Teachers, as facilitators of learning, are constantly soul searching, looking for sound transaction styles that are known to raise teacher efficiency. Making classrooms spaces that are joyful, learner-centric and engaging requires enormous portions of ingenuity on the part of a teacher. ‘Learning-by-Doing’ is a psychologically robust way of learning. It not only etches lasting memory but also makes the process of learning a meaningful experience. Self-learning within groups instils lessons on collaborative and social discipline and thus prepares the learner to face adversity in preparation for life. An effective curriculum should provide for multiple intelligences to fruition, thus raising correlation between subjects, providing scope for every student to engage in the act of discovery. Unplugged education, outdoors education, learning through engagement are all hands-on strategies that are novel and significant in holding attention levels in an era that is overwhelmed by technology and digitisation. The ‘STEAM Curriculum’ holds great relevance in contemporary education and it stems from learning engagements advocated by this model, permitting multidisciplinary correlation and reflection on action. This paper provides the framework of a lesson that is transacted hands-on through inquiry and reflection. It provides a prospective teacher of this model with the syntax and the pathway of deliberation. This is a general prototype that bears a multidisciplinary essence and thus can be extrapolated in varied situations, levels and academic disciplines of learning.