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Students and adults struggle to understand the explanations of simple astronomical phenomena. Research has shown that much of the difficulty lies with students’ difficulty to use visuospatial reasoning. Drawing on research on embodied cognition, multimodality and multimedia learning, a short pedagogic sequence called ‘Basic Astronomy module’was designed around multiple external representations such as concrete models, gestures, role plays, animations, interactive digital games and diagrams. In the present study, we closely monitored the implementation of the module by seven teachers in government schools in Jaipur district of Rajasthan, India to study the teaching-learning process through the module and its effectiveness. In this paper, we will document the learning outcomes of the module in terms of conceptual understanding, attitudes and beliefs. Results show that students’ understanding of basic astronomy concepts improved significantly after completion of the module; additionally, students’ beliefs and attitudes towards science and specifically towards astronomy changed.