EDFD548 Assignment 1:

'A Sequence of Learning Activities in the Pre-Service

Teacher's Subject Area'

Alex Betcher
S00256954
 Overview and Context

Learning Environment:

This teaching unit will be examined in respect of a class of diverse students at North
Yarrabeena High School. Yarrabeena is a fictional, low socio-economic town in the far
north of New South Wales. This class contains 10 male students and 10 female students.
This class contains 8 indigenous students, including 2 who speak local indigenous
languages as their primary language at home. A further 2 students also speak a language
other than English at home.

One male student has a suspected, but as yet undiagnosed, mild case of Attention Deficit
Hyperactivity Disorder (ADHD). As he has not been formally diagnosed, this student has
not received any treatment or medication, however other teachers acknowledge that he
can be “ a handful” in the classroom.

One of the female students has broken her right arm, and her writing capabilities are
therefore restricted. She is able to use her computer/electronic device left-handed, but she
is unable to write using a pen. Although nearly all the students come from low socio-
economic status families, all students have access to some form of electronic internet-
enabled device, either from their own families or because they have been given a laptop
by the school.

Link to Curriculum:

These lesson plans have been developed specifically to meet the requirements of the
NESA Year 7 (Stage 4) History curriculum, specifically the unit “Depth Study 1:
Investigating the Ancient Past”. Specific syllabus-based content areas are examined in
each individual lesson, while larger learning outcomes are examined across the unit as a
whole. Students are introduced to these content areas early and encouraged to build their
understanding of these areas throughout the course of the lesson. Each individual lesson
plan will outline which specific learning outcomes and content areas are addressed within
that lesson. The syllabus can be accessed through the NESA website, or from this location
https://syllabus.nesa.nsw.edu.au/hsie/history-k10/content/807/.

Lesson Objectives and Structure:

The following lessons are part of the Year 7 (Stage 4) History Unit “Depth Study 1:
Investigating the Ancient Past”. This unit is designed to build students understanding of
elements of historiography and historical inquiry. As such, the unit is focused primarily on
the methods and practices used to study history, rather than a specific historical time
period. This is done by exposing students to broad and historiographical issues, as well as
specific and potentially contentious historical inquiries. Each lesson plan is designed to
scaffold the learning process of the students by building upon the content from previous

3
lessons.

The lessons are structured in such a way that each plan can be taught as a self-contained
class, however each lesson builds on the content of the previous lesson. In the first lesson
plan, students are introduced to the study of historiography, including a general
introduction to basic historiographical terms and concepts they will encounter throughout
the unit. The second lesson plan focuses on a practical examination of the way these
historiographical concepts and techniques have been used in a specific context, in this
case the excavations of Pompeii and Herculaneum. Finally, the third lesson plan builds on
the content from the previous lessons and examines a practical application of these
historiographical concepts in a uniquely Australian context. This includes a specific focus
on Indigenous Australian history.

Prior Student Learning:

As this is the first unit of the high school history syllabus, there is no prior learning
expected from the students in the first lesson. Although some students may have some
rudimentary pre-existing historiographical knowledge, this is not assumed. However, each
subsequent lesson will have the expectation that students have retained at least the
majority of content from the previous lessons.

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Lesson 1: About Time

Syllabus Unit & Lesson Title & Lesson duration: Syllabus: NSW Year 7-10 History Syllabus
Lesson Number: Stage: Stage 4
60 minutes Year: Year 7
Depth Study 1: Investigating the
Ancient Past – About Time (Lesson
1)

Overall Unit Inquiry Question (for sequence of three lessons):

How can different aspects of history and historiography shape the way we understand the ancient past?

Specific Inquiry Question (for this lesson):

What tools, methods, systems, and sources do historians use to discover and classify the past?

Lesson Objectives & Rationale: Syllabus Outcomes Syllabus Content

The objective of this lesson is to Students will: Syllabus Content:

provide students with a general
understanding of the various
methods of historical and
historiographical research. Students
should gain an understanding of the
various ways historians learn about
the past. A solid understanding of
how historians work will be vital to
future classes which focus on why
the work of is important. Students
should learn a range of historical
terms and concepts relating to the
study of history.
 Describe the nature of history and
archeology, and explain their contribution
to an understanding of the past (HT4-1)
 Identify the meaning, purpose, and
context of historical sources (HT4-5)
 Use a range of historical terms and
concepts when communicating an
understanding of the past (HT4-9)
Students will:
 Outline the main features of the study of history and archeology
 Outline the role of historians and archeologists
 Describe the different ways that archeologists and historians
approach historical investigations
 Define terms and concepts of historical time

