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102086 Designing Teaching & Learning

Assignment 2

Original Lesson Plan.................................................................2

Lesson Plan Analysis.6
Modified Lesson Plan................................................................10
Academic Justification..............................................................21
ePortfolio Web Link..............................................................27

Lessons- 1. This lesson is part of a three-lesson unit.
Strand(s): Physical sciences and scientific inquiry
Level: 10

Learning outcomes:
Science understanding:
Energy conservation in a system can be explained by
describing energy transfers and transformations.

Science inquiry skills:

Analyse patterns and trends in data, including describing
relationships between variables and identifying
Critically analyse the validity of information in secondary
sources and evaluate the approaches used to solve problems
Communicate scientific ideas and information for a particular
purpose, including constructing evidence-based arguments
and using appropriate scientific language, conventions and

Lesson plan
Conserving energy in the skate park
Lesson structure
This lesson plan is 70-minute lessons in a three-lesson sequence.
In this lesson, the teacher introduces the topic, activities and
assessment. The students investigate the topic using a digital
learning object and record their understandings on a wiki. In the
third lesson, the teacher presents a series of explanations on the
key concepts. An emphasis is placed on key terms to assist
students to create a more scientifically accurate explanation on
their wiki. The wiki is collected at the start of Lesson 4 for

Timing Activity Pedagogy Technology

Lesson 1
15 min Introduction to key Whole class PowerPoint and
terms around discussion data projector (not
energy.This teacher-led and mini- discussed in this
activity focuses on lecture exemplar).
revision of science
completed in an earlier
35 min Students groups Cooperative Energy Skate Park
investigate energy using
learning learning object.
a learning object. in groups
15 min Students start work on Cooperative Computers and
the wiki. learning wiki
in groups software.
5 min Conclusion and Whole class None
reminder of homework. discussion

Online resources
Energy Skate Park learning object
Energex website What is energy?

Energex website The law of conservation of energy in physics
Energy transfer and transformations
Sample assessment rubrics
Sample student misconceptions
Biological Science Curriculum Study
Big6 Information literacy
Other resources
Computers with Java installed to run the Energy Skate Park
learning object. It is possible to run the applet directly from the
website; however, downloading it will prevent interruption
through loss of connectivity.
Access to a wiki hosting platform, such as Google Shared
Spaces, Wetpaint or one offered by your teaching jurisdiction.

Safety considerations/materials
Usual classroom and computer room rules
Cyber safety: refer to the exemplar and Cybersmart.
Backup plan
It is always possible that the internet may become unavailable
during a lesson. To avoid difficulty with the Energy Skate Park
learning object, you can download it and save to the schools
server. If time permits, install the software on the students
computers directly. For the wiki you may need the students to
create a draft in a word processor. This can easily and quickly be
copied to the wiki later.
Assessment ideas
Students participate in a number of ways, and there are
professional decisions to be made about how you use assessment
to drive learning. The wikis could be assessed as formative
assessment. The studentsunderstanding would be assessed in
summative assessment later in the term. The assessment focus
should be on the students scientific content knowledge and
Differentiated instruction
Students with visual impairments may need some support when
working with the data; however, presentation devices such as
iPads and computers can include adaptations of colour and font
size as well as adaptive technologies like audio screen-readers to
support students with special needs. The ways in which
cooperative groups are chosen can also be purposefully used to
combine students with complementary needs and gifts.

102086 Designing Teaching & Learning 1H 2017
Assignment 2: APST and QT Analysis Template

Section 1: Australian Professional Standards for Teachers

Evaluate the lesson plan according to the following Australian Professional Standards for Teachers. Only standards
directly addressed in Designing Teaching & Learning that are relevant to this assignment have been included. However,
this does not mean the other standards are irrelevant to lesson planning and evaluation more generally.

Evaluation score 1 (poor) to 5 (excellent)

Comments incl. evidence for evaluation score (2 sentences)

1 Know students and how they learn

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
12345 Comments: Not mentioned specifically about needs of diverse background students. However
cooperative learning group helps diverse students to learn from higher ability students.Incorporating
Information and Communication Technology ( ICT ) in lesson activity also help diverse background
students.However, more teacher support is needed for students to achieve learning outcomes.

