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Lesson Planning For Primary Teaching In Australia In Science Subjects Assignment Sample

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1.0 Introduction: Lesson Planning For Primary Teaching In Australia In Science Subjects

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Core concepts:

Core concepts

Definitions that are derived from competent sources

Main concept re-defined in an appropriate form for the improvement of students

Syllabus

It is a curriculum framework and principle which is based on the statement of equity principle.

The syllabus includes an agreed curriculum content of Australia (Sukma et al. 2020). Which clarifies the depth breadth, and scope of learning for the students.

Diversity of learners

The learners following this syllabus include almost all the students. This syllabus accommodates teaching approaches and supports student diversities.

The syllabus accommodates teaching approaches and also supports a diversity of students. These also include students with special needs of education and gifted and talented students as well.

Goals

This can be said as the aim of the syllabus which is followed.

There are two different goals of the syllabus designed under the “K-10 curriculum framework” (Parker et al. 2019). These include promoting of equity and excellence in Australian schools and teaching Australian kids as such so that they become confident, successful learners and creative individuals.

2.0 Teaching about personal development in science subjects

The syllabus is coded in a consistent manner. The pattern includes coding of different learning stages, the subjects a student studies, their skills, and strands of technologies are represented in the following codes.

Stages of education

Associated codes according to the cognitive and language development of the students in class

Early stage 1

e

Stage 1

1

Stage 2

2

Stage 3

3

Subjects

Code

“Science”

S

“Technology”

T

Skill

Code

“Design and Production”

DP

“Working Scientifically”

WS

Strand

Code

“Digital Technologies”

DI

“Earth and Space”

ES

“Living World”

LW

“Material World”

MW

“Physical World”

PW

As per the syllabus, the outcome codes indicate the subject, outcome number, stages, skill and strand , and the content should be related to science and technology (Gore et al. 2022). One example is given below.

Outcome code

Interpretation

“STe-1WS-S”

“Science and Technology, early stage-1, working scientifically”

2.1 Coding of the Australian curriculum content

Code

Interpretation

ACSSU077

A- Australian curriculum, S- Science, S- Strands. For example, science as the chosen subject of a student, 077- the element code.

2.2 Coding of Thinking Skills

This part is about the type of thinking that has to be incorporated for the knowledge and skills for the complete understanding of the subjects.

Course tools

Associated codes according to the cognitive and language development of the students in class

“Computational thinking”

ComT

“Design Thinking”

DesT

Scientific Thinking

SciT

Systems Thinking

SysT

3.0 Rationale behind the report

Rationale

Outcome

Explain

The rationale behind the report is to understand about the learning experiences of the students of science subjects in Australia. The subjects of science and technology are of important tasks, that foster among the learning students a sense of curiosity and wonder (Sutaphan & Yuenyong, 2019). The syllabus of the ‘Science and Technology K6’ promotes those feelings with the embrace of new concepts and new types of learning experiences.

The study of different subjects of science and technology helps the students to develop their thinking skills as well. These skills helps the students to participate in the development of innovative ideas and solutions that are relevant to environmental, personal, and social issues (Pregowska et al. 2021). The students studying the subjects of science and technology are also being observed that they are curious about the natural phenomena and social environment built around them.

4.0 Aim and Objectives

Aim

Outcome

Explain

The aim of the report is to explore the learning experiences of the students in Australia according to the syllabus of ‘Science and Technology K6’ (Rich et al. 2019). It is also to explore about the curiosity, skill development and other relevant skills for the potential solution development of the science students.

Objectives

Outcome

Explain

  • To look into the design and production processes of the students for the development of practical skills.
  • To the nature of living materials for the students and their skills in the fields of science and technology (Long, 2019).
  • To talk about the learning experience of science and technology students in the primary education level in Australia.
  • To share the learning experiences of the teachers and students in Australia.

5.0 Learning experience about personal development

Personal Development

Personal development is an important part of the education of children. The development is integral to the well-being of the students in the early years of their life. It is also important for them in the longer term for their job prospects and participation in the wider society among others. For most of children below the age of 10, the environment of home and the learning experience in kindergarten or primary school is the main source of learning. The experience is highly important for the brain development and parent-child relationships (Dawson & Carson, 2020). These learning skills also help to build social-emotional skills, language, and literacy among the children. The schooling is also very important for children to develop educational attainment and critical learning skills. This also helps in the development of social skills such as teamwork, friendship building, development of healthy self-esteem and communication skills. The patterns of attendance of a child is generally established in the early school life, and the differences in attendance may be carried into their educational life during secondary school. The primary education in Australia is run according to the syllabus of “Science and Technology K6” in Australia.