5

Prior Knowledge & Skills:
Not Applicable, as this is the first
lesson of the unit
Student Learning Indicators
 Students are intentionally
asked questions which they
are unlikely to be able to
answer. This will pique their
curiosity to learn how
historians have discovered
the answers to these
questions.
 List a range of sources used by archaeologists and historians
 Examine an historical controversy or mystery using the process of
historical investigation
Risk Assessment Lesson Resources
Low risk. Some inherent risk of student or Lesson Resources:
teacher injury as a result of tripping whilst
moving around the classroom. Lesson will require computer access, a data projector or Smartboard to
present video and images. Students will require a copy of 'Oxford Insight
History 7' textbook. This may be a physical copy, or a digital ebook copy. A
digital copy would require students to have access to an internet-enabled
device to access this text.
Time Teaching Content & Learning Teaching Strategies & Class Assessment
Guide Experiences Quality Teaching Organisation Strategies
Elements
Introduction (Engagement)
 Using a data projector or
5 minutes Direct Questioning,
Smartboard, students are Whole Class Not Applicable
Class Discussion,
shown images of the 'Tollund Media-based
Man' (Appendix 1.1) Presentation
 Students are then asked to
guess who he is, how he died,
and when he might have died.
6
 Body
(Exploration/Transformation/Presen
tation)

Directed Reading
Individual Socrative quiz (or
25 minutes  Students individually read Assignments, Explicit
 Students will learn basic Study similar
Section 1.1 of the 'Oxford Teaching
historical terms and assessment
Insight History 7' book
concepts program)
(Appendix 1.2), either in
physical book form or as an
 Students will learn about the ebook on their laptops.
historiographical method  After students have finished
that historians use to make reading Section 1.1, they will
sense of the past. This will log into Socrative to take a
be examined in the context short quiz which will assess
of the Sphinx. how much of the content of
Section 1.1 they understood
 Students will learn about and retained.
archaeological processes
and technology.  Teacher can verbally cover
any areas that the class
 Students will learn about seems to have not understood
historical representations of if the Socrative quiz results
time, including suggest this is necessary.
BC/AD/BCE/CE.

 Students will learn about

historical sources, including  Students individually read
oral, digital, archaeological, 20 minutes Section 1.2 of the 'Oxford Directed Reading Socrative quiz (or
written, and scientific Insight History 7' book Assignments, Explicit Individual similar

7
 sources. (Appendix 1.2), either in Teaching Study assessment
physical book form or as an program)
Students will compare and contrast ebook on their laptops.
various historical sources to
appreciate the benefits and  After students have finished
drawbacks of each type of reading Section 1.2, they will
source. log into Socrative to take a
short quiz which will assess
how much of the content of
Section

 Teacher can verbally cover

any areas that the class
seems to have not understood
if the Socrative quiz resulted
suggest this is necessary.

Conclusion
(Presentation/Reflection)

 Students will apply the 10 minutes Class Discussion, Whole Class Teacher will
information they have  As a class, the teacher leads Directed Questioning, attempt to
learned to the mystery of the another discussion of the Media-based actively engage
Tollund Man. Tollund Man. Using 'Oxford Presentation, Student- all students in
This will serve to contrast with the Insight History' Section 1.3 driven Inquiry the discussion,
lack of knowledge the students (Appendix 1.2) for inspiration, ensuring that all
had on this topic at the the class discusses what students have
beginning of the lesson, information is known about the understood the
highlighting what the students Tollund Man, and how that content of the
have learned. information has been lesson
discovered. Images of the
Tollund Man are presented
again on screen (Appendix
1.1).

 This discussion will draw

heavily from the information
students have learned during
the lesson, and will tie all the

8
information together in a
practical way.

9
 Lesson 2: Excavations at Pompeii

Syllabus Unit & Lesson Title & Lesson duration: Syllabus: NSW 7-10 History Syllabus
Lesson Number: 60 minutes Stage: Stage 4
Depth Study 1: Investigating the Year: Year 7
Ancient Past – Excavations at Pompeii
(Lesson 2)

Overall Inquiry Question (for sequence of three lessons):

How can different aspects of history and historiography shape the way we understand the ancient past?

Specific Inquiry Question (for this lesson):

Excavations in Pompeii and Herculaneum have been underway for centuries. How do changing personal, political, and ethical considerations affect the excavations?
What is the primary role of an archeologist?

