Lesson Plan
Topic area:
Tech Mandatory – Materials
Date:
Time: 60 minutes
Outcomes
Syllabus outcomes
› investigates how the
characteristics and
properties of tools,
materials and processes
affect their use in
designed solutions TE4-
9MA
Life Skills outcomes
TELS-10MA selects and
uses a range of tools,
materials and
processes
appropriately in the
development of
products
Cross Curriculum themes & General capabilities
Critical and creative thinking
Literacy
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Stage of Learner: Syllabus Pages:
Stage 4 37-38
Location Booked: Lesson Number: 1 / 3
Total Number of students Printing/preparation
24
Assessment Content
Lesson assessment  investigate the characteristics and properties
Formative assessment
of a range of materials and products
through student
participation in the (ACTDEK034)
mind map task as well
Life Skills Content
as the practical task.
Will review students’  recognise everyday items are made from
research and
understanding during materials
lesson.  use their senses to explore the different
characteristics of materials, for example:
– feel smoothness of sanded timber
– test the hardness of balsa wood by
pressing fingernail into the wood
– observe the colour of fabrics
– listen to the sound made by different
metals, eg by tapping an aluminium can
or pole
 identify properties of materials, for example:
– absorbency
– colour
– density
– durability
– flexibility
– strength
– transparency
Explicit subject specific concepts and skills
 Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
1.1 Deep The lesson aims to develop students’ deep knowledge on material properties. The tasks are
knowledge
designed for students to develop knowledge by researching and constructing a body of
information through reason and arguments around the topic.

2.2 Engagement The lesson is designed to engage students by giving students self-directed tasks and by
giving students a range of activities to do throughout the lesson. The research task and
practical tasks exercises are designed to get students interested in a topic.
3.1 Background Background knowledge is used highly in this lesson and students are encouraged to develop
knowledge this knowledge. Throughout the lesson, students are given the opportunity to draw on
previously learned knowledge and expand on it. This is evident in the research task and the
mater description task.
Class Environment and student demographic: The school is a BYOD school with all students required to have
a charged device for class. The room has a smartboard and the class has a Google classroom set up for
students to use. The students have a mixed ability with a few students requiring life skill adjustments and two
students that require extension adjustments. The other students are all of an intermediate ability level.
Time Teaching and learning actions Organisation
5 min Bring students into class Teacher:
(5min) Line students up, wait for quiet
PCS Explain what todays lesson will be on.
Purpose – to investigate material properties Give instruction for entering the class, take seats and
Content – Introduction, research task, mind map, material unpack, Write ‘Lesson Purpose’ in work books, start ‘Do
play, Material Trivia Now task’
Skills – Numeracy, Problem solving
Mark roll while students are doing the ‘Do Now’ task.
Do now Task –literacy, Mark ‘Do Now’ with students
Finish the sentence
‘What if …….’ Student: Write lesson purpose and complete ‘Do Now’ task.
Students are to write one to two sentences finishing off the
sentence. Resources:
10 min Materials introduction video Teacher: is to play the video and pause it a points to
(15min) https://www.youtube.com/watch?v=tGfLhPslEjQ comment on interesting sections of the video

The teacher is then to ask students if they can name any

material properties.

Student: to watch the video and take notes.

5 min Class discussion on material properties vs material
(20min) characteristics to create a mind map.
What are some properties of materials?
What are some characteristics?
Introduction to material properties
Properties: e.g. stiffness, strength, ductility, hardness,
toughness, plasticity, elasticity, mallability, brittleness,
density, electrical conductivity, thermal conductivity,
corrosion resistance, formability, machinability
Resources:
Teacher: lead discussion on properties vs characteristics
Student: to participate in class discussion and come up with
some properties and characteristics. Students will come
and write the properties and characteristics in a mindmap
on the smartboard.
Resources:

Characteristics, Colour, size, shape, texture, luster.

15min Research task
(35min) Working in groups of two, students are given one property
and research. Students are to write one or two sentences
about the property, this will be used for the mind map.
Adjustment: Once students are finished with their given
property, they can select another to research if finished
early.
Teacher: is to introduce the research task for students to
work on.
To walk around assisting students with task.
Student: work in groups to research properties of materials
creating a sentence of two describing the property.
Resources:

Adjustment life skills: students are given the two properties

with the definition. The definition is missing words. Students
are to Google the property and fill in the missing words.
10min Mind Map Teacher: to facilitate the mind map and to ensure that the
(45min) Students are then to present the research to the class and correct definition is given.
write up a sentence or two on the smartboard creating a
mindmap for the class. Student: are to present an answer and write it up on the
smartboard to create the mindmap.
Any misconceptions or incorrect definitions are to be
corrected by the teacher. Resources: Smartboard