The whole learning experience was around 2 hours.

Elements in the personal development plan

Outcomes

A clear vision about where you want to be

It is about the plan about childcare development and where the child should be around the development of skills after education of a specific period which can be in months or weeks.

It is very helpful to the learned students as it helps to improve the skills of the students, and also helps in the social development.

A vision about the development of social skills of the child

Another important factor for the development of the child education is to develop the necessary skills for social development of the child (Drane et al. 2020). It can be social skills such as teamwork, friendship building, development of healthy self-esteem and communication skills. The development of relationships between the parents and the child is also an important part of the syllabus of the personal development.

Importance of the science subjects

There is an important role of the development of the skills like curiosity, potential solutions for a problem, as well as development of thinking skills of the students (Bowden, et al. 2021). The syllabus of the ‘Science and Technology K6’ promotes those feelings with the embrace of new concepts and new types of learning experiences.

Organization

The teacher needs to have complete knowledge of the syllabus, and criteria about the teaching of a child in Australia according to the guidelines of the syllabus of ‘Science and Technology K6’. The teacher should be able to communicate to the children and teach them about the relevant subjects skillfully. Teachers should also have the capability about the complete learning of the syllabus and have fluent communication skills (Gallo, et al. 2020). The teacher should also have the capabilities about the teaching skills, should have gone through the relevant programmes of school teacher training that are present in Australia.

Engagement with children

The teacher should ask about relevant questions related to the personal development of the children present in the class. These questions include-

  • What are the personality features of a child?
  • What are the hobbies of the child?
  • What is the social environment at home?

Explain

The teacher should be able to elaborate about the answers of each of the relevant questions (Quennerstedt, 2019). The children present in the class should also be able to relate to the learnings of the teacher.

Evaluate

The teacher should have the necessary abilities about the evaluation of the students present in the learning session. The capabilities include the ability to learn about the probable skills of the students, the skills of the students about social and associated physical environments (Page, et al. 2021).

6.0 Learning Experience about Health and Physical education-1

Health and Physical Education

Health and physical activities are critical part of the education of a child. Participation in the physical education helps the children to develop various relevant social skills that will help them to progress in their careers in the future. The active participation in physical activity is sometimes central to the development, health, development of the brain, and psychological well-being of a child among others. Regular participation in the sporting activities also helps a child in the improvement of bone strength, balance and coordination, muscle control, and maintenance of healthy weight among others (Ellmer, et al. 2020). The ample participation in the physical activity will also helps in the improvement of mental well-being like patterns of sleep, confidence, self-esteem, concentration, and overall mental health of a child.

The learning session is about 1 hour, and is conducted in a conducive environment. [Refer to appendix 1]

Elements in the physical education plan

Outcomes

A clear vision about where you want to be

The teacher who will involve in the training and physical education of the students should have a vision, understanding, and learning experience about his/her work. It should be according to the suggested syllabus of ‘Science and Technology K6’.

A clear idea of the impact of physical education on the psychological well-being of the child

The teacher and the school authority should have the ability about the potential impact of physical education on the health of the children attached to their learning session (Lamb, et al. 2020). The potential psychological factors that might get affected after a regular and full session of physical education are the development of various relevant social skills, the development of the brain, change in the behaviour of the children among others.

An idea about the impact on the physical health of the children

The teachers should have the clear idea about the impact of physical education on the physical health and well-being of the child. The improvement in the physical health of a child includes the improvement in the bone strength, balance and coordination, muscle control, and maintenance of healthy weight among others.

Organization

The teaching strategy includes the development of a hybrid strategy, that involves both physical training as well as training using digital platforms. The plan should include exercises like physical training for 30 minutes, throwing, jumping, catching and other relevant exercises. Some of the exercises could include the different sporting activities like football, and running, among others (educationstandards.nsw.edu.au, 2019). The institute should definitely follow the guidelines of the syllabus of ‘Science and Technology K6’ in Australia. The teacher should use readily available monitoring devices for the monitoring of the change of physical and psychological conditions of children attended the session. . [Refer to appendix 2]

Engagement with children

The teacher should have the ability to effectively engage with the children. For the development of this skill of engagement with the children, teachers could use different digital tools, also could try to change his/her behaviour among others. This should be according to the guidelines of the syllabus of ‘Science and Technology K6’.

