# data[].attributes.body
Great website for classroom resources

# data[].attributes.attachment_link.description
The Australian Curriculum, Version 9.0 sets the expectations for what all young Australians should be taught, regardless of their background or where they live.

# data[].attributes.attachment_link.readable_text
What is the SAMR model?

The SAMR model is a framework that orders strategies for classroom technology implementation into four stages:

In each stage of the SAMR model, the use of educational technology (EdTech) becomes increasingly sophisticated.

Substitution and augmentation strategies use EdTech to enhance learning and add value, whereas modification and redefinition stages harness EdTech to transform learning and make new things possible.
The effectiveness of any of these four strategies depends on when and how it is used.
Here's how you can harness each stage for more powerful classroom learning:

Substitution

This is the simplest stage, where EdTech is used as a direct substitute for traditional practices.

Substitution strategies can save you time and space by cutting back on laborious pen and paper tasks. Instead of printing out twenty-plus paper resources that clog the cupboard, you can use technology to manage resources with just a few clicks.

Substitution also provides a much more accessible introduction to technological soft skills than modification and redefinition. It's the perfect opportunity for students to get comfortable with new technology before you start to transform their learning.

Examples of substitution

having students type their work instead of handwriting it

using online quizzes and programs instead of pen and paper

uploading a worksheet in PDF for student access, as opposed to photocopying

using a digital interactive whiteboard as opposed to a traditional whiteboard and saving the results as a document.

Remember: Substitution strategies do not change the learning process or outcome. Ask yourself what you and your students will gain from the technology before implementing it. If it adds nothing but hassle, stick to pen and paper.

Augmentation

At the augmentation stage, technology adds something to the learning process beyond just convenience. It might give your students a clearer understanding of a complex topic or making it engaging in a way that traditional methods can't.

It also allows for the introduction of more independent and student-centric learning. By using technology as a source of information, students can start actively learning without requiring constant teacher-led instruction.

Examples of augmentation

Students give more informative and engaging oral presentations accompanied by a PowerPoint or Prezi containing multimedia elements.

Students use the internet to independently research a topic, as opposed to relying on teacher input.

Students use an EdTech program that gamifies curriculum content for student engagement and allows students to track progress in an accessible way.

Teacher instruction is supplemented with a video that clarifies a particularly hard to explain concept.

Modification

At the modification stage, technology is used to design interactive and dynamic tasks that go beyond the limitations of a traditional classroom.

For example, students can collaborate on shared documents, or work in large groups, allowing for seamless collaboration and knowledge sharing. This peer-to-peer work nurtures a more cooperative and dynamic class culture.

Technologically modified tasks also allow students to generate inspired and innovative work that isn't confined to paper. Some students will jump at the opportunity to get in front of a camera, while others will do anything to make it onto the global Mathletics leaderboard.

Examples of modification

Students produce podcasts summarising a topic, which can then be accessed by other students as a revision resource.

Students create an informative video presentation in place of a standard oral presentation. They can use their voice alongside a broader variety of creative multimodal components.

Students use a technological tool that makes an abstract concept visible in a hands-on, responsive way (e.g. voyaging on Google Earth to better understand measurement and geography).

Redefinition

The most sophisticated stage of SAMR, redefinition sees you using technology to make entirely new learning opportunities possible.

Redefining learning has the potential to connect learning with the real world and produce authentic outcomes. It also gives students strong technological soft skills such as digital collaboration, communication, technological literacy, and the ability to adapt to new systems and processes.

Most importantly, using technology to redefine learning in your classroom translates to vibrant and engaged students who embrace a growth mindset.

Examples of redefinition

connecting your students with other people around the world as part of the learning journey

having students publish their work online where it can be viewed by peers and the broader community

recording students as they deliver a presentation or practice a physical skill, then using this recording to prompt student reflection

experimenting with tasks that use extensive multimodal elements (e.g. producing documentaries or short films, webpages, print documents with creative layouts).

