Introduction
No Pens Day Wednesday lesson plans and activity templates have been created by specialist teachers and speech and language therapists and
quality assured by practising mainstream teachers.
Lesson plans
These were developed by taking example plans for September from one school’s planning as a starting point. As all schools will be covering
different topics and have different ways of planning, the lesson plans provide an example for schools to adapt, though they can be used as they
are if this fits in with your planning.
Lesson plans aim to follow good practice principles; e.g.



They identify explicit learning objectives
Support use of questioning, using Blooms taxonomy, to support learning
Include plenary sessions that encourage pupils to reflect on their learning through assessment for learning strategies
Some lessons include reflection on how the “no pens” theme of the day has affected learning. This could be a discussion you could have in any
lesson in order to gather pupils’ views on how an emphasis on talk in the classroom has impacted on their learning and enjoyment of lessons.
Each lesson plan also has key vocabulary identified, signposting to the vocabulary section of the activity templates. Vocabulary is key to all pupils,
particularly those whose language is not at an age appropriate level or pupils learning English as an additional language. Teaching vocabulary
explicitly as part of the lesson, using tried and tested strategies can make a significant difference to these pupils in particular.
A speaking and listening objective has also been identified for each lesson. Some have been taken from QCA guidelines, whilst others have been
taken from our Universally Speaking guides (available to download and order for free from www.hello.org.uk/resources), which track language
development throughout the primary years.
Plans are available for every lesson in primary school across the year groups.
Activity templates
In addition to lesson plans, we’ve provided activity templates (separate download on www.hello.org.uk/no-pens-day-wednesday), which are more
generic and can be adapted to any lesson. These give some information about the activity and how it can be implemented, highlighting any
resources / links that might be useful to support that activity. These activities can be used within any element of a lesson - as a starter activity,
main activity, plenary or as methods of recording learning. See also separate guidance on ways of recording without using pens (available on
www.hello.org.uk/no-pens-day-wednesday).
Year 5 Lesson Plans
Class:
Teacher:
Learning objective:
WALT work collaboratively to plan and make a
talking book.
Date:
Previous learning:
 Knowledge of layout and text conventions of
text type
 Skilled in use of Clicker 5 or alternative
software (via ICT lessons)
Activity
Starter:
 Pupil in role of teacher – recapping on prior learning, pupils are asked to teach a ‘how to’ guide
for given aspects of Clicker 5 – e.g. open a new template, add pictures, add sound buttons,
record audio.
 Recap technical vocabulary: edit, edit mode, drag and drop, sound palette, picture palette,
template etc
 Pupils teach the class in small groups how to carry out actions and class feedback on quality of
teaching and demonstration – giving 2 positives, 1 negative
Vocabulary: Non-chronological, collaborate, issues, solutions, organisation
Teach vocabulary using strategies and materials suggested in the activity template pack
Main activity:
 Introduce the task – create a Non Chronological Report talking book (no text for ‘No Pens Day’)
around a given topic
 View Example text: Recap layout and text features of the Non Chronological Report
 Talking partners: how could we create a book without writing any words? Discuss potential issues
and solutions
 Group pupils in differentiated groups of 2/3 - take care when creating groups that pupils are
matched in terms of attainment in both ICT and literacy
 Tell children that today they will complete a section from the Non Chronological Report book.
Share out different areas and discuss how they might research this information and record. Share
out different sections to the groups
 In groups give pupils given time to collect an information and images needed before being given
time to record talking books in Clicker 5 (note - PowerPoint plus accompanying oral presentation
can be used if Clicker 5 is not available)
Plenary:
 If we wanted to complete a finished non chronological report what else would we need to add?
 What was difficult about not being able to use pens in this lesson? How did we overcome them?
 Final thought: how would the world be different if no one could talk?
Assessment for learning: Review talking books using 2 stars and a wish framework
Literacy: Non Chronological Reports
Phase 2
Speaking and listening objectives:
1c: Choose material that is relevant to the topic and to the listeners
1d: Show clear shape and organisation with an introduction and an
ending
3a: Make contributions relevant to the topic and take turns in
discussion
Differentiation
Resource
Pupils grouped in differentiated threes,
in terms of both literacy and ICT
attainment, differentiated research
materials, cue cards for lower
achieving
Clicker 5
Topic ideas:
10 things to do with a brick
– Round Robin ideas
Conversation with a
cavemen – Round Robin
10 ways to annoy your
teacher! - Round Robin
Instructions for eating an
ice cream - Round Robin
Or link to topic work, e.g.
