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Anna Bell


Lesson N0:

School: Northside Christian College
Duration: 45
Year level: 10
Learning Purpose/Rationale: A general introduction to the unit to give students a
broad understanding of what will be covered in the unit.
Key terms - Human Rights and Injustice.
A quiz and writing task as pretest.
Discussion activity to introduce the themes.
(AusVELS statements should be numbered so that they can be deliberately related to
Learning Outcomes)
Identify the Strands, Domains, Dimensions, Standards, Progression Points being addressed in
this lesson.

Learning outcomes: This lesson is intended to be an introduction, learning

outcomes are:
1. To consider what students already know about the world and prompt them
to start thinking about the concept of injustice.
2. Discussion to aid students towards finding their own thoughts and opinions
Assessment: (Assessment should be numbered or coded so that they can
be identified in the Procedure of the Lesson).
How will you:
1. Prior knowledge will be assessed through the use of a quiz.
2.Emerging knowledge will be assesses through the writing activity and
discussion activity.
3. Formative assessment feedback will be given verbally throughout the
discussion task.


Teacher activities:
5 mins

Introduction Introduce myself.

Learner activities:
Participate in

10 min

Writing task Explain to students that

we will be doing a short writing task.
Ask them to spend 5 mins writing in
response to the prompt written on the
whiteboard Injustice means.

Students write without any

prior discussion about their
thoughts on the topic of

This task will have no discussion and

will serve as a measure of students
initial thoughts on the theme of
Injustice. It will also contribute to
evidence for my research project as a
baseline of how students thoughts
develop without discussion.

15 mins

Ask students if they would like to share

responses for discussion. Collect

How much do you know about the

world quiz.

Students engage in the


Discuss Answers.
15 mins
Discussion activity. Students get into
groups of 5. Each group is given a card
with a topic for discussion the topics



Land Rights



The groups have 5 mins to discuss the

topic on the card.
After the groups are finished we use the
rest of the time to share thoughts or
ideas that have come out of the

Conclusion: Use this sharing time to

make clear to the class that today we
have raised some of the issues that we
will be exploring further in this unit.

Students participate in
group activity.

Teachers resources: Cards for activity

Catering for inclusion: Identify ways in which you will cater for these.
Students resources: List the resources that will be used by students.
Self-evaluation: The students write their own reflections on what they did during the
lesson and how the students responded. It will also include comments on their own
perceived strengths, weaknesses and what else they may do to improve their
Key questions for self-evaluation:

What did students learn/achieve through this lesson?

What evidence is there that learning occurred and did it match your learning

How could it have been improved?

How has the assessment informed your teaching (e.g. pace, direction) in this
lesson and future lessons?

Mentors comments: The mentoring teacher will make specific written comments
relating to each supervised lesson. This will form the basis of reflective consultation
that follows each lesson. It is important that these comments are supportive and
helpful to the beginning pre-service teacher. They will be filed in the lesson folder
together with the appropriate lesson.