1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
12345 Comments: Not specifically mentioned strategies for Aboriginal and Torres Strait Islander students.
Generally provided Cooperative learning group activity and ICT are incorporated in science lesson
which helps Aboriginal and Torres strait Islander students to learn from sharing knowledge and
visualisation.However, repeated instruction are not provided in this lesson plan which is essential for
their learning outcomes.
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
12345 Comments: Mentioned about cooperative learning group activity to engage students of different
learning ability. The group activity helps the student to share their knowledge with the peers and
hence support students with lower learning ability.

1.6 Strategies to support full participation of students with disability

12345 Comments: Device like iPads and computers are provided to a student with visual impairment. These
devices adopt colour ,font size and also technologies such as screen reader to support students with
special needs.

2 Know the content and how to teach it

2.2 Content selection and organisation
12345 Comments: In the introduction, the teacher mentioned about key terms around energy, but key terms
are not mentioned in detail. The teacher mentioned the previous lesson and connected to the present
lesson, investigation of energy using learning object.

2.3 Curriculum, assessment and reporting

12345 Comments: Teacher conducted an informal assessment in a class by revising prior learning in whole
class discussions to know the students understanding of the topic. Teacher conducted the formative
assessment by providing an opportunity for students to work on the wiki and Summative assessment
is conducted later in the term.

2.6 Information and Communication Technology (ICT)

12345 Comments: Lesson is structured using ICT such as energy skate park learning object, computer, and
wiki software.ICT is incorporated effectively into teaching for a better learning opportunity for
students and to make understands the student, selected content is more relevant to the present world.

3 Plan for and implement effective teaching and learning

3.1 Establish challenging learning goals
12345 Comments: The student learned scientific content knowledge and understand to create accurate
explanation on their wiki. The student uses technology for a better understanding of the scientific
concept. The student learning goal is challenging but also achievable.

3.2 Plan, structure and sequence learning programs

12345 Comments: Mentioned that prior learning was reviewed in whole class discussion, but discussion
question was not mentioned in the lesson plan.However, a list of online sources is provided to
understand prior learning.
3 Use teaching strategies
12345 Comments: Effective teaching strategies such as cooperative learning group activity and whole class
discussion was mentioned, which enhances learning opportunity of students of a range of ability.
3.4 Select and use resources
12345 Comments: Use of appropriate technologies such as computer and wiki software encourages active
participation of students in learning. In addition, many online resources are also listed to enhance
student understanding and engagement in learning.
4 Create and maintain supportive and safe learning environments
4.1 Support student participation
12345 Comments: Cooperative learning group activity and whole class discussion were mentioned in lesson
plan .These activities help the student to share their knowledge with peers and hence support lower
ability students for better understanding. ICT in lesson help most students to learn more effectively
with visual presentation.
4.2 Manage classroom activities
12345 Comments: Activities are clearly structured and ordered from prior learning to outcomes of the
student. The majority of the activities is student centered. Collaboration and cooperative learning are
engaged in classroom activity.

4.3 Manage challenging behaviour

12345 Comments: General classroom and computer room rules are mentioned but not mentioned about
management of challenging behaviour which is vital to engage behaviour problem student in learning
and also essential for the teacher to create a safe learning environment for other students.

4.4 Maintain student safety

Cyber safety was mentioned in lesson plan as students exposed to a computer activity. The classroom
and practical room rules are established for the well-being of a student in the school community.
4.5 Use ICT safely, responsibly and ethically
12345 Comments: Cyber safety and backup plan are mentioned at the end of the lesson plan.They are
provided to make sure the lesson is focused on content and conducted without any technological

5 Assess, provide feedback and report on student learning

5.1 Assess student learning
12345 Comments: Informal formative assessment is made at the beginning of lesson for the whole class in
discussions. Student work on the wiki can be assessed as formative assessment and students
understanding is assessed as a summative assessment at the end of the term.

5.2 Provide feedback to students on their learning

12345 Comments: Feedback is provided at the end of the class in whole class discussion. Individual
feedback for students was not mentioned.

Section 2: NSW Quality Teaching Model

Evaluate the lesson plan according to the following NSW Quality Teaching model elements.

Evaluation score refer to NSW QTM Classroom Practice Guide for each element
Comments incl. evidence for evaluation score (2 sentences)

1 Intellectual quality
1.1 Deep knowledge
1 2 3 4 5 Comments:
Content knowledge is deep in the most part of the lesson. In the introduction, the teacher has not
mentioned in detail key concepts of energy that learned in an earlier year.
1.2 Deep understanding
1 2 3 4 5 Comments: Students showed deep understanding in the lesson by investigating the law of
conservation of energy using energy skate park learning object and also the students modified their
work on wikis based on discussion.

