Design a lesson sequence for a Spanish lesson about the parts of the body utilising the Australian Curriculum documents. You will be required to demonstrate, and make links between, your knowledge of curriculum, pedagogy, and planning to design a series of lessons suitable for implementation in a primary classroom. Lesson title Give your lesson a title which helps encapsulate its key or focus question. Year level 3 Curriculum-linked Learning Outcomes For THIS Lesson List up to 5 Intended Learning Outcomes, connected to at least two Australian Curriculum Content areas. Please include the content descriptor including the code that is connected, under each of your ILOs. For example, your ILO may be ""examine how people use data to develop scientific explanations" (AC9S3H01). If you are including CCPs and GC (which you should!), they can be included in the same bracket written as: CCP-AAEA2-AAU1. This is short for - Cross Curriculum Priority Asia and Australia's Engagement with Asia Organising Idea 2 AAU1 - The nations of Asia influence historical and contemporary global relationships, including international responses to global developments and events. Similarly for General Capabilities, this can be written as: GC-CCT-R-TK. This is short for - General Capability Critical and Creative Thinking - Reflecting - Transfer Knowledge.

Key Unit of Work Question/Lesson Sequence Outcomes (this will stay the same for all three lessons and is not counted towards your word count) This is the overarching question which will direct your planning for the activity as it sits within a longer series of lessons or a unit plan. You may like to write the lesson sequence outcome that you are working towards that this question is responding to.

For example, you may have one lesson that focuses on the story book, The Giant Who Threw Tantrums where the focus question is: “What can be done to stop a giant from throwing tantrums and upsetting the people of the town”. However, the whole series of lessons was guided by the key question: “What causes tantrums and how can they be avoided”? Note how this is a more overarching question. The responding lesson sequence outcome may be that by the end of this lesson sequence, students will be able to:

• identify what causes tantrums
• explain how tantrums could be avoided The Hook Explain why this lesson will have relevance to the students (not in terms of curriculum compliance). Why do you think this would interest students? Your explanation may include ideas about how it might relate to students lives. Resources List the resources required to teach this lesson. For example, coloured paper, coloured pencils etc. Lesson Activities Lesson Phases Your lesson should include the phases in the table below (introduction, main and conclusion).

Learning Activities

Use short descriptions of activities/strategies in the Learning Activities column. Where relevant, use snippets of your intended ‘teacher talk’.

Introduction

These are orientating activities that introduce the context and/or pretext and/or roles. These create an atmosphere and build student engagement and intention for learning.

Main

These are activities that build on the orientating activities to draw students more deeply in the learning experience. There may be a number of activities in this phase.

Conclusion

These are activities that help synthesise the learnings from the activity. It may include reflection or another activity that allows for students to make connections and recognise new understandings they are making in their learning.

​​​​​​​What I need to look for...

Make notes and reminders for yourself in the cells in this column. These can comprise: • what you may need to observe of students activity for assessing purposes • what you may need to remember to do, like have a certain prop or piece of music ready • what you may need to look out for, eg “ensure students are in groups of mixed levels of reading ability here”.

Learning activities (including transitions and questioning) What I need to look out for... Introduction Main Plenary/Conclusion Differentiation What strategies will you use to ensure learning is accessible and challenging? Lesson Legacy Briefly describe what you’ll be expecting students to “take” to the next lesson in the imagined sequence or unit of work. This may be a work-in-progress piece of work, or an ‘output’ from any of the phases, or an understanding of a particular concept or idea that will help launch the next lesson in your sequence. Assessment Briefly describe how you will know that students have achieved the Intended Learning Outcomes (this may include a description of activities that may or may not be part of the actual lesson). evidence You may wish to add evidence or resources for your lesson here. This is optional