Victorians
Homework: Make an audio report about a topic of your choice
Resource: Making a record of your No Pens Day Wednesday activities

Make a Clicker 5 Talking Book as a record of your day

Use the ‘Bookmaking’ template to create a new book

Take digital images throughout the day of children’s activities and download to a ‘No
Pens Day’ picture file

Drag and drop the pictures to the blank pages of the book using the Edit Mode toolbar

Add sound record buttons to your book template

Ask children to record captions for the pictures using the ‘record’ option
Year 5 Lesson Plans
Class:
Teacher:
Learning objective:
To investigate the workings of the heart by
comparing with the actions of a pump.
Date:
Previous learning:
 Functions and locations of major organs
in the body
 Location and function of the heart
Science – Moving and growing: the heart
Speaking and listening objectives:
3a: Make contributions relevant to the topic and take turns in
discussion
3b: Vary contributions to suit the activity and purpose, including
(Based on lesson freely available from Science
exploratory and tentative comments where ideas are being collected
Museum of Minnesota at
together, and reasoned, evaluative comments as discussion moves to
http://www.smm.org/heart/lessons/lesson5a.htm)
conclusions or actions
Activity
Differentiation
Resource
Starter:
Picture prompts for lower
Lesson plan and
achieving – e.g. diagram of animations available
 Round Robin - pupils say what they already know about the heart
heart
at
Vocabulary: Pump, valve, vein, artery, flow, stethoscope
www.smm.org/heart/l
Recap key vocabulary – valve, vein and artery. Create a whole class glossary to establish the functions of each. Use
Make an audio recording
essons/lesson5a.htm
Word Magic template below (taken from I CAN’s Communication Cookbook, available from www.ican.org.uk/cookbook)
of the instructions for
Main activity:
making the pump or pair
For each group  Talking partners: Where in your body is your heart?
good with weaker readers
 wide mouth jar
 1. Using virtual stethoscope at http://www.smm.org/heart/heart/steth.htm - ask pupils to describe where in the body
(plastic)
they think the heart is. E.g. – below shoulder, left side, right side, under collar bone, in middle of chest. Check their
 balloons
ideas with the virtual stethoscope
Chunk or simplify
 skewer
 2. Use animation at http://www.smm.org/heart/heart/pumping.htm to show how the heart pumps, and the valves open
information for similarities
 two flexible
and close.
and differences
straws
discussion.
 scissors
 Tell the pupils they are going to make their own pump.
For example:
 bowl to collect
 In mixed ability groups – Pupils have a set of resources and written instructions of how to make the heart pump.
 Name one thing that is
water spills
 Pupils read and follow instructions to build the model.
the same
 sponge
 Once model is complete pupils to discuss in groups:
 Name and one thing
 a set of the
 What are the similarities and differences between the heart and the pump you assembled? (key question)
that is different
written
 Remove the balloon flap (valve) from the apparatus. What happened?
instructions for
 Does the valve affect how well the water flows?
the activity
 What happens when the valve is removed?
 Extension: Can you think of other examples of valves and pumps?
Video camera to film
Plenary:
activity
 Recap learning: Share answers to questions; teacher targeted questioning to target understanding of all within the
group.
Paired talk: What might happen to a person if the valves in their heart did not work or wore out? How can we look
after out heart? What can be done to repair damage?
 In groups pupils list 5 key points on how to keep a healthy heart.
Assessment for learning How would you summarise the workings of the heart – indicate with traffic Homework: Measure your pulse beat at different times of the day.
When is it fastest? And slowest? What is your Dad’s/Mum’s pulse rate?
lights how confident you are in your summary. How well do you think you took turns in the
discussion?