Lesson Objectives & Rationale: Syllabus Outcomes: Syllabus Content:

This unit is heavily focused on the A Student: Students:

historiography of the ancient past. It is
important that students gain a solid
understanding of the nature and
importance of historiography and
archaeology at the beginning of the
unit.
 Describes the nature of history and
archeology and explains their contribution to
an understanding of the past (HT4-1)
 Identifies the meaning, purpose and context
of historical sources (HT4-5)
 Outline the main features of history and archaeology
 Outline the role of historians and archeologists
 Describe and explain the different approaches to historical
investigation undertaken by archaeologists and historians
 Examine an historical controversy or mystery using the process of
historical investigation

10
Prior Knowledge & Skills: Risk Assessment: Lesson Resources:

Students will have completed lesson 1 Low risk. Some inherent risk of student or teacher Lesson will require computer access, a data projector or Smartboard to
in this topic, which focuses on the injury as a result of tripping whilst moving around the present video and images.
archeological tools and historical classroom.
structures historians use to discover
and classify the past.

Student Learning Indicators Time Guide Teaching Content & Learning Teaching Strategies & Class Assessment
Experiences Quality Teaching Organisation Strategies
Elements

Introduction (Engagement)

 Students learn about the

15 minutes  Using digital projector
events which led to the
or Smartboard, Media-based
preservation of Pompeii
Students are shown a Whole class Informal observations
 Students gain an Presentation, Informal
variety of images of of student
understanding and lecture, directed reading
Pompeii and engagement, asking
appreciation for the assignment
Herculaneum (either additional follow-up
historical value of Pompeii
from the internet, or questions to
from my own personal individual students
travel photos to
personalise the topic),
including buildings,
mosaics, and preserved
body casts (APPENDIX
2.1)

 Teacher gives brief

overview of events in
Pompeii in 79AD.

 Students take turns

reading aloud an

11

 Students learn about the
other dimensions to
archaeology beyond the
physical processes (for
example, political or
financial incentives)
 This serves to explain the
different approaches taken
by various historians and
archaeologists throughout
history
 Students question the roles
and obligations of historians
and archaeologists
extract of Pliny the
Younger's description of
the eruption of Mt.
Vesuvius (Appendix
2.2).
Body
(Exploration/Transformation/
Presentation)
10 minutes  Students watch video Informally critiquing
entitled 'Indiana Jones Media-based
and providing
in History – Episode II: presentation, Group Whole class
feedback on student
Excavating Pompeii' discussions, Directed
responses,
(Appendix 2.3), which questioning
encouraging them to
explores the differing engage more or take
approaches to their answers further
archaeological
excavations in Pompeii
by King Charles III,
Roque Joaquin de
Alcubierre, and Karl
Jakob Weber.
10 minutes
 Teacher then leads
class on discussion of
the video, posing the
following questions:
 Who was the better
archaeologist, and
why? What were
the strengths and
weaknesses in the
approaches of each
man?
 What constitutes a
12

- Students learn about the different
technical archaeological advances
propagated by particular
archaeoligists
 Students consider the
ethical dimensions of
archaeology, with specific
focus on the presentation of
dead bodies
 Students consider a
controversial historical issue
good archeologist
 Should
historical/archeologi
cal endeavours be
subject to political
pressure, or should
they always be
independent? What
if they are financed
by political figures
or organisations?
 Discussion of Giuseppe
5 minutes Fiorelli, specifically his
'Fiorelli Process' of
preserving death
moulds of Pompeii
victims through plaster
casts. Show class more
images of plaster body
casts on screen
(Appendix 2.4).
 Pose following ethical
question to class: 'The
10 minutes people of Pompeii
mostly died horrible,
painful deaths. The
Fiorelli Process is a
highly useful
archaeological tool, but
13

 Students are given an
opportunity to revise, and
reflect upon, the content of
the lesson
is it ethically acceptable
to display casts of dead
bodies to millions of
visitors to Pompeii each
year? Do
archaeologists have a
responsibility to respect
the people of the past,
and preserve their
dignity?'
Conclusion
(Presentation/Reflectio
n)
10 minutes Group discussion Whole class Verbal quiz of class
 Teacher takes follow-up to assess their
questions from students knowledge
 Teacher then asks
questions of class to
informally ensure they
have understood and
remembered lesson
content.
14
Lesson 3: Ancient Australia

Syllabus Unit & Lesson Title & Lesson Syllabus: NSW Year 7-10 History Syllabus
Lesson Number: duration: Stage: Stage 4
Depth Study 1: Investigating the 60 minutes Year: Year 7
Ancient Past – Ancient Australia
(Lesson 3)

Overall Inquiry Question (for sequence of three lessons):

How can different aspects of history and historiography shape the way we understand the ancient past in an Australian context?

