Lesson Plan (Primary)
Lesson Plan (Primary)
Lesson title: Year level: Topic: Duration of lesson: Lesson rationale: What influenced your lesson choice? (E.g. student interest, global/local event)
Students background knowledge: What is your starting point? What do the students already know? What have they done before? How does this lesson connect to or build on their existing knowledge?
Example: The students have had a few experiences with the Scratch Jnr programming App and playing with .
Learning objectives: What will the students learn?
Example: Students will learn to:
create an animation using Scratch Jnr
debug their Scratch Jnr code
Learning environment and resources: Where will this lesson take place? (E.g. indoors or outdoors). What resources will you need to have prepared?
Assessment strategies: How will you identify what the students have learnt and how will you record this?
Examples could include: A checklist (e.g. correct use of equipment, work as part of a team); anecdotal records; peer and self assessment; students maintaining a journal or portfolio with images, data collected, findings.
Stage of Lesson Approx.
time Pre-service Teachers Actions
What will you do during this time?
What prompting questions might you need to prepare?
How will you cater for individual differences?That is, how can you challenge the more able students, and/or scaffold learning for students needing extra help Student Actions / Tasks
What will the students be doing during this time?
Stage 1: Introduction
How will you gain the students attention, engage the interest of the students and introduce the concept(s)? Stage 2:
Body of lesson
Describe each activity and the order in which they will be undertaken. Stage 3: Conclusion
How will you draw the lesson ideas together so that the students can evaluate what they have learnt? How will you prepare the students for the next task?
Teaching Period 2, 2022
EDU30059 Teaching Technologies
Assignment 2: Folio
Word/time limit:1500 (+/- 10%) plus a 34 minute presentation
Weighting:50%
Due date:5pm AEDT Monday 3 October 2022 (Week 12)
After you have read this information, head over to theAssignment 2 Q&Adiscussion board to ask any questions and see what your peersare saying about this assignment.
Assignment overviewThe purpose of this assignment is to provide you with an opportunity to apply your learning in authentic contexts by demonstrating your understanding of the learning from this unit within a folio. This folio will demonstrate your professional knowledge and ability to plan and implement the Australian curriculum Technologies: Design and Technologies, and Digital Technologies. This is a place where you will also critically reflect on and evaluate your professional growth as a teacher, demonstrate your developing ability to meet the intentions of the Technologies curriculum, and to meet any other requirements for professional teaching and professional development.
The artefacts you include in this folio assignment can also assist you in demonstrating evidence of your proficiency with regards to the relevant professional standards for teachers at graduate level.
This assignment supportsunit learning outcomes 1, 2, 3, 4, 5 and 6.
Assignment detailsOver the duration of the unit, you will gather and articulate your understanding of the learning from this unit within a folio. This folio will be a collection of your learning from this unit, demonstrating your professional knowledge and ability to plan and implement Technologies across the curriculum.
Your final folio will comprise ofthe following three artefacts:
Two lesson plans demonstrating your understanding of Design and Technologies, and Digital Technologies, across two different primary levels.
A critical reflection for how the lesson plans demonstrate your understanding of the importance of the Technologies curriculum in developing the essential future skills that are expected of your students.
A short professional learning presentation on one of the main Design and Technologies or Digital Technologies activities that you have created as part of Artefact 1.
Artefact 1: Two lesson plans (approximately 1000 words)
You will need to develop two lesson plans, across two different primary levels (e.g. P2, 34, 56), one that includes the Design and Technologies subject, and the other that includes the Digital Technologies subject. Each one of the two plans must include the following:
Identify the lesson title, year level and the topic (such as the technology context) that is the focus of your plan.
Rationale: Why did you choose this topic? Underpin the knowledge, conceptual understanding and relevance for the age group.
Objectives: What do you intend for the children to learn/develop skills in?
Resources: Where will the lesson take place and what resources will you require?
Inclusion of teaching strategy(ies) you would use that are effective and contextually relevant.