Year 5 Lesson Plans
Class:
Teacher:
Learning objective:
WALT research a range of historical information to
clearly hypothesise as to why something might have
happened
Date:
Previous learning:
 Key events of WWII placed on
timeline
 Prior learning of cause and effect
Activity
Starter:
 Introduce term hypothesis: an explanation of why something might have happened
 Where do we hypothesise? Link to making predictions in Science before we investigate,
or estimating in Maths: Is that the same? Why/why not? Allow pupils talking time to shape
answers in pairs
 Share a range of situations or events from World War 2: allow children time to create a
hypothesis as to why that may have happened, starting with ‘I suppose that…’ and
progressing to ‘I hypothesise that…’
 E.g. in 1939, 38 million gas masks were handed out by the government
 Discuss answers and the importance of being correct if we have thought out answers
carefully- what is more important? To get the right answer or to carefully think about the
situation before stating the hypothesis
Vocabulary: hypothesis, justify, summarise
Teach vocabulary using strategies and materials in the activity template pack
Main activity: History mysteries
 Tell pupils they are going to be history detectives for the lesson. They have a ’mystery’ to
solve or a question to answer. They must work together to piece together clues from
statements they will be given, to make a hypothesis about the question they have been
given
 Each group has a ‘mystery’ and a set of statement cards. As a group they must read,
understand and analyse the information in the statements, make connections and draw
conclusions (groups may use the same mystery)
 Record conclusions on digital voice recorder (alternatively groups may represent findings
in pictorial form if ICT resource unavailable)
Plenary:
 Groups split into numbers 1-6. From each table all the number ones meet to share the
hypothesis they came up with
 Discuss nominations of good hypotheses. Ask pupils to clearly justify choices
 Did any groups solve the same mystery? Was your hypothesis the same or different?
Discuss and recap on the importance of a well thought out hypothesis (rational) as
opposed to the correct answer. Self assess against objective
Assessment for learning: In pairs – come up with examples of how you justified your
thoughts. Consider, how good am I at doing this? Share ideas on how to get better. Whole
class share top 3 ways of justifying your argument
History: World War 2 (WWII)
Speaking and listening objectives:
3c: Qualify or justify what they think after listening to others' questions or
accounts
3f: Use different ways to help the group move forward, including summarising
the main points, reviewing what has been said, clarifying, drawing others in,
reaching agreement, considering alternatives and anticipating consequences
Differentiation
Resource
Lower achieving:
 Why did Mrs Brown lose 2 stone
in weight in 1940?
 Give sentence starters to support
answers, e.g. because she
was....
 Give alternatives if necessary..on
a diet, doing lots of exercise,
worried etc
Higher achieving:
 Why couldn’t Joe have a birthday
cake for his 10th birthday in April
1944?
 Teacher support to extend
discussion
http://www.thegrid.org.uk/learning/histo
ry/ks1-2/resources/mysteries.shtml
Pair good and weaker readers for the
main activity
Homework: Create your own history mystery statement about WWII
Year 5 Lesson Plans
Class:
Teacher:
Date:
PHSE: Getting on and falling out
Learning objective:
Previous learning:
Speaking and listening objectives:
To identify different types of peer pressure
4a: Create, adapt and sustain different roles, individually and in groups
 That actions may affect others
that people around us may use to try and
4b: Use character, action and narrative to convey story, themes, emotions, ideas in
 Resolving differences
influence us
plays they devise and script
Activity
Differentiation
Resource
Starter:
Mixed ability
groupings
 Ventriloquist dummy – Pupils sit in 2 circles, one inside the other. Inner ring put their arms behind their backs - they are the
Scenario
‘dummies’
picture cards
 Outer ring put their hands under the other pupil’s arms – they are the ‘ventriloquists’.
 Go round the circle – ventriloquists say ’My friend is...’ ‘and he/she is...’ (characteristic), ‘My friend can...’ (action). Dummies try to
mime the words and the facial expressions, actions.
Vocabulary: Peer, pressure, resolve, influence, disapproval
Teach vocabulary using strategies and materials in the activity template pack
Main activity: The peer pressure bag of tricks (Adapted from:
http://www.thecoo
lspot.gov/Docume
http://www.thecoolspot.gov/Documents/2PeerPressureBagofTricks%20FINAL%20Edits%2010-31-07MG.pdf)
nts/2PeerPressur
 Question: Do we always have to do what our friends say?
eBagofTricks%20
 Discuss what is meant by peer pressure - where might we see this? Has anyone ever been influenced by peer pressure? Has
FINAL%20Edits%
anyone ever pressured anyone into doing what they want? (if not friends in school, what about teachers? Or parents?) What
2010-31feelings can result from being pressured?
07MG.pdf
 Establish that peer pressure is the powerful feeling of pressure from someone your own age that can push you toward making
certain choices, either good or bad
 That peer pressure can take a number of different forms, both spoken and unspoken, and can lead to risky, disapproved, or
personally unwanted behaviour
 That if you can learn to identify peer pressure tricks, it is much easier to resist them
 Talking partners: Why is it important to resist peer pressure tricks?
