1. Objectives of this lecture:
To consider what pupils will learn during a lesson
To write Learning Objectives (LOs) in a manner which is useful to both you and the pupils
To consider what a learning outcome is and how it relates to a learning objective

2. What is an objective?
Ask yourself, what do you want the pupils to learn this lesson?
This is not the same as what you want them to do i.e. the learning activity
Example
I want the pupils to learn how to plan a fair test = Objective
The pupils are going to investigate the effect of temperature on enzyme activity=Activity

3. Learning activities
What the pupils physically do in a lesson can involve many different aspects of their learning.
You as the teacher have to decide where your learning focus is i.e. set the objectives for the lesson
This allows the pupils to understand what they are specifically learning that lesson.

4. For example:
Investigating the effect of temperature on the activity of an enzyme:
Possible learning objectives:
To understand the effect that temperature has on enzyme activity
To learn how to plan a logical method
To learn how to work effectively as a group
To learn how to select and use appropriate equipment
To learn how to work safely
To learn how to plan a fair test
To learn how to select an appropriate range of the independent variable
To learn how to ensure data is reliable
To learn how to take accurate and appropriate measurements
To learn how to manipulate data

5. To learn how to plot display data in an appropriate form
To learn how to interpret data
To learn how to spot anomalies
To learn how to account for anomalies
To learn how to write a conclusion
To learn how to evaluate the experiment
To learn how to apply scientific thinking to explain the results
To learn how to apply experience to modify the method for future experiments.
Etc …………………………………………………..

6. Setting appropriate objectives:

7. Rule 1
Make it simple:
We are following instructions to do an experiment to show where in the classroom we think there are the are the most and the least microbes
We are learning to write a prediction

8. Rule 2:
Don’t have too many:
We are learning to write a prediction
We are learning to work safely with microbes

9. Rule 3
they are statements about what the pupils will learn rather than what they will do
So…..
We are going to do an experiment to show that plants give off oxygen during photosynthesis
Or, alternatively…..
We are learning to use equipment carefully and appropriately
We are learning that plants produce oxygen as a product of photosynthesis
We are learning that the test for oxygen is the relighting of a glowing spill

10. Rule 4:
Objectives need to be written in language that the children understand
For example Year 7 pupils might be told that …
in this lesson you are going to learn how to compare different research methods in science.
When actually …….
In this lesson we will learn how to find out information using a book and computer.

11. It is important to remember that:
Objectives can be skills as well as just knowledge
It is good practice to have a mixture

12. Which of these are objectives?
To know how to evaluate the reliability of a set of data
To create a model of an animal cell
To know the characteristics of living things
To understand the concept of electron shells and how this gives elements a particular valency
To draw and label a diagram of the eye
To debate whether the greenhouse effect is responsible for changes in global weather patterns
To understand the main cause of Acid rain
To complete activities 1b, 2c, and 3c from page 41 of your textbook
To learn to interpret pie charts
To improve our skills in using a thermometer

13. Framing learning objectives
The Key Stage 3 strategy suggests using WALT …
We Are Learning To …
so this might translate into …
‘Find things out using a book and a computer.’
Framing your objectives in this way means that you have to think about exactly what you want pupils to learn.

14. So now ……
We are learning to evaluate the reliability of a set of data
To create a model of an animal cell
We are learning the characteristics of living things
We are learning to understand the concept of electron shells and how this gives elements a particular valency
To draw and label a diagram of the eye
We are learning to debate whether the greenhouse effect is responsible for changes in global weather patterns
We are learning to understand the main cause of Acid rain
To complete activities 1b, 2c, and 3c from page 41 of your textbook
We are learning to interpret pie charts
We are learning to improve our skills in using a thermometer

15. Lesson outcomes
How do you know if the pupils have achieved the lesson objectives?
How do the pupils know that they have achieved the lesson objectives?
What evidence do you need to answer these questions?

16. Lesson outcomes
You need to make to clear to the pupils at the beginning what they
need to do/produce by the end of the lesson
e.g.
You will have written a prediction in your books
You will be able to answer the questions on the board about microbes
You will have produced a poster which shows the characteristics of
vertebrates

17. Framing an outcome The Key Stage 3 strategy suggest using WILF …
What I’m Looking For …

18. So how about a WILF for our WALT?
We Are Learning To ………
find out information using a book and computer.
What I’m Looking For …
Is a sentence in your exercise book that tells me which research method you liked best.
Is a sentence that explains why you thought this method was the best.

19. Using success criteria for learning outcomes
How do the pupils know that they have successfully met the lesson
outcomes?

20. Lesson objective:
We are learning to write a conclusion
Lesson outcome:
To write a conclusion in your books
Success criteria:
Have you described the effect that temperature has on enzyme activity? (ie. The shape of your graph?)
Have you pointed out any significant temperatures where changes in activity occur?
Have you used your scientific knowledge to explain your findings?
Have you used key scientific words in your conclusion? E.g. Denatured, kinetic energy, collisions, tertiary structure, lock and key?

21. Differentiation
The objectives and/or outcomes may not be the same for all pupils
e.g.
WALT…. Apply our knowledge to decide an appropriate range of temperatures to use during this experiment.
WALT ….. Accurately measure temperatures during this experiment using a thermometer
WILF…. A justification for the temperature range used.
WILF ….. Accurate measurements using a thermometer

22. Differentiation
The WALTs and WILFs may be the same but the success criteria
different.
Higher ability
Have you described the effect that temperature has on enzyme activity? (ie. The shape of your graph?)
Have you pointed out any significant temperatures where changes in activity occur?
Have you used your scientific knowledge to explain your findings?
Have you used key scientific words in your conclusion? E.g. Denatured, kinetic energy, collisions, tertiary structure, lock and key?
Lower ability
Have you said what happens to enzyme activity when you increase the temperature?
Have you used key scientific words in your conclusion? E.g. Denatured, kinetic energy, collisions.

23. Summary. WALT Keep to 1 -3 objectives
Keep them written up where pupils can see them
Refer to them during the lesson, ask, ‘have we met these yet?’
WILF
Don’t just think about written outcomes
Keep them written where pupils can see them

24. References
KS3 National strategy. Planning and managing progression in science. Department for education and skills.
Teaching and learning in secondary schools: Pilot (better known as the ped pack). Department for education and skills.