Explanation of the ability of the teachers

The teacher should be able to maintain a deep, personal relationship with the students attending the class. The ability of the teachers to maintain a relationship of friendship with their students is another important factor.

Evaluate

This is another important step of the physical education strategy of the children attending sessions in Australia (David Kirk, 2020). The methods of evaluation could include the involvement of smart electronic and digital devices, for the monitoring of the physical conditions of each of the child and other associated people. This process should include the following of guidelines by the syllabus of ‘Science and Technology K6’.

7.0 Learning Experience about Health and Physical education-2

Health and Physical Education plan

It is an established fact that, there is a crucial interlinkage present between the physical education and the health of children all over the world. In Australia, there are different guidelines present which include the physical activity guidelines proposed by each of the states of Australia. Ther is also a standard guideline present according to the syllabus of ‘Science and Technology K6’. These guidelines are mainly for children aged less than 10 years. The active participation in physical activity is sometimes central to the development, development of the brain, health, and psychological well-being of a child among others. The active participation in physical education helps the children to develop various relevant social skills that will help them to progress in their careers in the future. Therefore, it is important for the authorities in each state of Australia to develop their wellness strategy of the children and thoroughly monitor them. The teachers involved in the training of those children should also be previously trained as per the guidelines of the Australian government.

Elements in the physical education plan

Outcomes

A clear vision about where you want to be

There should be a clear vision of the teachers, the authorities of the schools as well as the relevant authorities about their vision and aim of their programme. It should be according to the suggested syllabus of ‘Science and Technology K6’.

A clear idea of the impact of physical education on the psychological well-being of the child

The teacher should have a clear idea about the potential impact of physical education on the health of the children attached to their learning session. The potential psychological factors that might get affected after a regular and full session of physical education are the development of various relevant social skills, the development of the brain, and change in the behaviour of the children among others.

Tools used for the physical activity training of children

The teachers can use different tools for the physical activity training of children. Ther are many exercises present which can be used by the teachers during the activity session of the students. The exercises include throwing, jumping, catching and other relevant exercises. These activities could include the deployment of other tools like rods, wires, electric messegers, among others. This should be according to the guideline of the syllabus of ‘Science and Technology K6’.

An idea about the impact on the physical health of the children

There is a tremendous impact of physical education on the physical health and well-being of the child. The teachers should have the clear idea about the improvement in the physical health of a child including the improvement in the bone strength, balance and coordination, muscle control, and maintenance of healthy weight among others.

Organization

In Australia, there are different guidelines present which include the physical activity guidelines proposed by each of the states of Australia. It is an established fact that, there is a crucial interlinkage present between the physical education and the health of children all over the world. The teachers should conduct their assessments according to the syllabus of ‘Science and Technology K6’. These guidelines are mainly for children aged less than 10 years. The active participation in physical activity is sometimes central to the development, development of the brain, health, and psychological well-being of a child among others. The active participation in physical education helps the children to develop various relevant social skills that will help them to progress in their careers in the future. Therefore, it is important for the authorities in each state of Australia to develop their wellness strategy of the children and thoroughly monitor them. The teachers involved in the training of those children should also be previously trained as per the guidelines of the Australian government.

Elements in the physical education plan

Outcomes

A clear vision about where you want to be

The teachers conducting the physical activity sessions should have a clear idea about the potential impact of physical activities on the children of Australia. Teachers could use different digital tools, also could try to change his/her physical activities among others. This should be according to the guidelines of the syllabus of ‘Science and Technology K6’.

A clear idea of the impact of physical education on the psychological well-being of the child

The teacher should have a clear idea about the potential impact of physical education on the health of the children attached to their learning session. The potential psychological factors that might get affected after a regular and full session of physical education are the development of various relevant social skills, the development of the brain, and change in the behaviour of the children among others.