10min In groups of 3 to 4. Groups are to be set up with mixed Teacher: to have stations set up where students get to play
(55min) ability students. with different materials and write down a description of
 them.
Students are then given different materials and asked them
to describe that material based on the description Student: walk around to the stations and play with each
developed by the class. material. Describe the material in their workbooks using
Glass, Metal sheet, paper, wood, play-doh (wet), play-doh the properties and characteristics discussed earlier.
(dry), sponge and metal bar
Resources: Glass, Metal sheet, paper, wood, play-doh
Teacher should comment that a material’s properties can (wet), play-doh (dry), sponge and metal bar
change depending on the material shape or other
characteristics or composition.
5min Lesson review Teacher: review lesson and have students prepare to leave
(60min) Teacher is to review what the students have learned about the classroom.
materials.
Next Lesson: students will start work on a design project, Student:
Balloon Powered cars.
Have the students pack up and ensure the classroom is clean Resources:
and ready for the next class.
All resources are to be returned.
Students are to stand behind their chairs until the bell goes.
Reflection
What have I learned about the teaching and learning process when preparing this lesson?

I have learned how to better adapt my lessons to cater for both low and high level students.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

TE4-9MA Investigation into material properties using the following tasks,
TELS-10MA research to create a mind map, video compression, practical
exercise. The students will be assessed by how well that completed
these tasks

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.

Graduate Standards Evidence within this lesson

1.5
 Differentiate teaching to
meet the specific learning
needs of students across the
full range of abilities
2.5
 Literacy and numeracy
strategies
Throughout the lesson the work is differentiated both for
gifted and talented students and student with learning
difficulties. This is achieved by making adjustment to the
work and creating additional scaffolds or by extending
students beyond the scope of work.
Each lesson has a short activity designed to help improve
student’s literacy and numeracy strategies. This is
designed to improve literacy and numeracy in both the
technology subject area as well as overall literacy and
numeracy.

WHS
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?
NA
References (In APA)
You must list all references that you have used for the content and resources of this lesson
in this space.

Resources Attached:
You must list all the resources that you have created or found in this space.

Youtube: https://www.youtube.com/watch?v=tGfLhPslEjQ
 Lesson Plan

Topic area: Stage of Learner: Syllabus Pages:

Tech Mandatory – Materials Stage 4 37-38
Date: Location Booked: Lesson Number: 2 / 3

Time: 60 minutes Total Number of students Printing/preparation

24

Outcomes Assessment Content

Syllabus outcomes Lesson assessment  select from a range of materials,
› investigates how the Formative assessment,
components, tools, equipment and
teacher will review
characteristics and students work through processes to develop design solutions
properties of tools, out the lesson.
(ACTDEP035) ST
Will also assess
materials and processes students  generate and communicate the
affect their use in understanding of
properties during the development of design ideas, plans and
designed solutions TE4-
initial review exercise. processes for various audiences using
9MA Will review students
appropriate technical terms and
› designs, communicates progress as the initial
task at the beginning technologies including graphical
and evaluates innovative of the lesson. representation techniques, for example:
ideas and creative
(ACTDEP036) CT DT
solutions to authentic
– sketches, drawings
problems or opportunities
and computer-aided designs
TE4-1DP
(CAD)
Life Skills outcomes – patterns
TELS-10MA selects and – models
uses a range of tools, – digital
materials and presentations
processes Life Skills Content
appropriately in the  select appropriate materials in the
development of
production of a design solution, eg
products
TELS-1DP communicates metals, polymers, textiles, timber
ideas and solutions to  communicate design ideas to
authentic problems or meet an identified need, using ICT as
opportunities appropriate, for example: CT DT
– use a graphic
organiser to brainstorm ideas
– sketch designs
– collect images

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
Critical and creative thinking
Literacy
 Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
1.2 Deep The task in this lesson is designed for students to develop their grasp of the central idea
understanding around material properties. Deep understanding is developed through the problem solving
nature of the task and through students making connection between the material used and
its properties through justification of material use.
2.2 Engagement By the very nature of a practical design task is designed to be engaging to students.

