DEAKIN UNIVERSITY: LESSON PLANNING TEMPLATE
Date:
Mentor Teacher: Debra Everrit
Duration of the lesson: 65
Title of lesson/activity: What are political movements? How do political movements impact decision-makers?
Intended Learning
Outcomes/Learning intentions:
What will the students be able to
know and do by the completion of
this lesson?
Success Criteria:
How will you know that the students
have successfully achieved the
learning outcome/intention?
Prior Learning and Experiences:
How will students prior learning and
experiences be used in this lesson?
Links to the curriculum (AusVELS or
the Victorian Curriculum) and to the
curriculum planning of the school
Resources, Materials and
Organisation:
What additional human and physical
resources will be required for this
activity?
What specific teaching materials will
need to be prepared?
Student Group: Global Politcs 1&2
School: Genazzano FCJ College
Class size:
- Students will know that political decisions are influenced by a range of stakeholders
- Students will know that there are a range of reasons why a movement may emerge
- Students will be able to identify strategies used by political movements to gain influence
- Students will be able to identify and note key features of civilian political movements in recent history, current
campaigns and evaluate their effectiveness on policy decision makers.
- Students will have actively participated in class discussion on stakeholders that influence
decision makers
- Students, in small groups, will create brainstorms of strategies utilised in political
movements (students will annotate these to describe HOW these strategies are effective)
- Students contribute names of political movements identifying the political issue they are
aligned with and an opinion/self-evaluation of their impact and effectiveness.
- Students are familiar with political ideologies, how power can be challenged within politics
and have a sound understanding of the current political climate both in Australia and
internationally.
VCE Global Politics Unit 1, Area study 2: exercising and challenging power
- Butchers Paper and coloured markers
- Power point featuring a range of strategies with examples predominatly from the three
case studies we will be looking at next lesson (Indigenous Rights, Environment, Refugees)
- Video - https://www.youtube.com/watch?v=y7YPTD7QwR4
- E-whiteboard/projector to display the powerpoint
- Laptop
 How will ICT be utilised in the lesson?
What OH&S factors will need to be
considered for this activity?

Teaching Strategies and lesson
structure:
Prompts for your planning:
How will the lesson and ideas be
introduced and made relevant to the
students?
How will you engage the class?
What you as teacher will do? What are the students Timing
doing?
Beginning
(powerpoint presentation already open on screen) Students will reflect on the 16
Greet the class, ask them what global issues they are social campaigns and
passionate about. movements they have
If prompts are required provide suggestions engaged with and provide
(poverty, fair pay for fair work, climate change, examples of topics they are
plastic pollution, refugees etc) passionate about (2)

What specific teaching and learning
strategies will you use for the lesson?
What exactly will the students be
required to do and what will be your
role?
How will you create a collaborative
learning environment and how will
the classroom be arranged to support
this?
How will you include all learners?
What Curriculum and Pedagogy
adaptations or modifications will be
required?
How will you differentiate learning
opportunities for diverse learners?
How will you ensure the students are
on-task and what strategies will you
use to support positive behaviour?
Ask the class to then list some political movements Provide examples of the
scaffold them to provide response that link to some movements associated with
initial suggestions the issues they have
identified. (3)
Ask for commentary on the image sorry for the
inconvenience we are trying to change the world Respnd to the image and the
- How does this idea link to political teachers prompting
movements? questions (3)
- Are all political movements trying to change
the world?
- Are they all progressive? Watch the khan academy
- Do they all follow similar strategies? video. (8)
Put on Khan Academy social movements video
https://www.youtube.com/watch?v=y7YPTD7QwR4

How will you draw ideas together and

conclude the lesson?
How will you conclude the learning
experience/ learning findings?
 Middle
30
Teacher will draw a stick figure decision-maker on Students will interact with
the whiteboard, with arrows to indicate the various the decision-maker
stakeholders that work to influence that individual. diagram and provide
suggestions of stakeholders
Identifing political movements as one of these that are likely to influence
stakeholders, the teacher will ask the class to have a people in power. (7)
think about some of the different strategies used by
political movements to gain and maintain traction Students will, in small
and to maximise influence. groups, brainstorm different
strategies for political
movements. (10)
In a teacher led discussion, students will provide
justifications or uncertainties about the efficacy of Students will engage in a
different strategies prompting question, what group discussion on the
impact would x have on a decision maker? efficacy of different
would it be effective at helping the movement reach strategies.
its goal?

Students in their group, will be allocated a Students will work in their

movement (each from the case studies we will be groups to create a campaign
looking at next lesson refugee rights, indigenous for a political movement
rights, environmental movement) and a strategy and using one of their identified
will brainstorm an idea for a campaign (eg. digital & strategies. (10)
refugee we will make a collection of memes likely to
go viral to broaden community engagement in the
issue and gain attention)

Conclusion
Students will contribute
Teacher will facilitate a discussion that draws the their understanding to a
class to the key learning of the lesson: the definition class discussion that works
and features of a political movement and the towards answering the
different strategies used in a political movement overarching question of this
lesson how do political
 movements influence
decision-makers?

Reflection and Self Evaluation:

What aspects of the lesson seemed to
be most valuable?
What aspects of the lesson could be
improved and how could they be
improved?
What follow-up will be required from
this lesson?

Mentor Teachers reflection

(See guiding questions below)

Mentor Teachers reflection

The following questions can be used as a guide for providing structured feedback to pre-service teachers:
Has the pre-service teacher utilised teaching strategies that reflect an understanding of how students learn and factors that influence their learning?
Has the pre-service teacher sought to build on students prior learning and experiences?
Has the pre-service teacher engaged the class through active learning strategies?
Has the pre-service teacher u t i l i s e d appropriate teaching materials and resources?
Does the pre-service teacher demonstrate a suitable knowledge of the content area and skills required to teach this lesson/activity?
Has the pre-service teacher drawn on appropriate curriculum documents for the lesson?
Has the pre-service teacher demonstrated effective communication in explaining tasks and ideas?
Has the pre-service teacher demonstrated adequate planning and set achievable goals for the activity?
Has the lesson/activity followed an appropriate sequence and timeline?
Have ideas been introduced in a way that motivates students?
 Has the pre-service teacher been able to create a suitable and safe learning environment through the use of consistent and clearly communicated
behavioural expectations for students and OHS requirements?
Has the pre-service teacher used appropriate strategies to manage difficult and challenging behaviours?
Has the pre-service teacher used group work and individual tasks with success?
Has the pre-service teacher planned for flexibility and contingency in the lesson?
Is the pre-service teachers voice and body language suitable and effective in directing the learning activity?
Has the pre-service teacher been effective in the use of questions and answers?
What was the Australian teaching standard/s being developed in planning/implementing/reflecting on this lesson?
What are the strengths developed/areas for improvement as a result of planning and implementing this lesson?