1.3 Problematic knowledge

1 2 3 4 5 Comments: Topic is the study of energy and its transformation in terms of the law of conservation
energy which is fact. However, the class discussion may lead to multiple perspectives.

1.4 Higher-order thinking

1 2 3 4 5 Comments: Higher order thinking of students has seen in the analysis of the transformation of energy
using energy skate park learning object.

1.5 Metalanguage
1 2 3 4 5 Comments: The lesson plan does not contain any metalanguage perhaps not necessary for this lesson.
The instructions are simple to follow for the student to engage in the activity.

1.6 Substantive communication

1 2 3 4 5 Comments: Substantive communication was sustained throughout the lesson between students and
teacher. Cooperative learning group activity, a mini-lecture from the teacher and individual
presentation of students held in sequence for active engagement in the class.

Quality learning environment

2.1 Explicit quality criteria
1 2 3 4 5 Comments: Explicit quality criteria are mentioned, where specific time is allotted for each task in the
lesson plan and also the students refine their own work in cooperative learning group activity.

2.2 Engagement
12345 Comments: Active participation of students in group activity and class discussion are scaffold in
lesson planning.

2.3 High expectations

1 2 3 4 5 Comments: Generally mentioned about students engagement. Hence considered to be all students
engage in challenging goal, as activity involves the application of technology to understand the
scientific concept.

2.4 Social support

1 2 3 4 5 Comments: Cooperation group activity and whole class discussions promote students to share their
knowledge among peers.Furthermore, in a group activity, student support and respect each other's
work which is essential for the positive learning environment.

2.5 Students self-regulation

12345 Comments: General class rules, computer room rules and cyber safety was mentioned in the lesson
plan. Not mentioned about behavioural management rules.

2.6 Student direction

1 2 3 4 5 Comments: Most significant portion of the lesson, for example, investigation of energy using energy
skate park learning object, is student centered.

3.1 Background knowledge
1 2 3 4 5 The new lesson was developed on the basis of prior learning. Energy skate park learning object is
used to analyse energy transformation, which connects students to out of school backgrounds

3.2 Cultural knowledge

1 2 3 4 5 Comments: No cultural knowledge is mentioned other than the knowledge required for science
concept. Students of the various social group would have mentioned to provide equity for them to
merge with mainstream knowledge of dominant culture in school.

3.3 Knowledge integration

1 2 3 4 5 Comments: The lesson is mostly structured with the meaningful connection between topic and subject
area by teacher and students. Except at the beginning, the teacher has not mentioned in detail about
the discussion of prior learning.

3.4 Inclusivity
12345 Comments: Social group and diverse background of students are not mentioned in this lesson plan.
However, inclusion strategy is provided for students of a range of learning ability through cooperative
learning group activity. Furthermore, students with visual impairments are provided with adaptive
technologies to support students with special needs.

3.5 Connectedness
1 2 3 4 5 Comments: Highly connectedness seen between classroom knowledge and outside school world. Law
of conservation of energy is investigated using energy skate park learning object in the computer
which directly connects to the transformation of energy involved in the skate park.

3.6 Narrative
12345 Comments: Narrative is not used in this lesson plan, perhaps not necessary as the lesson is based on
scientific inquiry skill.

Section 3: Identifying Areas for Improvement

Identify the two APST standards and two NSW QT model elements you are targeting for improvement.

1) 1.3 Students with diverse linguistic, cultural, 2) 1.4 Strategies for teaching Aboriginal and Torres
religious and socioeconomic backgrounds. Strait Islander students.

