A combination of pedagogical approaches has been incorporated throughout this unit, all used in conjunction to foster a positive learning environment for the students whereby they are able to have the best opportunities for learning in each and every lesson.
A primary theory that has influenced the lessons throughout this unit has been Ryan and Deci's (2000) Self-Determination Theory (SDT). One of the main principles as defined by this theory is relativeness, in order to instil an intrinsic motivation to learn within the students. Therefore, each and every lesson aims to have a section that relates the unit content to the real world in which our students exist. This includes emphasising connections to prior learning, experiences that students may have had, and providing cross-curriculum connections. Additionally, the lesson sequence aims to encourage inclusivity in the learning environment, promoting student autonomy (Ryan & Deci, 2000) through available differentiated options so that all students are able to interact with the content without their abilities being a barrier. This also builds up a sense of competence in the students as they can still engage with the materials, further fostering a sense of intrinsic motivation to learn and assisting in creating a positive learning environment. Alongside the implementation of SDT, social constructivism (Amineh & Asl, 2015) has also been utilised throughout the unit in instances where students work with others to discuss concepts and explore perspectives different from their own which also aids in developing a positive learning environment.