Specific Inquiry Question (for this lesson):

Given that Indigenous Australians did not create many of the same physical monuments as other ancient civilisations, what sources can historians use to understand
Australia's ancient past?

Lesson Objectives & Rationale Syllabus Outcomes Syllabus Content

Indigenous history in Australia is A Student: A Student will:

often overlooked because it lacks
the physical ruins of some other
civilisations. The focus of this
lesson is to make students aware
of the extensive indigenous history
which exists in Australia, and to
emphasise the value and
importance of this indigenous
history to all Australians.
- Describes the nature of history and archeology
and explains their contribution to an
understanding of the past (HT4-1)
- Identifies the meaning, purpose, and context of
historical sources (HT4-5)
- Uses evidence from sources to support
historical narratives and explanations (HT4-6)
- Locates, selects, and organises information
from sources to develop an historical inquiry
(HT4-9)
- Describe and explain the different approaches to historical investigation
taken by archaeologists and historians
- Locate and describe a variety of different sources for ancient Australia, eg
animal and human remains, tools, middens, art, and stories and sites related
to the Dreaming
- Investigate what these sources reveal about Australia's ancient past
- Describe an Australian site which has preserved the heritage of Aboriginal
and Torres Strait Islander peoples
- Use a range of sources, including digital sources, to explain why it is
important for a chosen site to be preserved and conserved

15
Prior Knowledge & Skills
Students should have a grounded Low risk. Some inherent risk of student or
understanding of the work of teacher injury as a result of tripping whilst
historians and archaeologists, as moving around the classroom.
well as common historical and
archaeological terms and
concepts
Student Learning Indicators
 Students are encouraged
to consider historical
sources for Indigenous
history.
 Students form opinions
which will hopefully be
challenged and informed
over the course of the
lesson.
 Students learn about the
extent of Indigenous
history which existed in
pre-colonial Australia, as
well as how this
information has been
discovered.
 This serves as a useful
review of the
Risk Assessment Lesson Resources
Lesson will require computer access, a data projector or Smartboard to
present video and images. Students will require a copy of 'Oxford Insight
History 7' textbook. This may be a physical copy, or a digital ebook copy. A
digital copy would require students to have access to an internet-enabled
device to access this text. Students will also require an internet-enabled
device to research information.
Time Teaching Content & Learning Experiences Teaching Strategies Class Assessment
Guide & Quality Teaching Organisation Strategies
Elements
Introduction (Engagement)
Whole class Not Applicable
 Teacher poses questions of the class; Class discussions,
“What do you know about aboriginal Directed questioning
history? Is there Indigenous history in
5 minutes Australia? What sources do we have?”.
Students are encouraged to present
their views.
Body
(Exploration/Transformation/Presentation)
Directed reading, Individual study Socrative quiz
 Students individually read Section 1.4 of Class discussions (or similar
the 'Oxford Insight History 7' book assessing
15 minutes (Appendix 3.1), either in physical book program)
form or as an ebook on their laptops.
 Students log into Socrative to take a
short quiz which will assess how much
of the content of Section 1.4 they
understood and retained.
16
 historiographical and
archaeological techniques
studied in previous
lessons.

Inquiry, Student
 This task requires  In small groups, students are told to research, Directed Small groups,
students to use a range of 20 minutes research the 'Brewarrina fish traps' questioning, Whole class
sources to research a site online. In these groups, they create Cooperative learning, Class
of historical and answers to the 10 questions provided Class discussion discussion to
indigenous significance, (Appendix 3.2) orally assess
the answers
and justify why it should  As a class, the teacher calls on different
be protected. provided by
groups to provide their answers to each
each group
 Students locate, select, questions, and the class can debate any
and organise information differences between their respective
from sources to develop answers.
an historical inquiry

15 minutes

 Students use evidence

from sources to support  Teacher poses question to students; Directed questioning,
historical narratives and “What is an historical source? Can a Media-based Whole Class
explanations verbally transmitted myth be considered presentation, Class Class
an historical source?” discussion discussion to
 Students identify the  Using a data projector or a Smartboard, informally
assess
meaning, purpose, and students watch short TEDx talk by
student
context of historical Indigenous archologist Jacinta
responses
sources that may not be Koolmatrie entitled “The myth of
considered 'traditional' aboriginal stories being myths”
sources (Appendix 3.3).
 Class discussion as to whether
Aboriginal myths can be considered
historical sources.

