Desiging Teaching and Learning Final 1 Assessmnet

Assessment 2 DTL - 102086 Kulevski Diana18218969
102086 Designing Teaching & Learning
18218969 Diana Kulevski
Assignment 2
Lesson Plan Analysis Contents
Contents......................................................................................1
Original Lesson Plan ...............................................................2-3
Adapted Lesson Plan................................................................4-7
Lesson Plan Analysis ..............................................................7-11
Reflection..12-14
Modified Lesson....14-17
Plan........................................................................................17-20
Academic Justification .........................................................24-27
References .............................................................................28-30
Learning Portfolio Web Link......................................................31
Appendix.32
1
Original Lesson Plan
LESSON PLAN.
LESSON: CLASS: Yr. 9HIS TOPIC: Prime Minister, Robert Menzies

announces Australias involvement in WW II UNIT OF WORK: WW2
SUBJECT: History
LESSON AIM: The aim of this lesson is for students to gain an understanding of
Australias involvement in WW2. An analysis of PM Menzies announcement and
declaration of War. Students will describe their own feelings and attitudes towards the
War.
Student Outcomes Syllabus Outcomes

explain why Australians enlisted to identifies and evaluates the
fight in both wars usefulness of sources in the historical
inquiry process HT5-5
selects and uses appropriate oral,
written, visual and digital forms to
communicate effectively about the
past for different audiences HT5-10
Student previous knowledge / skills / Resources

attitudes Prime Minister, Robert Menzies
announces Australias involvement in
WW II. http://www.ww2australia.gov.au/
Retroactive p.141,142
TIME LESSON CONTENT TEACHING / LEARNING ASSESSMENT
STAGE STRATEGIES / HWK
1:55 Roll call
2:00 Instruct Global map Students are to complete the

students of table outlining the Allies and Axis
lesson information Retroactive p.141
2:10 outcome. Source
extract 7.2.2 Using the link
Introduce p.142 http://www.ww2australia.gov.au/
2:20 next activity students listen to the
announcement of PM Menzies.
(approx: 4mins duration)
Students are required to write (2)

2:35 paragraphs explaining to their
family why they are enlisting in
Close/revise the Australian army.(10 mins)
Using Retroactive p. 141 as a
2
reference (excerpt of Menzies
announcement)
Class discussion: Teacher to

nominate 2 or 3 students to read
out their explanations.
Teacher guided lesson. Providing

background information.
Emphasis on the Rats of Tobruk.
EVALUATION FOLLOW UP CONTENT FOLLOW UP -
What worked well . The Australian 6th Division. The STUDENTS
Mediterranean, The Middle East
and North Africa.
What needs improving .
Teacher guided lesson. Providing
background information.
Emphasis on the Rats of Tobruk.
Source - Australian Curriculum Lesson

Plan Retrieved from:
http://www.australiancurriculumlessons.com.a
u/2015/08/01/yr-9-history-lesson-robert-
menzies-announces-australias-involvement-in-
ww2/
3
Adapted Lesson Plan
Topic area: Australias Stage of Learner: Stage 5 Syllabus Pages:

involvement in World War Page 76-80
II
Date: 30th of September Location Booked: N/A Lesson Number: 2/6

2016
Time: 50 minutes Total Number of students- 25 Printing/preparation
Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson
assessment Explain why Student previous
Identifies and evaluates Australians knowledge/ skills/
the usefulness of sources Students enlisted in both attitudes
in the historical inquiry are to fill out wars.
process HT5-5 the table
titled Allied
Selects and uses and Axis
appropriate oral, written, power table.
visual and digital forms to
communicate effectively Write two
about the past for paragraphs
different audiences HT5- explaining to
10 their family
why they are
enlisting in
the
Australian
army.
Cross Curriculum themes & General Explicit subject specific concepts and
capabilities skills
The aim of this lesson is for students to gain
an understanding of Australias involvement
in WW2. An analysis of PM Menzies
announcement and declaration of War.
Students will describe their own feelings and
attitudes towards the War.
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
4
Intellectual Quality 1.1 Deep 1.4 Higher-order

knowledge thinking
This refers to pedagogy focused on producing deep 1.2 Deep 1.5 Metalanguage
understanding of important, substantive concepts, skills and understanding 1.6 Substantive
ideas. Such pedagogy treats knowledge as something that 1.3 Problematic communication
requires active construction and requires students to engage in knowledge
higher-order thinking and to communicate substantively about
what they are learning.
Quality Learning Environment 2.1 Explicit 2.4 Social Support

quality criteria 2.5 Students self
This refers to pedagogy that creates classrooms where students 2.2 Engagement regulation
and teachers work productively in an environment clearly 2.3 High 2.6 Student direction
focused on learning. Such pedagogy sets high and explicit Expectations
expectations and develops positive relationships between
teacher and students and among students.
Significance 3.1 Background 3.4 Inclusivity

knowledge 3.5 Connectedness
This refers to pedagogy that helps make learning more 3.2 Cultural 3.6 Narrative
meaningful and important to students. Such pedagogy draws knowledge
clear connections with students prior knowledge and identities, 3.3 Knowledge
with contexts outside of the classroom, and with multiple ways of integration
knowing all cultural perspective.
5
Adapted Lesson Plan
Time Teaching and learning Organisation Centred

actions T/S
Intro Teacher: Ms Kulevski
1:55 Roll call Student:
Instruct students of lesson Teacher

