To start…………………………….

1. To start……………………………. And plenaries……

2. Research shows that more learning is likely to take place in lessons containing more than one activity, or broken into sections, sometimes called ‘chunking’. Including starters and plenaries in lesson structures allows for this variety of approach. • the starter should be about getting students minds working or judging what they have remembered from the previous session.  • the plenary should really be about assessing the students' learning and judging where they have got to.

3. The Starter……… • short – probably no more than ten minutes • has lots of pace – mostly oral – very interactive • designed to engage and to focus attention • inclusive – designed to get everyone involved • motivational – designed to offer early success in the lesson.

5. Introducing Recycling Most creative use ……………

6. Recapping • Do the ‘dominos’ activity in your tables…………. • You have one minute………………

7. Catering industry establishment types what establishment has accommodation and makes a profit? Hotel or a B&B What does accommodation mean? What does non – commercial mean? Some where to stay overnight Start When might contract caterers be used? What type of business is a school canteen? What establishment is residential and non - commercial? To plan and deliver the food for a party A prison, They don’t make a profit Identify a commercial and non residential establishment restaurant What do catering organisations do? Non- commercial Provide food and or drink Finish

8. The Plenary • refers back to and consolidates the most important learning points of the lesson • refers back to the learning intentions stated at the beginning of the lesson • puts the learning in context, by linking it both to prior learning and to the coming stages • gives opportunities for informal assessment – your quick check that learning has taken place • helps you judge the next steps – important in AfL and in enabling you to plan the next lesson • can last about ten minutes, but could be shorter.

9. According to OfSTED: “the plenary is poorly used if it is simply a bolt-on-extra which provides an opportunity for groups of pupils to present their work daily; it is essential time for making sure that pupils have grasped the objectives and made progress, so that the next lesson can begin on firm foundations”

11. GRADE YOUR PRODUCT! Higher Foundation Intermediate

12. L O: to make a toasted sandwich using fruit/vegetables and using the grill What other ingredients could I try? How could I be more tidy and organised? What part of the cooker did I use? What are the safety rules and special points for this? Did I use the correct equipment? Look at other peoples sandwiches? Can you ‘steal’ any ideas for next time?

13. Red – Something you didn’t know before the lesson Orange – An unusual fact you learned today Yellow – something you thought you knew but actually didn't (a misconception) Brown – Something you still aren't sure of Green – what else would you like to know about this topic

16. Some good links • https://outstanding-lessons.wikispaces.com/Starters+and+Plenaries • https://uk.pinterest.com/kirsteeee/starters-and-plenaries/ • http://teachersunderground.co.uk/Class%20managment/starters%20and%20plenaries.pdf