17
 Conclusion (Presentation/Reflection)
 By revisiting the questions
from the beginning of the
Class
class, students can  The teacher poses the same questions Directed questioning,
discussion to
appreciate the information 5 minutes as the beginning of the class to see how Class discussion Whole class
informally
they have gained and the students answers have changed. assess
place this information in This also serves as an effective revision student
context of the class content. responses

18
 Resource Appendix

Appendix 1.1

Appendix 1.2

For full details of this text;

Dennett, B., & Dixon, S. (2013). Oxford Insight History 7 AC for NSW Student book. Sydney, NSW: Oxford University Press.

A sample copy of this text containing the relevant chapters can be accessed from the following address;

19
https://www.oup.com.au/__data/assets/pdf_file/0021/58062/Oxford-Insight-History-7-ch1-Investigating-the-ancient-past.pdf

Appendix 2.1

20
Appendix 2.2

An extract of Pliny's letter can be found at this address;

The Destruction of Vesuvius. (n.d.). Retrieved from May 16, 2018, from http://www.eyewitnesstohistory.com/pompeii.htm

Appendix 2.3

Jacobs, J. (2017, January 17). Indiana Jones in History: Excavating Pompeii [Video file]. Retrieved from https://www.youtube.com/watch?
v=sGtiwL_RqT0

21
Appendix 2.4

Appendix 3.1

For full details of this text;

Dennett, B., & Dixon, S. (2013). Oxford Insight History 7 AC for NSW Student book. Sydney, NSW: Oxford University Press.

A sample copy of this text containing the relevant chapters can be accessed from the following address;
https://www.oup.com.au/__data/assets/pdf_file/0021/58062/Oxford-Insight-History-7-ch1-Investigating-the-ancient-past.pdf

Appendix 3.2

Brewarrina Fish Traps

22
Keep a list of all information sources you use to answer the following questions.

1) Describe this site. What does it look like? What does it do? Where is it?What is the significance of this site? What did it do? Does it
still have value?
2) What is the significance of this site? What did it do? Does it still have value?
3) Who built this site? To whom is this site important?
4) What does this site reveal about the people who built it?
5) When was this site built? How do we know?
6) What historical sources have been used to understand this site? What archaeological techniques have been used?
7) What issues might an historian studying this site have to consider when they study these sources?
8) What does this site tell us about Australia's ancient past?
9) Should this site be preserved, and if so, how?
10)What sources did you use to discover the above information? Do you think these sources can be trusted? What things might you
need to consider when using these sources?

Appendix 3.3

23
TEDx Talks. (2018, January 26). The myth of Aboriginal stories being myths / Jacinta Koolmatrie / TEDxAdelaide [Video file]. Retrieved
from https://www.youtube.com/watch?v=aUIgkbExn6I

24
 Discussion

Teaching Strategies:

The above lesson plans incorporate a number of organisational and communication

strategies to ensure they are as effective as possible. Organisationally, the class is
structured in a number of ways throughout the series of lessons to provide variety and
foster students abilities to work in a range of environments. These include whole class
discussions, group work in small groups, and individual research and study. Throughout
each of these models, the lesson plans emphasise the importance of inquiry based
learning.

The inquiry model is an effective technique for addressing many of the criteria in the NSW
Quality Teaching Framework. Inquiry learning addresses elements such as 'deep
understanding' of a topic, and 'higher-order thinking' skills such as analysing evidence and
drawing conclusions. Inquiry learning also contains a number of inherent benefits to both
students and teachers. It is a technique that can be flexibly incorporated into most
educational contexts, because it is a technique that focuses more on the acquisition of
skills than the acquisition of content knowledge. This is a reflection of this unit itself, which
encourages students to acquire historiographical skills more than content knowledge of a
particular historical context.

The incorporation of whole class discussion is a useful strategy to ensure all students are
working at a similar level, as well as to evaluate individual students who a teacher
suspects may not be keeping up with the lesson content. Additionally, class discussions
give students an opportunity to shape the direction the class in a way which retains their
interest, thus ensuring their focus stays on the content of the lesson. It is imperative,
however, that a classroom discussion is kept polite and civil, so as to ensure no student is
afraid to become involved or speak.

There is a deliberate blending of multimodal resources used throughout these lesson

plans. All students will have individual learning styles and preferences. It is therefore
important to provide a range of resources in a variety of learning styles to ensure that all
students can engage with the content. In the above lesson plans, students are presented
with written (the textbook) and visual resources (the videos, photos), as well as being
presented with inquiry tasks which they research themselves.