 Organise the class into six small mixed ability groups and allocate each group a role play scenario. (see link above)
 Pupils to act out the scenario up to the freeze point. At this point explain that groups will be asked about their feelings here and that
the groups should stop here and talk about the event. Each group to then continue each scenario with their own ideas on a positive
way to deal with this type of peer pressure
Plenary:
 View role plays until freeze point - ask class for ideas on the type of peer pressure being shown here. (Groups to reveal peer
pressure trick as outlined in the scenarios). Teacher targeted questions to pupils frozen in the freeze frame- e.g. How do you feel?
What do you want to happen? Why have you done this?
 Ask class how this type of peer pressure might be dealt with. Is the peer pressure deliberate? Pupils identify possible feelings of
characters using feelings word bank.
 View rest of role play - was this a good way of dealing with the peer pressure?
 Use “That’s Me” for four of the following statements: (pupils don’t need to share, just consider during thinking time).
 I have used unspoken pressure against someone
 I have had unspoken pressure used against me
 I have used spoken pressure against someone
 I have had spoken pressure used against me
 I have used unspoken pressure to help someone
 I have had unspoken pressure used to help me
 I have used spoken pressure to help someone
 I have had unspoken pressure used to help me
Assessment for learning: Share with a partner:
 One thing I have learned about friendship is...
 One thing I have learned about how people try to influence me...
 One thing I have learned about how I influence others is...
Homework: Discuss an incident of peer pressure experienced at school with a parent/guardian
Year 5 Lesson Plans
Class:
Teacher:
Learning objective:
To use a variety of sources to research and
share information about the topic of water
Date:
Previous learning:
The water cycle
Geography: Water
Speaking and listening objectives:
1d: Show clear shape and organisation with an introduction and an ending
2a: Identify the gist of an account or key points in a discussion and evaluate what
they hear
2b: Ask relevant questions to clarify, extend and follow up ideas
Activity
Starter:
 Line up: Make a human water cycle
 Hand out water cycle cards, each pupil to organise themselves into a group with the rest of
aspects needed to complete the water cycle. Group to role play cycle, teacher to ask questions
targeting pupils’ understanding of water cycle. How can we find out more? – What ideas do
children have for sources of information? – books, web, artefacts, pictures, asking others
Vocabulary: Ocean, river, lake, water cycle, pollution, environment
Teach vocabulary using strategies and materials in the activity template pack
Main activity: Jigsaw
 Group the children into differentiated groups of 4 for the research tasks. (Give each child a
number)
 Tell the children they need to find 5 key facts on their topic that they can share with others:
Seas, Rivers, Water supply, Water cycle
 Talking partners: If I was researching Seas or Rivers, what kind of things would I need to find
out? Share ideas and collect on board. How could I find these? Discuss research strategies.
 Pupils have access to a range of research materials: Web, Books, Pictures, Adults (or other
pupils). Pupils research 5 key facts, recording on talking tins or Easi-speak microphones
 Re-group: all 1s together, all 2s, etc. Share ideas and establish 5 key points as a group
 Return to original groups to share all the information. Pupils allowed 5 minutes to plan a brief
group presentation
Plenary:
 Recap learning – each group to present a brief overview of what they found. Class evaluation
of presentations
 What was easy / difficult?
 Talking partners- how did not being able to write in that lesson make it easier? More difficult?
Discuss issues that arose and suggestions of what we would do different next time.
 Self assess against learning objective
Assessment for learning: As a group, rate using thumbs, to summarise their achievement on this
lesson against the lesson objective e.g. how well were they able to a) identify key points and b)
evaluate what they heard
Differentiation
Lower achieving - focus on water
cycle:
 Differentiated texts and
picture materials; direct link
to key web page
 Encouragement to ask
adults/other classes for key
facts
 Adult support where needed,
access to talking tin or Easi
speak microphones
 Talk frame to structure
feedback
Higher achieving: Water supply
 Differentiated research texts
 Ext: where does the school’s
water come from
Resource
A selection of books, pictures,
PowerPoint presentations, web
addresses – e.g.
www.tes.co.uk/ResourceDetail.aspx
?storyCode=3004411
www.bbc.co.uk/schools/riversandco
asts/water_cycle/
Children can go to other classes or
adults in the school to ask questions
– by prior agreement
Homework: Make a photo portfolio of water sources and features near
your home
Year 5 Lesson Plans
Class:
Teacher:
Learning objective:
Work collaboratively to design and plan the layout of a lunar theme park
within a set budget.