QT model
1) 3.2 Cultural Knowledge 2) 3.4 Inclusivity

Modified Lesson Plan

Topic area: Physics Stage of Learner: Syllabus Pages:

Year 10,Stage 5 PW4
WS7.2 a,b,d,g

Date:8/5/2017 Location Booked: Lesson Number: 1 /3

Computer Room

Time: 60 minutes Total Number of Printing/preparation

students 22 Usual classroom and
computer room rules.
Cyber safety:
Behaviour management
Backup plan
Differentiated material:
Scaffold sheet
Extension question
sheet and
List of online Resources

Outcomes Assessment Students learn Students learn to

Lesson The student learns to

Syllabus outcomes assessment The student learns use Energy skate park
How to use learning object to
SC5-11PW Informal Information and understand energy
formative Communication conservation and
assessment to Technology ( ICT ) to transformation of
revise prior understand scientific energy from one form
Science understanding: learning through inquiry. to another. Thus
whole class students define the law
Energy conservation discussion and of conservation of
in a system can be mini lecture. PW4 energy,Energy can
Formative neither be created nor
explained by
assessment is a. apply the law of destroyed but can be
describing energy carried on conservation of transformed to one
transfers and Students work energy to account for form of energy to
transformations. on wikis. the total energy another form of
Summative involved in energy energy.
assessment is transfers and
SC5-3VA carried by transformations. WS7.2
Demonstrate confidence exam at the end Student analyse data
in making of the lesson. and information
reasoned,evidence- by:
based decision about the
current and future use a.analysing patterns
and influence of science
and technology, and trends including
including ethical
inconsistencies in

data and

Processes, analyses and

evaluates data b.describing
from first-hand relationships between
investigations and
secondary sources variables .
to develop d. Communicate
arguments and scientific ideas and
conclusions. information for a

particular purpose,

including constructing


arguments and using

appropriate scientific


conventions and

representations .

g. Critically analyse

the validity of

information in

secondary sources

and evaluate the

approaches used to
solve problems.

Cross Curriculum themes & General Explicit subject-specific concepts and skills
Students are applying ICT to understand
The Aboriginal and Torres Strait Islander conservation of energy and its
histories and cultures priority provide transformation.Students have prior
the opportunity for students to knowledge about the key concept of
understand, respect and value energy. Further study of the conservation of
Aboriginal and Torres Strait Islander energy is made in this lesson by using
students. energy skate park learning object.The
content of the subject is made relate to the
The Asia and Australias engagement students living world by applying
with Asia priority help students to know technology. As students are exposed to the
about social, cultural, political and computer, cyber safety and classroom rules
economic links that connect Australia and practical room rules are mentioned for
with Asia. This enables students to student safety and wellbeing.Furthermore,
respect each other opinion and value backup plans are also explicitly mentioned
their knowledge in the class. in lesson plan in order to carry out lesson
without the internet or any technical
General capabilities: interruption by downloading the software of
energy skate learning object.For the wiki,
Literacy and Numeracy required to students can create a draft in a word
analyse data and to solve problems. processor and later copy to the wiki.

Information and communication

technology capability required for
better understanding of key science

concepts in technology

Critical and creative thinking required to

process, analyse and evaluate data to
understand the science concept.

Personal and social capability required

to work cooperatively with peers of
various backgrounds.
Time Teaching and learning Organisation Centred
actions T/S

Intro Teacher:mini-lecture Teacher

Introduction to key terms Student: Whole

10 min around energy. class discussion
This teacher-led activity
focuses on the revision of Resources:
science completed in an PowerPoint and
earlier year. data projector
Discussion questions and
What is energy?
Types of energy?
List of Transformation of

Conservation of energy.
Law of conservation of

Students groups investigate Teacher: Student
energy using a learning
25 min object. Teacher makes sure
all students in the
Students observe the group are engaged
variation of potential and in a task and
kinetic energy of the provide support to
learning object when it the students
skates on the ramp. need.Scaffold for
Records the total energy of the process of
the learning object in analyzing data is
motion. provided for
Aboriginal and
Students draw a conclusion Torres strait
based on the analysis of Islander students
data. and other diverse
For gifted students
teacher provide
extension question
to enhance students

in groups of 3

Energy Skate Park
learning object.

10 min Students start work on the Teacher: Close Student

wiki. Monitoring of the
students work to
Analysis of data shows the support their need.
total energy of the system
remains constant which Student:
proves the law of Cooperative
conservation of energy. learning
in groups of 3

Computers and wiki

Student groups refine their Teacher: Student/
10 min work on the wiki by Teacher involves in teacher
discussing with other group discussion to
groups and teacher. facilitate inclusion
education in groups
by providing
support to the
students of various
cultural, social,
linguistic and

learning group

Computers and wiki

Conclusion Teacher
In reflection, teacher Teacher: Reflecting
5min reflects on energy concept at the end of lesson
and its transformation in
energy skate learning Student:
object. Reflection support
Teacher provided homework Aboriginals and
for the students to answer Torres strait
questions Islander student and
other students need
1.Why are ICT used to to develop deep
explain the scientific understandings with
concept? repeated
2.The advantage of using instruction.
energy skate park learning
object over a physical Resources:
object. PowerPoint and
data projector


What have I learned about the teaching and

learning process when preparing this lesson?