Assessment: How will you identify what the students have learnt and how will you record this?
Detail the actions that you (as a teacher) will be doing and the actions of students in engaging with the lesson, broken into three parts: introduction, body of lesson, and conclusion.
To assist you, aLesson plan Primary (DOC 59 KB)Download Lesson plan Primary (DOC 59 KB)template has been provided; you can either modify this template to better suit your needs or use your own template that works best for you and your planning.
Artefact 2: Critical reflection (approximately 500 words)
Critically reflect on the two lesson plans that you have developed, and write a rationale discussing how the lesson plans demonstrate your understanding of the Australian Curriculum: Technologies.
Your rationale should include a critical reflection on how you plan to apply your knowledge of the Australian Curriculum: Technologies to enable all children to develop skills and knowledge within different contexts, including how they can be used to support other disciplines such as literacy, numeracy, history, and/or science. In reflecting on the Technologies curriculum, you should consider the need to build innovation capabilities in our students and why there is an emphasis on 21st century skills.
This part should be written in first person and supported by literature. References must be presented in APA referencing style. The reference list does not contribute to the word count.
Artefact 3: Professional learning and development presentation (34 minutes)
Teaching is a collegial profession. There are many opportunities and quite often, expectations that you will share your knowledge with your peers, either as part of a schools internal professional learning program or through other external professional development events (e.g. conferences, workshops). This part of the assignment provides the opportunity for you to share one of the two activities that were central to the two innovative lesson plans you have created as part of Artefact 1 in8.8 Discussion 2: Assignment 2 presentation.
You will share your chosen activity with your peers as part of a museum exhibit through a multimedia video uploaded to YouTube. You should include this link in your8.8 Discussion 2: Assignment 2 presentationpost. You must also include the link embedded within your assignment document, and you must ensure that this link can be accessed by your eLA.
See the 'YouTube' section ofAssignment tools(Links to an external site.)for instructions to assist with the submission process and stepson how to provide your eLA with the correct link to your presentation.If the link does not work, or the video cannot be played (e.g. due to permission issues), you will receive ano passfor this artefact.
As part of your presentation you will:
provide a brief description of the activity, including the year level being targeted and any relevant authentic context that could be used for the basis of this activity
explain why you selected this particular activity over others that you may have considered (e.g. consider the 21st century skills that you might be focusing on) for the same topic/technological context
describe possible teaching approaches that can be used (e.g. peer collaboration)
explain what formative assessment might be undertaken or considered involving the activity.
You might wish to consider creating a prototype solution to your selected activity and sharing this with the class. The prototype is a way of showing what you are expecting your students to produce as part of the lesson involving the chosen activity.
Assignment tip:As you work on completing the three artefact requirements for your folio, you may wish to refer to theAssignment 2: Folio checklist (PDF 122 KB)Download Assignment 2: Folio checklist (PDF 122 KB)to help you reflect on and review your work, as well as monitor your progress.
Throughout your teaching and learning journey, you will be required to use the nationally approved learning frameworks (the Early Years Learning Framework or the Australian Curriculum) or the approved learning frameworks for your state or territory. To help you further build capability in this area, and to prepare you for placements, at Swinburne Online you may choose to use the nationally approved learning frameworks or the approved learning frameworks for your state or territory in your assignments. For further information specific to your assignments for this specific unit, please seek advice from your eLAs and/or your Unit Coordinator.
Submission details overviewThis assignment will be submitted through Canvas. When you are ready to submit your assignment, select the 'Start Assignment' button at the top of this page. You will be taken to the 'File Upload' tab where you can choose your file or submit your URL.
Please note: When you submit your assignment through Canvas, you are also submitting the assignment through Turnitin, which is a text-matching service that compares your work with an international database of information sources. You will need to agree to using it.
Once you have submitted your assignment, select 'Submission Details' on the right of your screen to view your originality report if you haven't already done so.