Remember, redefinition isn't the same as 'high tech'. A learning experience is redefined when it integrates technology seamlessly and meaningfully to open new doors for student learning - regardless of how sophisticated that technology might be.

In an English classroom, this might involve learning how to critically assess online media during web-based research. In mathematics, students might look at data represented through amazing visuals and get inspired to create their own.

Find your purpose

Starting with a purpose avoids the 'technology for technology's sake' that sometimes infiltrates the classroom.

Ask yourself:

What am I hoping to achieve by using this technology?

How will it make a difference to my students' learning?

Why is it preferable to not using technology?

How equipped are my students and I to use this technology?

How much time do I have to invest in making it work?

These simple questions can make it simpler to determine which stage of the SAMR model suits your needs. Remember that you don't always have to redefine your students' learning. A few simple technological additions to an already effective teaching strategy might be all you need to make a difference.

Using technology in the classroom sends a clear message to students. It shows them that you're connecting learning to the rapidly changing world outside the classroom walls, and you aren't afraid to adapt to a new challenge. Get creative with technology and you'll inspire as well as teach.

# data[].attributes.attachment_link.title
The SAMR Model Explained (With 15 Practical Examples)

# data[].attributes.attachment_link.description
What is the SAMR model and how does it apply to learning? Here's how you can harness each stage for more powerful classroom learning.

# data[].attributes.body
Curriculum resources

# data[].attributes.attachment_link.provider_name
Queensland Curriculum and Assessment Authority

# data[].attributes.attachment_link.title
Years 1–9 Health and Physical Education resources

# data[].attributes.attachment_link.description
Inclusive strategies should be considered when planning, developing and documenting the adjustment of learning experiences and assessment. Information statements about inclusive strategies are available on the student diversity page.

# data[].attributes.attachment_link.title
F-10 Curriculum | V9 Australian Curriculum

# data[].attributes.attachment_link.description
ACARA acknowledges the Traditional Owners and Custodians of Country and Place throughout Australia and their continuing connection to land, waters, sky and community.

# data[].attributes.body
This lesson plan focuses on defining and exploring key concepts related to a rail network, hazards, and physical activity (walking, running, cycling). Students will work in small groups to identify the physical assets of a rail network in a designated area, such as terminal facilities, tracks, signalling systems, and more. They will highlight these assets on a print or Google map, include digital images, and describe potential hazards. The activity includes engaging with the local community to gather insights and stories about the rail network, which will be added to the map. Additionally, students will create a visual glossary of rail network terms by taking or sourcing photos and annotating them using online photo editors like Canva.

# data[].attributes.body
In this lesson plan, students work in groups to identify and rank nine top hazards for young people using the rail network. They write each hazard on a shared google doc, then explain why each is particularly significant for young people. Using the diamond game strategy, they rank the hazards by importance: the most important at the top, the least important at the bottom, and the others in a diamond shape on a larger piece of paper. Students then share their top hazard and reasoning with another group to compare and contrast their choices. Finally, groups brainstorm three strategies to address the top-voted hazard and share their best strategy with the class, culminating in a collective collation of the strategies.

# data[].attributes.body
In this lesson plan, the class will explore themes of peer pressure through multimedia and literature. They start by watching "Green Eggs and Peer Pressure – Tim Northern: Rooftop Comedy" and reading "Green Eggs and Ham" by Dr. Seuss. The class discusses how the book can be seen as a story about peer pressure and persuasion. Students then work in groups to create a remix of "Green Eggs and Ham," using the existing illustrations but writing an alternative text that demonstrates how to manage Sam-I-Am's relentless peer pressure. Each group presents their alternative version to the class, followed by a discussion on how greater public use of the rail network can help young people manage peer pressure and feel safe from bullying. As an extension, students search for other narratives—such as short stories, novels, poems, song lyrics, videos, or films—that can be reinterpreted as stories about peer pressure.