When I start to modify this lesson plan, I

understood the effort and responsibility of

teacher while designing the lesson plan.As a

preservice teacher, while modifying the

lesson plan, I clearly understood the

requirement of Australian Professional

Teacher standard (APST) and NSW Quality

Teaching model. Though most of the original

lesson plan follow the above-mentioned

standard, needs of students of different social

groups and diversity have not mentioned

clearly. As a result, I have taken an

opportunity to modify this lesson plan by

addressing strategies required for the

learning needs of Aboriginal and Torres strait

Islander students and other diverse

background students.

As the original lesson plan had applied ICT for

scientific investigation, it made easier for me

to provide strategies for Aboriginals and

Torres strait Islander students as they learn

effectively with the visually oriented lesson.

Hence I focussed on providing a scaffold on

part of the lesson to carry out an

investigation on the law of conservation of

energy. In addition, extension questions are

provided for gifted students to enhance their

knowledge on ICT. A slight modification is

made in teacher support for students need to

promote inclusion education in the


Though this assignment consists of many

steps, it helped me to understand my

responsibility and role as an Australian

teacher in a diverse community school.

How am I measuring the outcomes of this


Learning Method of measurement and

Outcome recording
SC5-11PW The informal formative
assessment was carried out
by a teacher on students
while mentioning prior
learning in whole class
discussion and mini lecture.
SC5-3VA Summative assessment is
carried out by conducting the
test at later in the term.
SC5-7WS Students work on wikis
recorded as formative


What are the key risk issues that may appear

for and need to be reduced/eliminated in this

lesson? Using your syllabus and support

documents as well as other WHS policy-

Outline the key WHS considerations that are

to be applied in this lesson?

In this lesson, ICT is applied to investigate the

law of conservation of energy in the system.

As technology brings a lot of distraction to

students, the teacher should make sure

students use ICT more ethically and

responsibly for learning.Cyber safety issues

are made familiar to the students in order to

protect them from cyber bullying.

Furthermore as mentioned in the original

lesson plan, the backup plan is essential for

the teacher when ICT is applied in the

lesson.The internet may be unavailable

during a lesson when analysing data using

energy skate park learning object. To avoid

interruption in student learning, teacher

download software initially and save it to the

computer. As students work need to be

recorded on wikis, students were advised to

draft their work in a word processor and then

copy to wiki's, if there is any internet

problem in the class.

Apart from all these students are advised to

follow classroom rules and practical room

rules. If behavioral problem students are in

class, the teacher needs to have behavioral

management issue plan in order to have a

productive learning environment in the class

and also to maintain the safety of other


Academic justification:

Although the original lesson plan covers most of the

Australian Professional Standards for Teachers (APST ), still

there is scope to modify the lesson plan to address the importance

of inclusive education in Australian schools. Inclusive education

acknowledges the diversity of students cultural and personal

differences of learning needs in school(vanKraayenoord,2007).

The inclusive education acknowledges cultural knowledge,

differentiated strategies to provide needs for diverse students of

various backgrounds and social groups such as Aboriginal and

Torres strait Islander students. The inclusive education supports all

individual regardless of their social group to engage in learning

(Ladwig & Gore, 2009).

The social groups such as Aboriginal and Torres Strait

Islander students and social, economic ,cultural, linguistic diverse

background students need are not addressed completely in the

original lesson plan. However differentiated instructions are

provided to disabilities and to the range of ability students in the

original lesson plan. .The differentiated instruction not only take

into account the needs of individual difference but it also values

individual experiences and contributions to engage them in

classroom learning environment (vanKraayenoord,2007).The

original lesson plan is modified slightly to suit for diverse

background students and social groups.The differentiation

instruction in the form of scaffolding sheet is provided to

Aboriginal and Torres Strait students. Aboriginal and Torres

Strait Islander students learn more effectively through visual and

repeated instructions (8 Aboriginal way of learning). Since the

original lesson plan was designed with ICT, visual learning with

hands-on activity may found engaging for Aboriginal and Torres

Strait Islander students.ICT is a general capability (NESA, 2017)

