
6. Teacher Activity
7. Student Activity
8. Questions
Concept(s)
Teaching
Key
Concept 3
Debit card
(Time)
20 min
Teaching
Key
Concept 4
(etc.)
ATM
(Time)
10 min
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6.
DIFFERENTIATION:
How will I differentiate the content knowledge of this lesson so as to include all learners in a mixed
ability class?
In order to differentiate this class, I will assist the weaker students in the class when they are doing
work on their own I will also ensure to include them in and group work or collective answering that
may occur. Scaffolding the weaker students also will assist them through the class and ensure that they
are learning to the best of their ability.
For the students wo are of a higher ability and may be finished tasks earlier I will be sure to have extra
worksheets with more difficult questions on them which will challenge them and keep them interested.
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7.
RESOURCES:
What materials/resources will I need/use?
Whiteboard,
whiteboard markers,
Eurobusiness book
copybooks,
notes copy,
pens,
(Taylor, J. (2011). Eurobusiness. Dublin: Folens.)
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8.
LITERACY & NUMERACY:
What are the essential aspects of literacy/numeracy in this lesson?
To promote literacy and numeracy during this class the first thing I will do is write the date on the
whiteboard and also the number of the page we will be using in our book. I will also have a new words
section on the whiteboard where I will write all new words that we may come across in the class to
ensure that all students know how to spell them and are aware of what the word looks like written
down.
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9.
SELF EVALUATION:
Were the Learning Outcomes achieved? Why /why not? How do I know they were/were not achieved?