chapter  11
The Holy Trinity of the three-part lesson
Pages 7

This is an easy one. I only include it because it’s a good example of how dogma emerges without any credible authenticity or justification.

I’m talking about the noble three-part lesson. It’s been around since I started teaching. I don’t know many state school teachers who haven’t used it, and most teachers I know have been told at some point to use it as a way to structure their lessons. I’ve heard Ofsted inspectors criticise lessons for not having three parts, and I’ve seen lessons being graded unsatisfactory because plenaries were too short, and starters too long, or starters blending seamlessly into main activities.