and In Australia, integration of ICT into science lesson had shown

positive results. (Luu & Freeman, 2011). Hence I have selected

this original lesson plan which follows APST, Standard 2.6 and

4.5 and also can able to engage Aboriginal students effectively in

a science lesson with visual presentation.In addition to it , I have

focussed on scaffolding the process of analysing data. Scaffold

sheets are provided to Aboriginal and Torres strait students for

repeated instruction which meets the requirement of APST,

Standard 1.4. In original lesson plan, differentiated strategies are

provided for visual impairment disability students ( Standard

1.6 ) and the cooperative learning group activity is included to

support students of all range of ability (Standard1.5 ).Hence I

have retained these in modified lesson plan and added more

differentiated instruction to suit for diverse background students

to meet APST 1.3 standard .

Cultural factors play a vital role in student learning.

Strategies that the student apply to learn is greatly influenced by

cultural factors (Hatano & Miyake Ninnes,; Pinxten, ; Slj, as

cited in Boulton-Lewis, Marton, Lewis & Wilss ,2000). Student

learning will be benefited if the Cultural knowledge of a diverse

social group of various background acknowledges and valued

(Gore,2007).Hence I have emphasized on cultural knowledge in

the modified lesson plan as it is not taken into account mainly in

original lesson plan. So in the modified lesson plan, cross-

curriculum themes such as the Aboriginal and Torres Strait

Islander histories and cultures are mentioned to provides an

opportunity for students to understand, respect and value

Aboriginal and Torres Strait Islander students ( ACARA,2017).

In addition, The Asia and Australias engagement with Asia

priority mentioned for students to know about social, cultural,

political and economic links that connect Australia with

Asia(ACARA,2017). This enables students to respect each other

opinion and value their knowledge in the class. The modified

lesson plan highlight the cultural knowledge 3.2 of NSW

Quality Teaching Model. This support to build Inclusivity in

class and school community which meet the requirement

inclusivity, 3.4 of NSW Quality Teaching Model.

The original lesson plan modified to suit for the required

time of lesson plan. The original lesson plan was designed each

lesson 70 minutes ,but it modified to 60minute as per

requirement. In original lesson plan , the activity is student

centred and hence I retained this activity as it should be

student centred according to NSW Quality Teaching Model

(Gore,2007;Ludwig & Gore,2003 ). In the introduction of prior

learning, discuss questions are mentioned in modified lesson

plan to outline the deep knowledge of prior learning of students.

The process of investigation of energy by a student was detailed

for deep knowledge and understanding. In addition, though the

activity is student centered , the teacher was monitoring the

activity to provide any necessary support. Scaffold sheet and

extension sheet are provided to students of lower ability and

gifted students respectively to engage them in activity. This

modified lesson plan uphold Inclusion education by providing

learning support with detailed and differentiated instructions and

cultural knowledge to accommodate all students of diverse

background and groups.


ACARA.(2017).Australian Curriculum:Cross Curriculum Priorities.Retrieved from

AITSL.(2017).Australian Professional Standards for Teachers.Retrieved from

Boulton-Lewis, G. M., Marton, F., Lewis, D. C., & Wilss, L. A. (2000). Learning in
formal and informal contexts: Conceptions and strategies of aboriginal and Torres
strait islander university students1. Learning and Instruction, 10(5), 393-414.

Gore, J. (2007). Improving Pedagogy. In J. Butcher & L. McDonald (Eds.), Making a

difference:Challenges for teachers, teaching, and teacher education (pp. 15-33).
Rotterdam,Netherlands: Sense Publishers.

Ludwig, J., & Gore, J. (2003). Quality Teaching in NSW Public Schools A classroom
practice guide.

Luu, K., & Freeman, J. G. (2011). An analysis of the relationship between

information and communication technology (ICT) and scientific literacy in Canada
and Australia. Computers & Education, 56(4), 1072-1082.

NESA.(2017).NSW Syllabus: Learning across the curriculum. Retrieved from

TTF .(2017).Lesson plan: Conserving energy in the skate park.Retrieved from

van Kraayenoord, C.,E. (2007). School and classroom practices in inclusive
education in Australia. Childhood Education, 83(6), 390-394. Retrieved from

8ways.(2017).8 The Aboriginal way of learning. Retrieved from 5 May 2017

ePortfolio Web Link