Through my lesson, I aim to teach students about past, present and future with a focus on toys. The lesson is highly constructed to meet standards and outcomes of the Australian Curriculum. It covers many strands from the dimensions: Historical knowledge and understanding; historical skills; and geographical inquiry and skills. It is important to cover this content as doing so ‘prepares Australia’s next generation for the future and lays the building blocks for generations to come’ (ACARA, n.d., para. 1). The cross-curricular links which are embedded in my lesson include: Art and Design and Technology when creating future toys and also English which is all throughout the lesson when students read, view, speak, listen, discuss and write. By having cross-curricular links, deeper learning can be accelerated as combining relevant contents opens new channels of knowledge (Johnson, 2013). Additionally Resnick (as cited in Lamba & Chapman, 2010) mentions that ‘cross-curricular teaching can increase students ' motiva...
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...thin my classroom. Due to the numerous benefits of art on an individual’s development and academic performance, I decided to incorporate it within my lesson – when students create futuristic toys from different arts and craft materials. The use of scaffolding within my lesson enables children to progressively take risks within their own learning and allows them to develop skills for life long learning. Assessing student’s learning through observation proves vital in many areas of a child’s development and learning and my own teaching. Ultimately, I have designed my lesson plan that is multifaceted to cater for the diversity and various capabilities of all children in the classroom. The lesson incorporates a number of well recognised teaching strategies to benefit the child in all areas of their development and enhance their overall knowledge of History and Geography.
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