# data[].attributes.attachment_link.readable_text
Students brainstorm all they know about evaluative language and how it is used to express an opinion or point of view using hexagons. They explore modality as a way to indicate the strength of an opinion or position. They practise identifying evaluative language in rail safety related visual or multimodal images, exploring how evaluative language, images and shapes work together to communicate an opinion or point of view in a rail safety text.

They then complete an independent deconstruction of a visual or multimodal rail safety image and describe the different evaluative language features using the Think See Wonder strategy

Students write a persuasive text (structured argument) justifying a claim about rail safety needs of young people in your local community. They select an important rail safety issue for an identified group, identify an action that would help keep this group safe, and create an action message using evaluative language that will appeal to the group.

They then develop a media campaign which builds awareness of their message, attempts to influence people, persuades people to take action, and/or reduces the incidence of unsafe behaviours around trains, tracks and level crossings.

Students investigate the physical features of a rail network and annotate digital images with descriptions of assets and their potential hazards to create a visual glossary of terms. They watch a video on crowd movement and observe pedestrians in the school grounds walking in crowded and uncrowded conditions.

They discuss the way young people move in groups on the rail network, identifying hazards for themselves and for other pedestrians. They organise a 'safety walk', inviting members of a group they identified as being at risk to join them, and complete a hazard checklist on the safety walk. They create a blog post, multimedia presentation or infographic to report on these hazards to the identified target audience

Students investigate hazards for young people on the rail network, ranking them by importance then developing strategies to deal with the top hazard, as voted by the class. They then undertake a think-pair-share activity around emotions (feelings), describing a feeling as if it were a person, and writing a short bio poem or annotated sketch on the feeling. They discuss how each feeling could lead to safe or unsafe behaviours and attitudes on the rail network.

Students identify unsafe behaviours that might be explained by showing off, bullying, peer pressure, or responding to a dare. They then then write a script for a "pick a path" role play offering multiple ways to manage an unsafe behaviour on the rail network caused by peer pressure or bullying. They deliver the role play to the class audience, who can rewind, fast forward or change the way in which the peer pressure is managed.

Alternatively they discuss online and school based bullying and negative peer pressure and develop and compare a list of strategies that can be used to manage bullying online and at school.

Students brainstorm everything they know about level crossings using hexagons. They make an operating level crossing using their bodies, roleplaying the passage of a train through the crossing and the level crossing's response. They alternatively research level crossings and investigate ways people fail to interpret safety messages, role play a pedestrian waiting to use the level crossing, and draw a series of comic cells to describe risky situations.

They experiment with viewpoints, creating a scenario about waiting by themselves and with others and connecting the viewpoints to actions. They develop a storyline which converts negative viewpoints into positive viewpoints, experimenting with voice, body, movement, and use of space techniques to develop their character's viewpoint. They then present a short role play showing different characters waiting with others at a level crossing, critiquing each other's performances.

Students develop a compelling narrative about 'waiting with others' and use elements from their research to devise a 60 second drama about waiting with others at a level crossing. They do a Freeze Frame activity and use the See Think Wonder technique to further refine their script narrative.

Students develop a metaphor or analogy and/or a symbolic representation to use in their drama about young people and level crossings. They rework their 60-second drama into a longer piece exploring ways for young people to stay safe on and around level crossings.

They experiment with mimed action, soundscape, narration and/or convention to build tension, belief and audience engagement. They consider staging and production techniques, then rehearse and perform their drama to the school community.

# data[].attributes.attachment_link.title
Teacher resources - Year 9&10 - TrackSAFE Foundation

# data[].attributes.attachment_link.description
Students brainstorm all they know about evaluative language and how it is used to express an opinion or point of view using hexagons. They explore modality as a way to indicate the strength of an opinion or position.

# data[].attributes.headline
Years 7–10 Health and Physical Education

# data[].attributes.subject
Years 7–10 Health and Physical Education