Please allow a 24-hour turnaround for an originality report to be generated. See the 'Turnitin originality report' area of theAcademic practicepage in the Study Resources section of the Student Hub for several guides to assist with the submission process.
Resubmissions after the due date without prior approval from your Unit Coordinator may not be marked.
Assignment support
Don't forget that in addition to your eLAs who provide discipline-specific content advice, you can access the 24/7 draft writing service from Studiosity.
Assignment 2 marking guide
Criteria No Pass Pass5059% Credit6069% Distinction7079% High Distinction80100%
Quality of the lesson plans created.
(40%) Did not meet criterion. All components of the two lesson plans are included. There is a developing understanding of the practice of planning, teaching and assessing in the Technologies domain of the Australian Curriculum. The lesson plans are mostly clear and reflect a developing understanding of the learning needs and pedagogical approaches connected with the teaching of Technologies. All components of the two lesson plans are included. There is a competent understanding of the practice of planning, teaching and assessing in the Technologies domain of the Australian Curriculum. The lesson plans are clear, detailed and reflect a good understanding of the learning needs and pedagogical approaches connected with the teaching of Technologies. All components of the two lesson plans are included. A deep understanding of the practice of planning, teaching and assessing in the Technologies domain of the Australian Curriculum is evident. The lesson plans are clear, detailed and reflect an in-depth understanding of the learning needs and pedagogical approaches connected with the teaching of Technologies. All components of the two lesson plans are included. A highly articulated, in-depth understanding and demonstrated practice of planning, teaching and assessing in the Technologies domain of the Australian Curriculum is evident. Attention to detail has resulted in highly authentic and engaging lesson plans which reflect an in-depth understanding of the learning needs and pedagogical approaches connected with the teaching of Technologies.
Critical reflection/rationale.
(20%) Did not meet criterion. A developing understanding of the Australian Curriculum: Technologies is evident, with limited consideration given to how the Technologies subject areas can be used to develop skills and knowledge within different contexts. The rationale demonstrates limited engagement with relevant literature. A competent understanding of the Australian Curriculum: Technologies is evident, with some ideas presented on how the Technologies subject areas can be used to support other disciplines. A thoughtful rationale has been provided demonstrating an appropriate level of engagement with relevant literature. A comprehensive understanding of the Australian Curriculum: Technologies is evident, with a clear appreciation for how the Technologies subject areas can be embedded in multiple contexts to develop 21st century skills and build the innovation capabilities in students. A well-considered rationale has been provided demonstrating a significant level of engagement with relevant literature. A comprehensive and critical understanding of the Australian Curriculum: Technologies is evident. There is nuanced insight into the ways to incorporate authentic learning experiences across multiple contexts, to develop 21st century skills and build innovation capabilities in students. An in-depth rationale has been provided demonstrating an excellent level of engagement with relevant literature.
Professional learning presentation.
(30%) Did not meet criterion. The presentation is of a reasonable quality and ideas are mostly communicated effectively to the (intended) audience. The presentation is of a good quality and ideas are communicated effectively to the (intended) audience. The presentation is creative and of a good quality. Ideas are communicated clearly and concisely to the (intended) audience. The presentation is highly creative and of excellent quality. Ideas are communicated clearly and concisely to the (intended) audience.
Academic expression and APA referencing.
(10%) Did not meet criterion. There are some spelling errors or problems with grammar. An author/date system of referencing has been attempted. However, closer adherence to APA style is required. The writing is mostly free of spelling errors or problems with grammar. External sources have been referenced using APA. However, closer attention to APA style is required. The work is free from any spelling errors or problems with grammar. External sources are generally referenced correctly but there are minor errors in APA style. The work is free from any spelling errors or problems with grammar. All external sources are referenced correctly in APA style.
If you need assistance with academic feedback on a draft of your assignment task, seeAssignment support: Studiosity.
Assignment criteriaQuality of the lesson plans created.
Critical reflection/rationale.
Professional learning presentation.
Academic expression and APA referencing.
Your work will be assessed using the following marking guide:
