Lesson Plan 1

Topic area: Database Stage of Learner: Stage 5 Syllabus Pages:20, 29

Date: 28/03/2019 Location Booked: Computer Lesson Number: 1 /3

Room 1C
Time: 60 minutes Total Number of students:25 Printing/preparation: projector

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Formative Databases, paper based and Create a table in MS Excel
5.2.1 describes and applies computer-based database. define and describe a
problem-solving processes database
when creating solutions explain the purpose of a
database

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

Create a table in MS Excel

define and describe a database
Personal and Social capability explain the purpose of a database

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
1.5 Terms used during the class such as data, database, table, rows, columns, average etc.
Metalanguage indicate the usage of meta language.
1.6 Substantive Students are regularly engaged in discussions, answering questions, sharing their ideas
Communication with their peers.
2.4 Social Expectations are set at the beginning of the lesson about language used in the classroom
Support and to help each other.
Time Teaching and learning actions Organisation Centred
T/S
2 min Teacher greets the class. Students settle down. Teacher Teacher: Giving instructions to T
asks them not to switch on the computer and sit facing students.
towards the main screen and whiteboard.
Student: Settle down

Resources: Projector to start PPT

slides
3 min Teacher goes through basic expectations of the class and Teacher: Tell students about outcomes T
outcomes aimed to achieve in the lesson. and expectations.

Student: Listen attentively.

Resources: PPT slide 1 &2

5 min Teacher asks students: What do they understand by the Teacher: Asks questions. T&S
word “DATA”? (Students are asked to think for a few
seconds before raising hands). Student: Answer/ discuss with
Students answers as information, facts, numbers, pictures teacher.
etc.
Teacher defines DATA for the students. Teacher asks Resources: PPT slide 3
students the difference between data and information? As
a class, the differences are discussed and summarised by
the teacher. Example of information asked by school (
Name, Date of birth, Medicare card Number, etc) at the
time of admission is discussed.
Teacher asks students what do they understand by the Teacher: Asks questions. T&S
10 word “Database”?
min Student: participate in discussion and
Answers expected organised data, phone book, school answer questions.
records etc.
Teacher defines database and as a whole class examples of Resources: PPT slide 4/5
different databases softwares like MS word, Access, excel
etc Also teacher discusses databases used by softwares
from real life in the class. Eg: Phonebook in their mobiles,
train time tables. Flights, Facebook, google etc.
5 min As students have a fair bit of understanding of database, Teacher: Explains the goal to be T
teacher tells them the goal to be achieved at the end of achieved after three lessons.
lesson 3. The students are supposed to create a database
(relational database for gifted student)for the occupation Student: Listens attentively
which they think they might want to become for example
doctor, teacher, electrician, Accountant etc. Students have Resources: PPT slide 6
the liberty to choose any profession of their choice. In case
students are not sure about the profession, teacher would
encourage them to talk to their parents or other family
members about their jobs and what database may be
required for those jobs. An example of sample database
and rubric are uploaded in google classroom for students to
have a look. (Screen shots of exemplar database attached at
the end of the lesson plan.)
10 Students are asked to make a table in their books with 6 Teacher: Gives a task. S
min rows and 5 columns. In this table they have to enter name,
address, date of birth, weight and telephone number of 5 Student: draw and fills out the table
people either from their classroom or from family.
Resources: Pen and books
5 Think, pair and share activity. Students will compare the Teacher: Observe students S
min paper based and computer based databases., in pairs.
For example: managing data is difficult, searching is difficult Student: Discuss in pair
in paper based database while how easy it is to manage,
update, change, delete or search in a computerised Resources: PPT Slide 8/9/10
database.
After discussing in pairs, teacher clarifies the disadvantages
and advantages of both with the whole class.
15 Students are asked to switch on the computer systems and Teacher: Observes students and help if S
min create a table in MS Excel and input the data from their they struggle with creating table.
paper based database and find the average weight of those
5 people. Student: Create a table in MS Excel.

Resources: Computer Systems

5 min Teacher summarises the lesson with the definition of Teacher: Instructs to pack up and T
database and the end goal. Students are asked to save their summarises the lesson.
work and shut down their computer systems, pack up and
tuck in the chairs. Student: pack up

Resources: N/A
Reflection
What have I learned about the teaching and learning process when preparing this lesson?

Differentiation is not practically possible in all the lessons. But while students are working in
pairs or on the computer systems, scaffolding can be provided to students who need extra
help.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

5.2.1 describes and applies Method of measurement is by questioning and the table
problem-solving processes created by students. This outcome is aimed to be achieved
when creating solutions across the three lessons.

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.

Graduate Evidence within this lesson

Standards
1.6 Strategies Lots of visual aids are used in PPT slides to help a student who understand
to support full better with visual aids.
participation
of students
with disability
2.5 Literacy Students will calculate average weight of 5 people which will help them
and understand/ revise the concept of average. Students participate in oral
Numeracy discussions to improve their metalanguage.
Strategies
3.1 Establish Learning goal is set in the lesson that provides students freedom to
challenging choose any profession of their choice to create a database.
learning goals

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline
the key WHS considerations that are to be applied in this lesson?

Students will be instructed to not open any social media websites / gaming websites
on computers.
References (In APA)
You must list all references that you have used for the content and resources of this lesson
in this space.
Reference for PPT slides 4/5/9/10:
1. Boys_toyz (2013). GCSE intervention resources. Database. Retrieved from:
https://www.tes.com/en-au/teaching-resource/database-6319811

Resources Attached:
1. Screen shot of power point slides.
2. Rubric for assessment.
3. Screen shots for the exemplar database created.
(Boyz_toyz, 2013)
(Boyz_toyz, 2013)
Rubric:

Criteria Highly Satisfactory Unsatisfactory

satisfactory
Creation of Created relational Created database Either database not
database database relevant to somewhat created, or database
the profession relational to the created irrelevant to
chosen. profession chosen. the profession
chosen.
Submission Submission on/ Submission on/ Late submission
on/before time before time before time. Late without permission.
submission with
permission.
Data included Relevant and Relevant and Insufficient or
significant amount sufficient fictional irrelevant data
of fictional data data included in included in fields.
included in fields. fields.
Communication Highly effective Good presentation No presentation or
communication of the database; gave inappropriate
while presenting satisfactory answers to
their database to answers to the questions (if any).
the class; excellent questions (if any).
answers to the
questions (if any).
Screen shots of Exemplar-
1. Database for students’ details

2. Database for Students’ attendance

3. Database for students’ guardian details

4. Database for students’ guardians
 Lesson Plan 2

Topic area: Database Stage of Learner: Stage 5 Syllabus Pages:20, 29

Date: 1/04/2019 Location Booked: Computer Lesson Number: 2 /3

room 1 C
Time: 60 minutes Total Number of students 25 Printing/preparation:
projector

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes
5.2.1 describes and applies
problem-solving processes
when creating solutions
Formative Database Management Create a database, work
System, Data dictionary in group
describe the relationships
between a database,
file, record, field and
data, character

Life Skills outcomes

LS5.1 demonstrates
communication skills in the
development of information
and software
technology solutions
LS5.2 uses collaborative skills in
the
development of information
and software
technology solutions

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
Personal and Social capability
describe the relationships between a database,
file, record, field and data, character

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

 Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of 1.2 Deep 1.5 Metalanguage
important, substantive concepts, skills and ideas. Such pedagogy treats understanding 1.6 Substantive
knowledge as something that requires active construction and requires 1.3 Problematic communication
students to engage in higher-order thinking and to communicate knowledge
substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support
This refers to pedagogy that creates classrooms where students and criteria 2.5 Students’ self
teachers work productively in an environment clearly focused on 2.2 Engagement regulation
learning. Such pedagogy sets high and explicit expectations and develops 2.3 High 2.6 Student direction
positive relationships between teacher and students and among Expectations
students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and knowledge 3.5 Connectedness
important to students. Such pedagogy draws clear connections with 3.2 Cultural 3.6 Narrative
students’ prior knowledge and identities, with contexts outside of the knowledge
classroom, and with multiple ways of knowing all cultural perspective. 3.3 Knowledge
integration

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
1.4 Higher Students are regularly engaged in thinking and discussing challenging questions that
Order thinking requires them to apply and analyse knowledge and information.
2.2 Students are engaged in think pair share and group discussions. The examples keep
Engagement referring back the database they created which is expected to be helpful in better
understanding of the data dictionary.
Time Teaching and learning actions Organisation Centred
T/S
2 Teacher greets the students. Students settle down. Teacher: Switches the T
Asks them to remember the expectations. projector on

Student: Settle down. Take

out books and pen.

Resources: PPT Slide 1

5 Quick recap of last lesson. Teacher asks questions Teacher: Asks questions T&S
to students what they can recall from last lesson.
As a class, everyone discusses the database. Student: Participate in
discussion

Resources: PPT slide 2

7 Teacher asks if anyone knows about Database Teacher: Discusses DBMS T
min Management System. Answers expected: Like a
file, system which can have many databases at a Student: Listen and
time. participate attentively
Teacher defines DBMS and students note down the
definition in their books. Teacher discusses the Resources: PPT slide 3/4
features of DBMS and data types from the slide.
8 Think, Pair and Share activity: Students are asked Teacher: Observes the S
min to think about the terms: File, Record, Field, Field students working in pairs
length and discuss in pairs. Then teacher
summarises the terms for the whole class using the Student: Think and discuss
example of the table they created in last lesson. the terms
Resources: PPT slide 5/6/7/8

3 Students watch a video about data dictionary to Teacher: Plays the video S
min help clarify the understanding of the terms.
https://www.youtube.com/watch?v=kH0bcw9P2Lc Student: Watch the video
attentively

Resources: (Kalodikis, 2016)

PPT slide 9
15 Teacher asks students to form a group of 4, One Teacher: Makes groups and S
min group will have 5 students as total number of observes students, also take
students are 25. In these groups students will roll call.
discuss following questions and later present their
findings to class. Student: Engaged in
1. Propose why it would be better to store a discussions
telephone number as text rather than
number data type? Resources: PPT slide 10/11
2. What are the common problems that can
occur when using dates in databases?
3. Discuss some ways for error checking in
database during input.
During the presentation, teacher will ask
each group to answer one question and
clarify any doubts along with the
presentation.
 Teacher gives examples for Validation
checks and verification checks using the
same table created by students in last
lesson.
10 Teacher discusses the slides which states that a Teacher: Discusses database T
min DBMS can display data as: outputs
A list/ table
A form Student: Engage in class
A report discussion

Resources: PPT
slide12/13/14/15
5min Teacher asks students to think about the features Teacher : Asks questions S
of the report that could make it more useful than a
screen list or form view. Teacher gives them couple Student: Think and discuss
of minutes to think and then ask random students
about their views. Teacher clarifies it. Resources: PPT slide 16
5 Teacher summarises the lesson and tell them that Teacher: Summarises the T
min next lesson will be a practical lesson where the lesson
students will create a database using MS Access. Student: Pack up
Teacher asks them to pack up and tuck in the Resources: PPT slide 17
chairs.

Extension Activity: There are worksheets ready to be accessed from google classrooms for students
if they finish early (worksheets attached in resources).
These worksheets can be completed during 3 lessons.
Reflection
What have I learned about the teaching and learning process when preparing this lesson?

It may need more than 3 lessons to let students understand relational database. Teacher should
prepare more but do not try to put too much content in one lesson.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

5.2.1 describes and applies This outcome is measured by questioning, group
problem-solving processes discussions and giving examples of the database created by
when creating solutions themselves.

LS5.1 demonstrates Students use Metalanguage to discuss managing data and

communication skills in the
development of information
and software
LS5.2 uses collaborative skills
in the
development of information
and software
technology solutions
developing a database in class. Measured by observation
and questioning. Students have to present their discussions
to the class which helps in building self confidence and
communication skills.
Students work in groups to discuss error checking in
database. Measured by observing and formative
assessment by questioning.

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are demonstrating
and indicates the evidence from this lesson that should comply with the standard.

Graduate Evidence within this lesson

Standards
4.2 Manage Classroom activities are divided between explicit teaching and group
classroom activities to increase peer support and improve communication skills.
activities
3.2 plan, The three lesson plans are organised in a way to help students achieve
structure and the desired goal of creating a database.
sequence
learning
programs

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this lesson?
Using your syllabus and support documents as well as other WHS policy- Outline the key WHS
considerations that are to be applied in this lesson?

N/A
References (In APA)
You must list all references that you have used for the content and resources of this lesson in this
space.
1. Boys_toyz (2013). GCSE intervention resources. Database. Retrieved from:
https://www.tes.com/en-au/teaching-resource/database-6319811

2. Collingwood, L. (2012) GCSE intervention resources. Access Databases Starter

Activities/homework. Retrieved from:
https://www.tes.com/teaching-resource/access-databases-starter-activities-homework-
6171975

3. CSE Ohio (n.d.). Computer Science and Engineering 2111. Introduction to Databse Systems.
Retrieved from:
http://web.cse.ohio-
state.edu/cse2111/UPDATED%20AUTUMN%202014/Lecture%20Slides%20Combined/Lectu
re%208-
Introduction%20to%20Data%20Base%20Management/Lecture%20Combined/CSE%202111
%20Lecture-Introduction%20to%20Data%20Base%20Management.pptx

4. Kalodikis C. (2016, July 19th) Data dictionary (Database) [Video file]. Retrieved from:
https://www.youtube.com/watch?v=kH0bcw9P2Lc

Resources Attached:
Screen shots of PPT slides:
(Boyz_toyz, 2013)
(CSEOhio, n.d.)
Worksheet 1 (Collingwood, 2012)

Database Unit

Read the questions and tick the answers that you think are correct

1. A database is used to
a Calculate figures
b Store data in a logical order
c Layout pages attractively
d Present material using animations and graphics

2. The software that we would use to create a database is

a Microsoft Publisher
b Microsoft Excel
c Microsoft Word
d Microsoft Access

3. In a database, data is stored in

a Tables
b Forms
c Reports
d Queries

4. Which of the following would be used to uniquely identify a record?

a Validation
b Data type
c Primary key
d Field size

5. The best data type to choose for a postcode would be

a Number
b Text
c Date/Time
d Currency

6. The best data type to choose for date of birth would be

a Number
b Text
c Date/Time
d Currency
7. A ‘required field’ is a form of
a Validation
b Verification
c Data Entry
d Data Output

8. A postcode is usually written in the same format e.g. LLNN NLL (L=letter, N=number). The most
suitable type of validation to use in this instance would be
a Input Mask
b Required Field
c Range Check
d None

9. The best data type to choose for a postcode would be

a Number
b Text
c Date/Time
d Currency

10. To find a particular set of data in a database you would use a

a Table
b Form
c Query
d Report

11. Besides entering data directly into the table, you could use a
a Field
b Form
c Query
d Report

12. To display the data from a query in a professional format you could use a
a Table
b Form
c Query
d Report
Worksheet -2 (Collingwood, 2012)

BOOLEAN FIELD KEY

QUERY REPORT DATABASE
FILE NUMERIC RECORD
TABLE DATATYPE FORM
PRIMARY RELATIONSHIP
 Lesson Plan 3

Topic area: Databases Stage of Learner: Stage 5 Syllabus Pages: 20,29

Date:3/04/2019 Location Booked: Computer Lesson Number: 3/3

Room 1 C
Time: 60 minutes Total Number of students 25 Printing/preparation :Computer
systems

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Formative and Using MS access, Create a database.
5.2.1 describes and applies Summative creating a database
problem-solving processes
when creating solutions

Life Skills outcomes

LS5.1 demonstrates
communication skills in the
development of information
and software
technology solutions

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

create a data dictionary to illustrate and

Personal and Social capability
describe data types.
input data and store for a given problem.
use validation and verification checks on the
data for a database

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

 Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of 1.2 Deep 1.5 Metalanguage
important, substantive concepts, skills and ideas. Such pedagogy treats understanding 1.6 Substantive
knowledge as something that requires active construction and requires 1.3 Problematic communication
students to engage in higher-order thinking and to communicate knowledge
substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support
This refers to pedagogy that creates classrooms where students and criteria 2.5 Students’ self
teachers work productively in an environment clearly focused on 2.2 Engagement regulation
learning. Such pedagogy sets high and explicit expectations and develops 2.3 High 2.6 Student direction
positive relationships between teacher and students and among Expectations
students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and knowledge 3.5 Connectedness
important to students. Such pedagogy draws clear connections with 3.2 Cultural 3.6 Narrative
students’ prior knowledge and identities, with contexts outside of the knowledge
classroom, and with multiple ways of knowing all cultural perspective. 3.3 Knowledge
integration

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
1.2 Deep Students demonstrate meaningful understanding of database and managing data and its
understanding use in real life.
Students have liberty to choose any profession to make database for.
2.6 Student
Direction
Time Teaching and learning actions Organisation Centred
T/S
5 Teacher greets the students. Students settle down. Teacher: Start the projector T
Reminder of class expectations.
Student: Settle down

Resources: Projector

5 Quick recap of the last lesson by the method of Teacher: Asks questions S
min questioning.
Student: Recall definitions
and concepts from last
lesson

Resources: PPT slide 2

10 Teacher asks a question to students: Why do you all Teacher: Asks questions, S
min have unique roll numbers/ enrolment numbers for plays video
school? Answers expected: To differentiate between
students of same name, there are 100s of students Student: Answer questions
so not to mix up the details etc. Teacher shows the
students a video Resources: (ComputerGuy,
https://www.youtube.com/watch?v=NvrpuBAMddw 2011) slide 3
And after watching the video primary key in MS
Access is being discussed in the class. Teacher asks
all the students to switch on the computer systems
and open an MS access file.
25 Students work on their respective computer systems Teacher: Moves in the class S
min to create a database file with the help of teacher and help students
related to the occupation they chose. They can refer
to the rubric already uploaded in their google Student: work on their
classroom to check their work before submission. computers
Slides on the projector have instructions to help Resources: PPT slides
students create a file and work in Access. Extension 4/5/6/7 with instructions
activity for gifted students may include to prepare a to create a file in MS
relational database for their present database. access.
10 Students share their work and processes with each Teacher: Observes and S
min other in groups. Students give reasons for the type of assess informally.
data type and length chosen for particular data. Summative assessment will
Teacher observes the discussion and clarifies any be marked later.
doubts.
Student: Participate in
discussion

Resources: Students
databases
5 Teacher checks everyone’s work. Everyone is asked Teacher: Reminds the T
to save their work. Students are instructed to save students to save the work
all the files in personal folders of students and for and submission details.
asessment the final work needs to be uploaded in
the google classroom before next lesson Student: Pack up
(8/04/2019). If students want to work on their files
Resources: N/A
after the class, they are allowed to either at their
homes or in library. Students pack up.

Extension Activity: there are worksheets ready to be accessed from google classrooms for
students if they finish early (worksheets attached in resources).

What have I learned about the teaching and learning process when preparing this lesson?

25 minutes might not be enough for some students to understand the functioning of MS
Access. Practically, if need arises, this lesson can be spread across one and a half lessons.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

5.2.1 describes and applies
problem-solving processes
when creating solutions
LS5.1 demonstrates
communication skills in the
development of information
and software
technology solutions
Students apply their theoretical knowledge to create a
database for a profession of their choice. Method of
measurement summative assessment and formative
assessment.
Students must present their work to their class. Method
of measurement formative assessment.

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.

Graduate Evidence within this lesson

Standards
2.3 Lesson plans are designed to assess students on the database created.
Curriculum, Rubric is provided to help them understand the expectations of the
assessment assessment.
and reporting
3.1 Establish To create a database in 3 lessons is challenging. To make it achievable
challenging for all the students, they are not given a set kind of database. They can
learning select any option which they think can be created by them.
Goals
3.3 Use Different teaching strategies are used like pair work, group work,
teaching youtube videos, presenting ideas to the class etc.
strategies

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline the
key WHS considerations that are to be applied in this lesson?
 Students can research about databases but no other inappropriate website or gaming
website should be opened in the classroom. Teacher will give explicit instructions about
this to students.

References (In APA)

You must list all references that you have used for the content and resources of this lesson
in this space.
1. Collingwood, L. (2012) GCSE intervention resources. Access Databases Starter
Activities/homework. Retrieved from:
https://www.tes.com/teaching-resource/access-databases-starter-activities-
homework-6171975
2. ComputerGuy P. (2011, Sep 30th) Relational Database Concepts [video file].
Retrieved from:
https://www.youtube.com/watch?v=NvrpuBAMddw

Resources: Screen shots of PowerPoint slides and extension activity worksheets same as
lesson plan 2 ( not attached here again).
 JUSTIFICATION:

To sustain in this competitive world which is driven by technology, demand

for computer professionals eligible to work for different industries is increasing day

by day (Webb et al., 2016). Therefore, nations are investing great amount of money

and time for the education and training of these specialists. In the modern world, the

education system does not only mean transferring current knowledge to the next

generation but to teach them to apply that knowledge into the real world (Reveszova,

2015). Many schools’ curricula in different countries have begun to include

computers and other technologies as basic tools for teaching and to make students

comfortable with the digital world as it is vital for students to acquire these pertinent

skills to contend for future job opportunities in the international market (Florian &

MA, 2015).

This essay aims to discuss pedagogical approaches used in the submitted

lesson plans, suitable to prepare students to apply their knowledge in the real world.

Lesson plans intend to achieve syllabus outcome 5.2.1 and life skill outcomes LS5.1

and LS 5.2 (NSW Education Standards Authority, 2003) using a variety of

pedagogical methods like explicit teaching, discussions, group work and relevant

examples. The main approach used in designing these lesson plans is the

“Understanding by Design” or “Backward mapping method”. McTighe & Wiggins

(2012) explain that backward mapping consists of three phases – Identifying the

desired outcome, determining evidence of assessment (Formative/Summative) and

developing instructions to facilitate students to achieve the goal. This approach is

chosen to make the topic “Database” more interesting and relevant to real world.

The desired result chosen for the three lesson plans is for students to create a

basic database using Microsoft Access and the extended activity for gifted students

will include creating a relational database. Students will have the choice to select any
profession and create a database which can be used in it. An exemplar along with the

rubric is provided for the students to set high expectations. This will be a part of

summative assessment. Students will be assessed continuously across the three

lessons informally as well through observation and questioning. Ogunleye and

Omolayo (2016) state that the greatest advantage of continuous classroom assessment

is that it allows the teacher to identify the problems faced by students at a very early

stage and instantaneous feedback can be provided to students before the summative

assessment. The same text also states that formative assessment also helps teachers to

prepare differentiated instructions for students with multiple learning levels. Students

will also be advised to wait for a few seconds before raising their hands to

answer any question. The reason behind this practice is to ensure maximum

participation, as it gives some time to certain students to process the question.

This method has proven to be a method of inclusion for a greater number of

students in classroom discussions (Kelly, 2018).

A research by Moyle (2012) suggests that students value learnings which are

supported by technology and when they feel in charge of the pace of learning. The

same study suggests that differentiation works better when learning is based on

students’ choices, likes and dislikes. Therefore, in the submitted lesson plans, students

are given choices to choose the profession of their liking to create a database. Higher

ability students will be directed towards extended activities such as quiz paper and

creating relational database.

Lesson plans are developed using mixed modes of instructions of explicit

teaching, collaborative learning (think, pair and share), watching video files and

practical work. According to Radhakrishna, Ewing, & Chikthimmah (2012), TPS

(think, pair and share) is a great tool to support active learning in students as it

provides students opportunities to not only think but also observe or discuss the
thoughts of their peers. This not only helps build the confidence and

communication skills of the students and prepares them to think critically and

apply the discussed concepts outside of the classroom.

Video files are becoming an important part of today’s classrooms as students

can get better understanding of a concept in short time with the help of visual effects,

text and voice. By replacing some visual information (such as text on Power point

slides) by auditory information, cognitive load on working memory can be reduced

which can help students to focus in a better way (Arnett, 2014). Video files also help

visual and auditory learners to understand the concept in an easier way (Millar, 2012).

Two out of three lesson plans include YouTube videos to be shown to students to

fully understand the concept of data dictionary and primary key in Database

Management System.

As per a study by Dean et al. (2017), to compete in today’s global work

environment, it is highly essential to gain soft skills along with technical skills.

Emotional intelligence is of paramount importance for survival. Negotiating, problem

solving, motivating, leading a team and being friendly are certain soft skills which

may come naturally to some people while others work hard to attain them. Students

should be prepared for workforce by providing them opportunities to learn technical

as well as soft skills. In the lesson plans, many activities involve pair work/group

work and then presenting ideas to everyone in the class. The aim of these activities is

to make students more confident and effective in their communication skills and the

outcomes from general capabilities and Cross curriculum themes such as Personal

and social capabilities are also achieved (Australian Curriculum, Assessment and

reporting Authority, 2008).

The lesson plans are submitted in theory but are easily applicable in the real-life

classrooms. Depending upon the cohort of students and resources available, lesson
plans can be tweaked a little bit or converted into a project-based learning, if

needed.

As discussed in the study by Webb et al. (2017), debate is open on the topics if

all the students should learn subjects like Computer Science. Constraints like

students’ capabilities can be overcome by variety of pedagogical methods using ICT

as a tool. Teachers also need to be trained to use technology proficiently in

classrooms to prepare the future generation for the rapid changes in the global

workforce.
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