3.1 Background Background knowledge is used highly in this lesson and students are encouraged to develop
knowledge this knowledge during the design task. This lesson students need to rely heavily on
knowledge developed in the previous lesson.
Time Teaching and learning actions Organisation
5min Bring students into class Teacher:
(5min) Line students up, wait for quiet
PCS Explain what today’s lesson will be on.
Purpose – to investigate material properties Give instruction for entering the class, take seats and
Content – Introduction, research task, mind map, material unpack, Write Lesson Purpose in work books, start ‘Do
play, Material Trivia Now task’
Skills – Numeracy, Problem solving
Mark roll while students are doing the ‘Do Now’ task.
Do now Task – numeracy. Mark ‘Do Now’ with students.
Pick a year eg 2019.
Students are to use mathematical operations to make the Student: Write lesson purpose and complete do now task.
number 1-10. All four numbers must be used.
Eg 1+2*9*0 = 1 Resources:
10min Properties recap – Quick draw Teacher: facilitate the game and ensure that students are
(15min) 4 students are to stand with their backs against the playing correctly and fairly.
whiteboard and a whiteboard marker under their arm.
The teacher is to write the name of a material on the board Student: to participate in the game and to help mark
behind each student. students’ answers.
When the students are told to draw, they are to turn
around and write three properties of the given material on Resources:
the board.
The class will then evaluate if the answers are correct. The
students with all correct answers get to stay for the next
round. The students with an incorrect answer are replaced
by new students.
5min Introduction to problem – designing a balloon car Teacher: is to explain that today an over the next few
(20min) lessons students will be participating in the Balloon Car
Challenge. Teacher is then to describe the rules and what
the challenge entails. And handout the sheet design
challenge worksheet.
Teacher: is to point out what material can be used.

Student: take note on the challenge and listen to the

instructions presented by the teacher. Students can work
in groups of 2 or 3.

Resources: Handout
10min Task 1: Students are to start the Design Challenge by Teacher: is to explain what students need to do for the
(30min) working through the following questions. first part of the design challenge.
Identify the problem and describe the challenge in their
After reading the design challenge, write what you think the own words.
goal of the challenge is in your own words. Identify the restrictions

Adjustment advanced: are asked in addition, would you like Student: work through the questions.
to improve on this goal?
Resources: Handout, Life skill sheet
Identify any restrictions and considerations you might have
when designing your car.

Adjustment life skills: students asked to read the goal and

criteria and asked to circle the important information.
10min Task 2: Students are to sketch their design on the work Teacher: before students move on to the next task, the
(40min) sheet and asked to label the parts of their design and what teacher is to explain and demonstrate what needs be
material will be used. done in order to complete the task.

Student: Sketch design of car.

Resources:
15min Task 3: Justifying material properties for Wheels, frame and Teacher: Teacher explanation of task, review the
(55min) axle. In their books students are asked to answer the materials that can be used. Point students back to the
following questions. mind map created last lesson
What is the material? Write question on the board.
 What part of the car will it be used for?
List three beneficial properties of the material. Student: To select the materials for the three parts of the
Are their any detrimental properties? car: Axles, Car body and wheels
Why did you pick this material?
Resources:
Adjustment: questions are increased in difficulty. Life skills
students are asked to only answer the first two.
5min Lesson review Teacher: review lesson and have students prepare to
(60min) Teacher is to review what the students should have leave the classroom.
completed in the lesson. Students who haven’t finished
need to complete up to task 3 for homework. Student:
Next Lesson: students will continue work on a design
project, Balloon Powered cars. Resources:
Have the students pack up and ensure the classroom is
clean and ready for the next class.
All resources are to be returned.
Students are to stand behind their chairs until the bell goes.
Reflection
What have I learned about the teaching and learning process when preparing this lesson?

I have learned how to better adapt my lessons to cater for both low and high level students.
I have also learned how to link life skills outcomes to stage 4 out comes.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

TE4-9MA Students understanding of material properties will be
TELS-10MA assessed during the design task.

TE4-1DP The design task will show students ability to create

TELS-1DP designes, ability to communicate and evaluate their design.

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.

Graduate Standards Evidence within this lesson

1.5
 Differentiate teaching
to meet the specific learning
needs of students across the
full range of abilities
2.5
 Literacy and numeracy
strategies
Throughout the lesson the work is differentiated both for
gifted and talented students and student with learning
difficulties. This is achieved by making adjustment to the
work and creating additional scaffolds or by extending
students beyond the scope of work.
Each lesson has a short activity designed to help improve
student’s literacy and numeracy strategies. This is designed
to improve literacy and numeracy in both the technology
subject area as well as overall literacy and numeracy.

WHS
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?
References (In APA)
You must list all references that you have used for the content and resources of this lesson
in this space.

Vivify STEM. (2016). Balloon Car Challenge.

