Going SOLO from the start

Well, its a new term. Time for some new tricks.

At the end of last term I found out about SOLO and tried it out on an unsuspecting year 7 class. It seemed to go well. The AST who filmed it agreed that there was some good stuff in that lesson.

Everything I've read about this particular taxonomy suggests it is a good aid to improving learning. I have decided to try to embed it from the beginning.

But how does one go about reinventing ones own personal wheel?
I'm fortunate this year that I have four classes in year 10 all following the same syllabus. Two classes probably aiming for higher tier papers and the other two most likely foundation.
   This means I get to try something, tweak it and try it again. I'll try to record my observations and reflections here as I go along.

Starting out:

My year 10 classes will be starting with module C1 from OCR Gateway 2011 spec. C1 is the organic chemistry unit. The first sub-topic is products from oil.

Over the summer I bought SOLO taxonomy book 1 by Pam Hook and read it cover to cover. My start point is Constructive Alignment of the learning objectives. The learning objectives in the lessons have had their learning verbs matched against the SOLO levels in the book.
  SOLO will not be mentioned explicitly from the start, I think I'll bring it into lesson 3 so I can use it as AFL when we have some content covered. I'll probably use a similar structure to the lesson I tried last term (A heavily copied lesson structure from Tait Coles @Totallywired77).

I'll add details of the lesson I shall begin with after I've tried it out, then I can record how it went.