ECE504: Simulated Teaching Lesson Plan Template Assessment 3

Learning Intentions:

What will children learn or experience in this lesson?

Victorian Curriculum Links:

List the curriculum content descriptions and codes relevant to your lesson.

Materials / Resources:

What equipment or materials will you need?

• [e.g. instruments, visual props, technology, art materials]

Teaching Strategies and Learning Activities:

Outline the main steps of the lesson. Include what the teacher will do and what the children will do.
You may break this into sections like:

• Warm-Up / Introduction
• Main Activity
• Reflection / Closing

Assessment Strategies:

How will you assess the children’s learning or engagement?

• [Insert formative or informal assessment strategies]

Diversity and Inclusion Considerations:

How will you support the needs of all learners, including those with diverse backgrounds or additional needs?

• [Insert relevant strategies or considerations]

Links to Social and Emotional Learning 

How does this lesson support children’s SEL skills (e.g. self-awareness, social skills, empathy)?

• [Insert relevant connections]

Reflection :

Leave space to reflect after the simulated teaching session.

• What went well?
• What would you change next time?
• How did the children respond?

Padlet Peer Review

Prompts for your comments on another group’s Padlet (the activity they taught):

Choose one:

• How effectively did the session engage participants through creative arts strategies?

• Does the session demonstrate cultural diversity and inclusivity, and are adaptations for diverse learners effective?
• Was the session well-organised, and did all group members actively participate in teaching?
• What worked well in the session, and what could be improved for future teaching?

Brief summary of assessment requirements

This assessment asks the student to design and document a single lesson plan that demonstrates curriculum alignment, inclusive pedagogy, formative assessment, and reflective practice. The lesson plan must explicitly cover:

• Learning intentions (what children will learn/experience).

• Victorian Curriculum links (content descriptions and codes).

• Materials / resources required.

• Teaching strategies and learning activities, broken into Warm-Up/Introduction, Main Activity, and Reflection/Closing, showing both teacher and student actions.

• Assessment strategies (formative/informal methods to judge learning and engagement).

• Diversity and inclusion considerations (adaptations for learners with varied needs/backgrounds).

• Links to Social and Emotional Learning (SEL) (how the lesson builds SEL skills).

• Reflection space to record what went well, changes for next time, and children’s responses after delivering the lesson.

• Padlet peer review prompts to critique another group’s session (choose and respond to one prompt).

The submission should be clear, well organised, and ready for simulated teaching and peer feedback.

Key pointers 

• State 1–2 clear, measurable learning intentions (student-centred, observable).

• Include specific Victorian Curriculum codes (exact content descriptions) and briefly justify alignment.

• List materials precisely (quantities, technology, safety notes).

• Outline the lesson in timed stages: Warm-Up (2–5 min), Main Activity (20–30 min), Reflection/Closing (5–10 min). For each stage, state teacher actions and student actions.

• Embed differentiation strategies (e.g., scaffolds, extension tasks, alternative formats).

• Provide assessment methods (exit ticket, observation checklist, anecdotal notes, peer/self-assessment).

• Explicitly link activities to SEL outcomes (which skill and how it’s practised).

• Include reflection prompts for post-lesson evaluation.

• Prepare one Padlet peer-review response template matching the provided prompts.

• Ensure language, layout, and timing are realistic for the age group.

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