8.0 Conclusion

Core concept of the report

Explanation

The report is on the personal development and the impact of physical activities on the overall development of a child in Australia

There are clear guidelines present regarding the education and physical activities among children in Australia. The learning experience of a teacher should according to the syllabus of ‘Science and Technology K6’. In this report, there are three different learning experience is described and being analysed. The experiences are described in this report, which might help in the development of child education policies in Australia in future.


References

Book

  • (David Kirk, 2020) Precarity, Critical Pedagogy and Physical Education. Available at: https://books.routledge.com/books?hl=en&lr=&id=_U2wDwAAQBAJ&oi=fnd&pg=PT9&dq=Learning+Experience+about+Health+and+Physical+education+in+australia&ots=qZ0yHLLANJ&sig=uOUH9Stz3K0eFrGPc5eH1IjK0DU#v=onepage&q=Learning%20Experience%20about%20Health%20and%20Physical%20education%20in%20australia&f=false. [Accessed on: 18.04.2023]

Journals

  • Sukma, E., Ramadhan, S., & Indriyani, V. (2020, March). Integration of environmental education in elementary schools. In Journal of Physics: Conference Series (Vol. 1481, No. 1, p. 012136). IOP Publishing. Retrieved from: https://iopscience.iop.org/article/10.1088/1742-6596/1481/1/012136/pdf [Retrieved on: 18.04.2023]
  • Parker, R., & Thomsen, B. S. (2019). Learning through play at school: A study of playful integrated pedagogies that foster children’s holistic skills development in the primary school classroom. Retrieved from: https://research.acer.edu.au/cgi/viewcontent.cgi?article=1023&context=learning_processes [Retrieved on: 18.04.2023]
  • Gore, J., & Rosser, B. (2022). Beyond content-focused professional development: powerful professional learning through genuine learning communities across grades and subjects. Professional development in education, 48(2), 218-232. Retrieved from: https://www.tandfonline.com/doi/pdf/10.1080/19415257.2020.1725904?needAccess=true&role=button [Retrieved on: 18.04.2023]
  • Sutaphan, S., & Yuenyong, C. (2019, October). STEM education teaching approach: Inquiry from the context based. In Journal of Physics: Conference Series (Vol. 1340, No. 1, p. 012003). IOP Publishing. Retrieved from: https://iopscience.iop.org/article/10.1088/1742-6596/1340/1/012003/pdf [Retrieved on: 18.04.2023]
  • Pregowska, A., Masztalerz, K., Garli?ska, M., & Osial, M. (2021). A worldwide journey through distance education—from the post office to virtual, augmented and mixed realities, and education during the COVID-19 pandemic. Education Sciences, 11(3), 118. Retrieved from: https://www.mdpi.com/2227-7102/11/3/118/pdf [Retrieved on: 18.04.2023]
  • Rich, P. J., Browning, S. F., Perkins, M., Shoop, T., Yoshikawa, E., & Belikov, O. M. (2019). Coding in K-8: International trends in teaching elementary/primary computing. TechTrends, 63, 311-329. Retrieved from: https://search.ebscohost.com/login.aspx?direct=true&profile=ehost&scope=site&authtype=crawler&jrnl=87563894&AN=136366645&h=07cc%2FsgnWgK7CZtuVbdEwUKJwOMEXCOuPOe1OddvHIywCnKv32PipnEhos0ckSU%2FI0Lelx%2F0DIYrQGB6YZpU%2BA%3D%3D&crl=f&casa_token=4sLk-KsWRHwAAAAA:cdxv-D8svWzJVDdTP0_5y0T-akTu2mpis_ULFgQ6DdXh6RYxZMUXa0oJO6S4axreLAuNW7nP9PGtfg [Retrieved on: 18.04.2023]
  • Long, C. S. (2019). The effect of science education classes on preservice elementary teachers’ attitudes about science. Journal of College Science Teaching, 48(6), 77-83. Retrieved from: https://search.ebscohost.com/login.aspx?direct=true&profile=ehost&scope=site&authtype=crawler&jrnl=0047231X&AN=137009207&h=qr9DN6oECMNewvBQsq2whupl9NkApRlu7nSQoWVJ8X%2Fe5SiZn4krgB1JriI8bzgKAkPFQCv36%2B14Ht54A2HQaA%3D%3D&crl=f&casa_token=zPDuc0KLJZYAAAAA:2IsNM8PZdgwF6QgUz2OMJLF5hMo6VMPfJoktQZmmjmuzti4-UcXG0_N9BYwOEBBfkcy6QX2iBJOpwg [Retrieved on: 18.04.2023]
