Lesson Plan for Southern Cross University - Professional Engagement and Professional Module

LESSON PLAN for SOUTHERN CROSS UNIVERSITY
Learning Area: Obtaining effective learning of course
module
Stage/ Grade: A
Class:
APST Focus Areas: Professional engagement and professional
practice would be the APST focus area that would be used and
carried throughout the learning in the university.
Date:
Time:
Length:
Australian Curriculum (content description, code, and elaboration/s) OR NSW Syllabus (outcome, code, and content descriptor/s) The university
offers a variety of course options which are covered as, undergraduate, postgraduate, and higher degree research.
Learning Intention(s): The university sets a decent standard for acquiring
practical as well as theoretical knowledge in the respective course. A
student can gain desired skills and polish their respective capabilities
to acquire the best possible career path in the future life.
Success criteria: The success criteria would be set at delivering
qualitative knowledge about the course and measuring success through
grades obtained at the end of the semester.
Cross-curriculum Priorities: The cross-curriculum priorities which will be focused on by me will include; the use of technology, learning about sustainability, and
developing ethics. The Australian Curriculum is aimed to address the requirements of students by providing a relevant, current, and interesting curriculum that is
based on the Melbourne Declaration's educational aims. For the benefit of the people and Australia as a whole, the Melbourne Declaration listed three critical areas
that must be addressed.
General Capabilities: The general capabilities that can be included in my lesson plan would be Numeracy, Literacy, Personal and social capability, information and
communication technology capability, Ethical understanding, and Intercultural understanding. Each priority includes an introductory statement that explains why it
was included in the curriculum and how it is perceived. All of the priorities have been built around three basic principles that are considered essential to mastering
that priority. Each concept is further expanded via the use of two or more organizing concepts that serve as a framework for connecting and developing content
knowledge, understanding, and skills for the priority and learning areas. As needed, the organizing principles are included in the content descriptions and
elaborations of each learning area. Taken together, the organizing principles provide a logical framework that represents the priority's core learning and abilities.
Considerations for classroom management and student diversity:
Management: The seating strategy of the classroom will be arranged with respect to arranging a combination of an interactive student with less
active students in the classroom.
Diversity – Consideration of the strengths and needs of students in this class, including but not limited to kids with disabilities, exceptional and
talented students, and those for whom English is a second or third language. Techniques and resources that can be used to encourage all
children to participate and engage in this lesson are listed in the section below.
SOME of these considerations may remain on your master copy but NOT ALL OF THEM.
Timing Procedure/ Teaching and learning activities
This is a PROCEDURE and should be written as one. That means like a
recipe – concise & explicit. Step by step. Use dot points or numbers. You
don’t need to explain WHY you are doing things, just WHAT you and the
Resource and teaching
strategies
Plans for differentiation Assessment
and feedback