Retrieved from: https://maricelaleon.weebly.com/uploads/8/6/9/2/86921796/
ballooncarstemchallengeengineeringdesignprocess.pdf

Resources Attached:
You must list all the resources that you have created or found in this space.
 Lesson Plan

Topic area: Stage of Learner: Syllabus Pages:

Tech Mandatory – Materials Stage 4 37-38
Date: Location Booked: Lesson Number: 3 / 3

Time: 60 minutes Total Number of students Printing/preparation

24

Outcomes Assessment Content

Syllabus outcomes Lesson assessment  select from a range of materials,
› investigates how the Formative assessment,
components, tools, equipment and
teacher will review
characteristics and students’ work processes to develop design solutions
properties of tools, throughout the lesson.
(ACTDEP035) ST
Will review students’
materials and processes progress as the initial  generate and communicate the
affect their use in task at the beginning
of the lesson. development of design ideas, plans and
designed solutions TE4-
processes for various audiences using
9MA
appropriate technical terms and
› designs, communicates
technologies including graphical
and evaluates innovative
representation techniques, for example:
ideas and creative
(ACTDEP036) CT DT
solutions to authentic
– sketches, drawings
problems or opportunities
and computer-aided designs
TE4-1DP
(CAD)
Life Skills outcomes – patterns
TELS-10MA selects and – models
uses a range of tools, – digital
materials and presentations
processes Life Skills Content
appropriately in the  select appropriate materials in the
development of
production of a design solution, eg
products
TELS-1DP communicates metals, polymers, textiles, timber
ideas and solutions to  communicate design ideas to
authentic problems or meet an identified need, using ICT as
opportunities appropriate, for example: CT DT
– use a graphic
organiser to brainstorm ideas
– sketch designs
– collect images

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
Critical and creative thinking
Literacy
 Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
1.2 Deep The task in this lesson is designed for students to develop their grasp of the central idea
understanding around material properties. Deep understanding is developed through the problem solving
nature of the task and through students making connections between the material used and
its properties through justification of material use.
2.2 Engagement By the very nature of a practical design task, it is designed to be engaging to students.

3.1 Background Background knowledge is used highly in this lesson and students are encouraged to develop
knowledge this knowledge during the design task. This lesson, students need to rely heavily on
knowledge developed in the previous lesson.
5min Bring students into class Teacher:
(5min) Line students up, wait for quiet
PCS Explain what today’s lesson will be on.
Purpose – to investigate material properties Give instruction for entering the class,
Content – Introduction, research task, mind map, material take seats and unpack. Write Lesson
play, Material Trivia Purpose in work books, start ‘Do Now
Skills – Numeracy, Problem solving task’.

Do now Task – have last lesson’s worksheet out and ready Mark roll while students are doing the
to be marked. Students who have not completed tasks 1-3 ‘Do Now’ task.
are to finish before they start building. Mark ‘Do Now’ with students

Student: Write lesson purpose and

complete do now task.

Resources:
25min Task 4: Start making car Teacher: Teacher explanation of task,
(30min) Students are to start making their car. review the rules on materials.
Teacher is to walk around reviewing
students’ work.

Student: Make their cars.

Resources: equipment for building cars

15min Task 5: Testing of prototype, Teacher: explain to students what to
(45min) Students are asked: do after they have built their cars.
What three things work with your design?
What are 1 or 2 things that can be improved? Student: work through the worksheet
How can you improve these things? and test their cars picking three things
that work and 1 or 2 things that need
improvement and how to fix them.

Resources:
10min Task 6: Modifications and design changes Teacher: to guide students through
(55min) From the previous task, students are to perform the the modification stage of the design.
modifications to the car.
Student: to modify their design.

Resources:
5min Lesson review Teacher: review lesson and have
(60min) Teacher is to review what the students have learned about students prepare to leave the
materials. classroom.
Next Lesson: We will race the cars to find the fastest and
write a conclusion to the design. Student: Pack up and clean up the
classroom and sit quietly for the bell.
Have the students pack up and ensure the classroom is
clean and ready for the next class. Resources:
All resources are to be returned.
Students are to stand behind their chairs until the bell goes.
Reflection
What have I learned about the teaching and learning process when preparing this
lesson?

I have learned how to better adapt my lessons to cater for both low and high level
students. I have also learned how to link life skills outcomes to stage 4 out comes.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

TE4-9MA Students understanding of material properties will be
TELS-10MA assessed during the design task.

TE4-1DP The design task will show students ability to create

TELS-1DP designes, ability to communicate and evaluate their design.

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with
the standard.

