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Time

Teaching and Learning Sequence

Resour
ces

Teaching Strategies

8 Ways

0-10 min
Introduction
The teacher will provide students
with a brief explanation of what the
60 minute lesson involves.

Smart
board

The teacher will then project a pre


drawn lesson sequence on the smart
board, breaking down the content
into beginning, middle and end.

The teacher will provide this brief explanation using


simple language (verbal) and will speak with
excitement in their voice to stimulate interest within
the students.

By drawing the lesson sequence on the smart board


and breaking it down visually, it will allow students
to establish a firm understanding of the lessons
content and what is expected of them during the
lesson. The learning map will be shown to students
to support the verbal explanation provided and arm
students with direction and purpose.

Learning Maps
(The eight-way
framework of
Aboriginal
Pedagogy,
2015.)

Students will be encouraged to ask questions


regarding the lesson content.
10-30
min

Main Content
The teacher instructs students to
break up into five groups of four.
Within the group, students will have
to nominate one student as a writer.

Blank

Students will work in groups so they are able to


share and collaborate their ideas. This allows
students to create meaningful links to their own
community (the school yard/classroom setting) and
1

sheets
of
paper,
clip
boards
and
pencils.

The teacher will direct students


outside and ask them to observe and
identify ways in which the school
uses water. The teacher will provide
students with two examples (e.g.
watering
the
school
grounds,
providing any school animals with
water to drink).
The student delegated as the writer
will document these water uses.

30-60
min

also encourages students to listen to each others


ideas and accept diversity, consequently stimulating
interest and discussion within the group.

Community
Links
(The eight-way
framework of
Aboriginal
Pedagogy,
2015.)

Students will complete this activity outside the


confines of the classroom. Taking the lesson outside
encourages students to create links with the land
and exposes them to nature. It also allows them to
learn whilst being active and moving, whilst
experiencing fresh air and an alternative setting to
the classroom. Teaching outside also exposes
students to living things such as plants and animals.
Using this technique in this specific lesson is
particularly relevant as the focus of the lesson has
strong links to the environment.

Land Links
(The eight-way
framework of
Aboriginal
Pedagogy,
2015.)

The teacher also asks students to


identify various ways the school
could save water.
Conclusion
The teacher encourages students to
return to the classroom and sit down
in their groups.

This class discussion (yarn) is informal. Whilst


students are expected to use their listening skills
and respect their peers and diverse ideas, they are
also encouraged to explain their findings in a way

Story Sharing
2

The teacher then invites students to


share what they have learnt about
the uses of water in the school yard
and ways in which the school may be
able to save water in the future. They
are also invited to share why they
feel water is important to them and
their everyday lives.

which comes naturally to them. This final part of the


lesson focuses on sharing individual ideas and
experiences.

(The eight-way
framework of
Aboriginal
Pedagogy,
2015.)

The teacher explains the homework


task to students (summative task,
see assessment).
Conclusion of lesson.
Assessment
Formative Assessment
Throughout this lesson, students will be formatively assessed on their participation, enthusiasm and willingness
to learn. Their ability to work in groups, use of listening skills and ability to share own ideas and experiences will
be noted by the teacher throughout the lesson.
Summative Assessment
As this lesson duration is relatively short, the summative assessment will be completed as a homework task. This
will give students the time to create a relatively detailed drawing, rather than providing them with time
constraints in the classroom.
Task:
Students will be asked to write a brief explanation (one paragraph) describing one way in which the school can
save water.
Students will be required to draw a picture to accompany their explanation, and will be encouraged to use their

Symbols and
Images
(The eight-way
framework of
Aboriginal
Pedagogy,
2015.)

imagination whilst creating this drawing.


Students will be informed that this task will be submitted to the teacher the following day and will be marked and
returned to the student during the week.
Students will be assessed on neatness, creativity and the accompanying description.
Relevant Assessment Outcomes:
Science: ACSSU032
English: ACELY1671
The Arts: ACAVAM108

References
ACARA Australian Curriculum, Assessment and Reporting Authority. (2014). Retrieved from
http://www.australiancurriculum.edu.au
The eight-way framework of Aboriginal Pedagogy. (2015). Retrieved from
https://vickidrozdowski.files.wordpress.com/2012/10/individual-investigation-of-a-learning-theory-aboriginalpedagogy.pdf