General Capabilities:

The most important 'General Capability' relevant to this particular unit is 'Critical and
Creative Thinking'. As has been discussed above, the purpose of this unit is to encourage
students to approach history in a critical and logical fashion. These lesson plans reflect
that emphasis through the inclusion of a number of activities which require students to
critically assess all aspects of an historical source or practice (for example, the critiques of
the Pompeii excavators or the critical examination of the Brewarrina fish traps). The ability
to logically examine or critique a source is an invaluable skill to a historian, and it is one

25
which these lesson plans and this unit generally seek to instil in the students.

Evaluating and Providing Feedback to Students:

Assessing the successes and failures of students is an important consideration for a

teacher. It is not sufficient for a teacher to merely present information to a classroom and
consider their work done. This lesson plan reflects a student-focused learning
environment, where the teacher is responsible for not only providing content knowledge,
but ensuring that the students have actually absorbed that knowledge. With that
consideration in mind, these lesson plans include two methods of teacher assessment to
evaluate whether or not students are learning effectively.

The first method is informal, and involves concluding each lesson with a large class
discussion which covers the content of that lesson. The teacher will call on students to
answer questions and provide opinions, which will help the teacher to assess whether that
student has absorbed the lesson content. This is only an informal indicator of information
retention, so it should be supplemented with a more formal, standardised form of
assessment. The benefit of this form of evaluation, however, is that its informal nature
allows the teacher to provide feedback to the entire class, as well as individual students.

The second form of assessment included in these lesson plans is the use of Socrative (or
a similar alternative). Socrative is a program which can be accessed from any internet-
enabled device or computer. Teachers can create quizzes for students, who then answer
these question on their individual devices. The results can be seen, processed, and
organised in real time. This provides the teacher with useful information about which
students have not understood which topics in the class. This allows the teacher to either
address these concerns with individual students, or to focus on that area again with the
whole class if multiple students are struggling.

Addressing Needs of Diverse Learners:

This class contained a number of students with diverse learning needs, which were
considered in the creation of these lesson plans. Firstly, the school (North Yarrabeena
High School) is located in the (fictional) rural town of Yarrabeena on the far-north NSW
coast. The town has a large Indigenous population, and 8 of the 20 students in the class
identify as Indigenous. Of these, two speak their traditional language at home as a primary
language. Two other students also speak a language other than English at home.

The Indigenous students particularly enjoyed the focus on Indigenous history in the third
lesson plan. Although the NESA History syllabus does not necessarily dictate a focus on
Australian history in this unit, the inclusion of Indigenous history was a practical
demonstration for Indigenous and non-Indigenous students alike. Additionally, many of the
Indigenous students appeared to be notably proud of themselves and their cultures after
studying elements of Indigenous history.

The students who speak a language other than English at home are all proficient English
speakers. However, it is beneficial for the teacher to be aware and considerate of any
linguistic disadvantages they may have, and to make sure that these four students
particularly understood all of their individual reading assignments.

26
The boy with the suspected (but undiagnosed) case of mild ADHD was also a
consideration during the creation of these lesson plans. None of the activities are designed
to last longer than 20-25 minutes before moving to a differently structured activity.
Additionally, each lesson plan involves significant periods of class discussion or group
work, which gives this student the opportunity to engage with other students in a different
setting.

The girl with the broken arm is not going to be greatly impacted by her injury in these
lesson plans. Most of the work for these classes is done using a laptop or internet-enabled
device, which she is capable of operating with her left hand, albeit more slowly. The
teacher may have to account for this fact and give her slightly more time as a result.

Information and Communication Technology:

Information and Communication Technology (ICT) is an important element to include in a

lesson plan. With the ever changing nature of education and employment, there is a very
real possibility that teaching students lessons driven by content may not adequately
prepare them for their future lives. Instead, a focus should be placed on teaching students
skills which will certainly be useful in the future, such as effective and safe use of ICT.

The lesson plan includes a number of aspects of ICT. Students can watch videos, look at
images, and read textual sources on their individual devices. Additionally, students also
use their devices to engage with assessments through Socrative. Primarily, however, the
biggest inclusion of ICT in this unit is in lesson plan three. In this lesson, students are
encouraged to undertake an inquiry learning task by researching information on their
devices or laptops. Planning information searches, locating and accessing information,
and evaluating data from the internet are all vital skills for students to learn.

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