  • Dawson, V., & Carson, K. (2020). Introducing argumentation about climate change socioscientific issues in a disadvantaged school. Research in Science Education, 50, 863-883. Retrieved from: https://search.ebscohost.com/login.aspx?direct=true&profile=ehost&scope=site&authtype=crawler&jrnl=0157244X&AN=143593367&h=Llrk9ZNhIjyb8yu2%2FX1YwBLd%2Bxk%2Bn4vPG9cR%2B633SGZf19%2FOsUdNDZf3dft6w4Cp%2FvfJQXN4ISOYBa%2F5hBz6YQ%3D%3D&crl=f&casa_token=NqGgAlSlh1sAAAAA:wqA1w7v08U-hiVkuS6rZ5QHmurs9smUHWPS3eVO_Jc8sN4wBvvBiJ8qIq6Q981qpCdfepaISHprvxw [Retrieved on: 18.04.2023]
  • Drane, C., Vernon, L., & O’Shea, S. (2020). The impact of ‘learning at home’on the educational outcomes of vulnerable children in Australia during the COVID-19 pandemic. Literature Review Prepared by the National Centre for Student Equity in Higher Education. Curtin University, Australia. Retrieved from: https://www.ncsehe.edu.au/wp-content/uploads/2020/04/NCSEHE_V2_Final_literaturereview-learningathome-covid19-final_30042020.pdf [Retrieved on: 18.04.2023]
  • Bowden, J. L. H., Tickle, L., & Naumann, K. (2021). The four pillars of tertiary student engagement and success: a holistic measurement approach. Studies in Higher Education, 46(6), 1207-1224. Retrieved from: https://www.tandfonline.com/doi/pdf/10.1080/03075079.2019.1672647?needAccess=true&role=button [Retrieved on: 18.04.2023]
  • Gallo, L. A., Gallo, T. F., Young, S. L., Moritz, K. M., & Akison, L. K. (2020). The impact of isolation measures due to COVID-19 on energy intake and physical activity levels in Australian university students. Nutrients, 12(6), 1865. Retrieved from: https://www.mdpi.com/2072-6643/12/6/1865/pdf [Retrieved on: 18.04.2023]
  • Quennerstedt, M. (2019). Healthying physical education-on the possibility of learning health. Physical Education and Sport Pedagogy, 24(1), 1-15. Retrieved from: https://www.tandfonline.com/doi/pdf/10.1080/17408989.2018.1539705?needAccess=true&role=button [Retrieved on: 18.04.2023]
  • Page, A., Charteris, J., Anderson, J., & Boyle, C. (2021). Fostering school connectedness online for students with diverse learning needs: Inclusive education in Australia during the COVID-19 pandemic. European Journal of Special Needs Education, 36(1), 142-156. Retrieved from: https://ore.exeter.ac.uk/repository/bitstream/handle/10871/124373/Fostering%20Connectedness%20Manuscript.pdf?sequence=1 [Retrieved on: 18.04.2023]
  • Ellmer, E., Rynne, S., & Enright, E. (2020). Learning in action sports: A scoping review. European Physical Education Review, 26(1), 263-283. Retrieved from: https://journals.sagepub.com/doi/pdf/10.1177/1356336X19851535 [Retrieved on: 18.04.2023]
  • Lamb, S., Huo, S., Walstab, A., Wade, A., Maire, Q., Doecke, E., ... & Endekov, Z. (2020). Educational opportunity in Australia 2020: Who succeeds and who misses out. Retrieved from: https://vuir.vu.edu.au/42362/1/educational-opportunity-in-australia-2020.pdf [Retrieved on: 18.04.2023]

Article

  • (tandfonline.com, 2019) A constraint-led approach to sport and physical education pedagogy. Available at: https://www.tandfonline.com/doi/abs/10.1080/17408989.2018.1552676. [Accessed on: 18.04.2023]

Website

  • (educationstandards.nsw.edu.au, 2019) Science and Technology K–6 Syllabus (2017). Available at: https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/science/science-and-technology-k-6-new-syllabus. . [Accessed on: 18.04.2023]
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