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Subject: Business

1st years

Lesson Plan Number:

Topic: Making Payments

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 ATM’s 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

Question students in order
to get prior knowledge.

Students must think of any
information or ideas they may
have on crossing a cheque.
Students will have to offer
feedback.

What does the term crossing a
cheque mean?(LO)
Why would someone cross a
cheque?(LO)

Take feedback from
students in relation to what
they know about crossing
cheques.
Crossing a
cheque

(Time)
20 min
Teaching
Key
Concept 2
(etc.)

Explain to students what
crossing a cheque means.
Read section from the book
in relation to crossing a
cheque.

Students will have to listen in
order to understand what it
means to cross a cheque.
Students will have to read from
the book and other students
paying attention.

Ask students to now explain
crossing a cheque.

Students will have to explain
aloud the term crossing a cheque.

Use student’s feedback to
make definition and write it
on whiteboard.

Students will have to offer
feedback assist in making a
definition and then write it into
notes copy.
Students must think about what
different types of cheques exist.

How many different types of
cheque are there?(LO)

Students must offer their
information to the class.

What types of cheques are
there?(LO)

Students must listen to the
explanation of relevant types of
cheque.

Why would someone postdate
a cheque?(LO)

Ask students do they know
if there are different types
of cheques.
Write student answers onto
the board.

Types of
cheques

How does crossing a cheque
make it safe?(LO)

From this take relevant
ones and explain,
Ask students to explain
different types of cheques.
Use feedback to write on
whiteboard and make
definitions

Students must re-explain the
types of cheques that we are
learning.
Students must use this
information to make definitions
and write into their notes copy.

After reading the book,
explain what the term crossing
a cheque means? (LO)
Distinguish between crossing a
cheque and endorsing a
cheque? (HO)

When does an antedated
cheque become stale?(LO)
Differentiate between the
different types of cheques?
(HO)

(Time)
20 min

1. Key

6. Teacher Activity

7. Student Activity

8. Questions

Concept(s)
Teaching
Key
Concept 3

Write student brainstorm
onto the board.
Take relevant information
from the brain storm.

Debit card

Explain the term debit card
to students using
information from the brain
storm.
Using this information
recreate a definition for
debit card,
Write up advantages of
having a debit card.

Students must participate in a
brainstorm on the topic debit
cards.
Students must pay attention to
relevant information
Students must listen to the
explanation in order to
understand the concept.
Students must assist in creating a
definition and write it into notes
copy.

What is a debit card?(LO)
What is the main purpose of
having a debit card?(LO)
What are debit cards now
more widely known as?(LO)
What are the main advantages
of having a debit card?(LO)
Distinguish between a debit
card and an ATM card.(HO)

Students must offer examples of
advantages of having a debit
card.

(Time)
20 min
Teaching
Key
Concept 4
(etc.)

ATM

(Time)
10 min

Ask students to explain
ATM.
Ask students the many uses
for an ATM.
Ask students what are the
advantages of having an
ATM card for the customer.
Write the feedback from
students onto the
whiteboard.

students must engage prior
knowledge to explain the concept
of an ATM
Students must think and tell the
class the many things that an
ATM can be used for.
Students must think of some
advantages of an ATM to the
customer and offer them to the
class.
Students must write this
information into their copy.

Explain what an ATM is? (LO)
What do the letters ATM stand
for?(LO)
List some of the many uses of
an ATM. (LO)
What are the advantages of an
ATM to the customer?(LO)

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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?

What have I learned about my own practice from this lesson?

What will I do differently in my next class?