(First activity in part of a week long scheme of problem solving activities
found here: http://education.staffordshire.gov.uk/NR/rdonlyres/112FA325A9AB-4D9F-91A6-141892EE9C1A/72855/Lunarthemepark.doc)
Date:
Previous learning:
 Multiplying and dividing
by 10, 100 and 1000
 Mental calculation
strategies
Numeracy: Using and Applying Numbers
Speaking and listening objectives:
3b: Vary contributions to suit the activity and purpose, including
exploratory and tentative comments where ideas are being
collected together, and reasoned, evaluative comments as
discussion moves to conclusions or actions
3c: Qualify or justify what they think after listening to others'
questions or accounts
Activity
Differentiation
Resource
Starter: Multiplying and Dividing by 10, 100 and 1000.
Differentiated
pairings, prompt
 Follow me: Teacher starts with a number and shares with class, then multiplies and divides number by 10, 100 and 1000 5 times
sheets
from the original number- allow pupils 30 seconds to mentally calculate each new number- share answer to final number (LA
group to work with TA on 2 digit numbers- multiply and divide by 10).
Provide pictures
 Talking partners: Play follow me game in pairs, did you end up with the same number as your partner? Discuss strategies used,
and symbols e.g.
what was easy/difficult?
of the moon to set
Vocabulary: Budget, multiply, divide, colonising, lunar
context
Teach vocabulary using strategies and materials in the activity template pack
http://education.
Main activity: Lunar Theme Park (http://education.staffordshire.gov.uk/NR/rdonlyres/112FA325-A9AB-4D9F-91A6Pre-teach key
staffordshire.gov
141892EE9C1A/72855/Lunarthemepark.doc)
vocabulary
.uk/NR/rdonlyres
 Share concept behind series of activities: The year is 2050. Man is now colonising the moon and you have decided to open the
/112FA325first lunar theme park in history
Talking
Tins
A9AB-4D9F Talking partners: If you were going to design a theme park what would you need to put into it? Share ideas and flesh out if needed
available
91A6 Introduce budget and share table, extracting key information
141892EE9C1A/
 Discuss the need to display theme plans so people are able to get a clear understanding, introduce A3 paper for theme park plan
Teacher to
72855/Lunarthe
 Share rules for designing the theme park, introduce scale for theme park map and remind children of budget:
support lower
mepark.doc
 Talking Partners: One minute to discuss the 3 key things we need to do to succeed in planning our lunar theme park
achieving pairs
Establish and record:
 Which rides are chosen and calculate cost
 Convert area to map scale
 Create map to correct scale
 Pupils work in differentiated pairs to design theme parks
Plenary:
 Allow children 3 minutes to go to each table and review theme park designs
 Pupils to stand behind the tables of the theme parks they would most like to visit. Q: Is this the best planned theme park?
 Pupils to stand behind the pair who they feel have planned and presented their information in the best way
 Discuss problems in the lesson- what was easy / difficult?
 How did not being able to record written information make this lesson more difficult?
Assessment for learning: As a class identify what elements makes the best planned theme park the best. Each pair to then identify
Homework: Create an advert for your
which of these elements their theme park has and which of these they would need to add to improve theirs to the same standard. How
lunar theme park
well can they justify their thinking? Individuals use traffic lights to judge
Lunar Theme Park Price Table and Design Rules:
Item
Major ride
Minor Ride
Café
Shop
Food cabin
Toilet block/1000 visitors
Paths
Lake
Car park
Area occupied
3600 m²
2000 m²
400 m²
200 m²
100 m²
200 m²
400 m²
Av. 3 visitors per car and
each car needs 10 m²
Cost
50,000
20,000
10,000
7,000
2,000
5,000
200/10m
5,000
1,000/100m²
Design Rules:
Pupils are restricted to use an A3 piece of paper to design their ‘Lunar’ theme park.
You must use a scale of 1cm : 10m
The spending limit is 5,000,000 , which must not be
 means Lunar Lolly
There must be car parks for your visitors to use. You will need to allow 10m² per car
and assume that there is an average of 3 people visiting per car
There must be toilets for your visitors to use. You will need 1 toilet block per 1000
people visiting
There must be cafes and shops for your visitors to use
There must be a queuing area around each ride, based on an estimation of how many
visitors will use the ride per hour