Graduate Standards Evidence within this lesson

1.5
 Differentiate Throughout the lesson the work is differentiated both for gifted
teaching to meet the and talented students and student with learning difficulties. This
specific learning needs of is achieved by making adjustment to the work and creating
students across the full additional scaffolds or by extending students beyond the scope
range of abilities of work.
2.5
 Literacy and Each lesson has a short activity designed to help improve
numeracy strategies student’s literacy and numeracy strategies. This is designed to
improve literacy and numeracy in both the technology subject
area as well as overall literacy and numeracy.

WHS
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?
References (In APA)
You must list all references that you have used for the content and resources of this
lesson in this space.

Resources Attached:
You must list all the resources that you have created or found in this space.
 Justification

This series of lesson plans is intended for use in a Western Sydney school. The

lessons are designed for use in a Stage 4, Year 8 Technology Mandatory class. The

class has a mixed range of student abilities with most of the students performing at an

adequate level with a few students requiring Life Skill adjustments to their program

and a few students who need to be extended beyond the level of their peers. These

lessons use a variety of strategies and activities to differentiate work for individual

student skill levels. The lessons focus on highly engaging tasks that are aimed at

getting students motivated in their learning. Providing students with success criteria

and learning intentions and using High Impact Teaching strategies allows students to

engage with the lessons.

To start each lesson, students are presented with Purpose, Content and skills

(PCS) scaffold. This scaffold presents the learning intentions and succuss criteria to

the students at the beginning of the lesson so that the lesson can be grounded for

students, which helps setup the lesson. The purpose section gives the students the

topic area or focus of the lesson. While the content section gives students a list of

tasks that will be required to be completed in that lesson. Finally the skills section

shows students what skill will be used and developed as a result of the lesson. The

Quality Teaching Matrix (QTM) and the High Impact Teaching Strategies (HITS)

(Department of education and training [DET], 2003, 2017) show that presenting

students with the purpose and content of a lesson or success criteria is very important

first step to creating an engaging and purposeful classroom environment.

 The three lessons have been designed with High Impact Teaching Strategies

(HITS) (DET, 2017) in mind. The HITS strategy ‘Explicit Teaching’ is used highly

during the lessons. It is first evident in the PCS used at the beginning of the lesson and

is used at the beginning of each task and throughout the design project at the

beginning of each section. By using the PCS and explicit teaching, the lesson

becomes very structured which is another strategy research has shown improves

lesson quality. Another HITS strategy that the lessons use is ‘Multiple Exposure’.

This allows students to be presented with information in multiple ways and have them

use or present work in a variety of different methods. This is evident in the lessons

sequence by the different activities students are asked to do in the first lesson. The last

key HITS strategy used is differentiation. This is evident in the scaffolds used

throughout the lessons and the adjustments that are made for high or low achieving

students. The HITS are strategies that research has shown to greatly improve the

effectiveness of a lesson. By including these strategies the effectiveness of the lesson

has be greatly improved.

The lesson plans use scaffolds to deliver content to a variety of students with

differing skill levels. Scaffolding is a key learning pedagogy for differentiating work

between students of varying skill levels and is essential for teaching students with

learning difficulties (Gibbons, 2002). These scaffolds form part of the differentiated

teaching strategy. The lessons are designed with differentiation and scaffolding to

walk students through selecting materials for projects based on their properties. The

flow of the lessons is designed to introduce students to the different material

properties and have them experience and identify these properties in everyday

materials. The lessons then flow into a practical task where students need to select and
justify materials for different parts of a car. The design task that the students

participate in has a scaffolded worksheet that guides students through a design

process. This worksheet also has two versions; one created for students requiring Life

Skills adjustments to their program and the other for the majority of students. The

worksheet is also designed to increase in difficulty, following blooms taxonomy, to

help give Gifted and Talented students work that will challenge them.

The lessons are designed to be engaging for students. Making lessons

engaging is a key strategy for maintaining student engagement in classes and is part of

the Quality Teaching Framework (DET, 2003). Student engagement in a lesson is

extremely important for students allowing them to focus on work and allows them to

maintain attentiveness throughout the lesson. The tasks designed in the lesson

encourage students to be engaged and participate in the lesson. These include hands

on activities that allow students to explore different material properties and class

discussions that allow students to show and share knowledge with their peers.

References

Australian Institute for Teaching and School Leadership. (2017). Learning intentions

and success criteria [Brochure]. Retrieved from https://www.aitsl.edu.au/docs/

default-source/feedback/aitsl-learning-intentions-and-success-criteria-

strategy.pdf?sfvrsn=382dec3c_2

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