2:00 outcome.
Resources: Global map
Body Teacher:
Introduce next activity
2:10 Student: Students are to Student
complete the table outlining
the Allies and Axis
information Retroactive
p.141
Resources: Source extract 7.2.2

p.142
Teacher:
Teacher
2:20 Student: Students are required and
to write (2) paragraphs Student
explaining to their family why
they are enlisting in the
Australian army.(10 mins) Using
Retroactive p. 141 as a
reference (excerpt of Menzies
announcement)
Resources: Using the link

http://www.ww2australia.gov.au/
students listen to the
announcement of PM Menzies.
(approx: 4mins duration)
6
Teacher: Teacher to nominate 2
or 3 students to read out their
explanations.
2:35
Student:
Resources:
Teacher:
Student:
Resources:
Conclusion Close/revise Teacher: Teacher guided lesson.
Providing background information.
2:40 Emphasis on the Rats of Tobruk.
Student:
Resources:
Learning Outcome Method of measurement and recording
1.2 Deep understanding Students will demonstrate a deep understanding

in articulating themselves why they will enlist in
war.
1.5 Metalanguage This lesson requires students to use specific form
of language in selecting the appropriate figures
and tropes they will use in writing their letters.
2.2 Engagement Teachers are encouraging students to engage
with primary sources, such as The Menzies
speech. This approach allows for students to
develop the skills to evaluate usefulness of the
source.
3.1 Background It is evident that students are in the depths of
knowledge studying WWII. At this point, the teacher has
turned the lesson into a personal reflection in
assessing the connection students are making
between prior knowledge of the content taught
thus far and how they can personally reflect on it
creates a meaningful lesson.
7
How are the quality teaching elements you have identified achieved within the lesson?
102086 Designing Teaching & Learning 2H 2016
Assignment 2: APST and QT Analysis Template
Student name:
Student ID:
Section 1: Australian Professional Standards for Teachers
Evaluate the adapted lesson plan according to the following Australian Professional Standards for Teachers. Only standards directly addressed in Designing Teaching & Learning
that are relevant to this assignment have a rating scale. You can ignore the other standards for this assignment. However, this does not mean the other standards are irrelevant to
lesson planning and evaluation more generally.
Standard Evaluation score Comments incl. evidence for evaluation score (2 sentences maximum)
1 (poor) 5 (excellent)
1 Know students 1.1 Physical, social and intellectual development and characteristics of students
and how they 1.2 Understand how students learn
learn 1.3 Students with diverse linguistic, cultural, religious and Although this standard is relevant to this lesson, the lesson plan makes no mention
1 2 3 4 5 NA
socioeconomic backgrounds or attempts to accommodate diverse linguistic, cultural or religious groups.
1.4 Strategies for teaching Aboriginal and Torres Strait Indigenous Australians and their position during World War II is not mentioned.
1 2 3 4 5 NA
Islander students
1.5 Differentiate teaching to meet the specific learning No alternative activity is offered for students who may find describing their feelings
1 2 3 4 5 NA
needs of students across the full range of abilities difficult.
1.6 Strategies to support full participation of students No strategies are in place to support students with disabilities.
1 2 3 4 5 NA
with disability
2 Know the 2.1 Content and teaching strategies of the teaching area
content and 2.2 Content selection and organisation 1 2 3 4 5 NA The sources do hold historic value and organize to illustrate Australias current state
how to teach it of affairs, yet the correct evaluation of the sources was not present.
2.3 Curriculum, assessment and reporting 1 2 3 4 5 NA HT5-5 and HT5-10 are addressed and reported; yet not assessed to critical historical
thought.
8
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians- Not addressed.
2.5 Literacy and numeracy strategies- Not addressed
2.6 Information and Communication Technology (ICT) 1 2 3 4 5 NA No ICT strategies were implemented in expanding opportunities for students.
3 Plan for an 3.1 Establish challenging learning goals 1 2 3 4 5 NA The writing task is established as the learning goal of the lesson. Asking students to
implement describe their feelings can be challenging for some students.
effective 3.2 Plan, structure and sequence learning programs 1 2 3 4 5 NA A plan and structure is evident and the sequences of learning programs are present.
teaching and 3.3 Use teaching strategies 1 2 3 4 5 NA Included a range of teaching strategies such as, present both primary and secondary
learning sources.
3.4 Select and use resources 1 2 3 4 5 NA Both primary and secondary resources are selected, however no discussion time or
articulation of the sources was given.
3.5 Use effective classroom communication- 4 Classroom activities are clear, however only at the beginning of the lesson. No support or engagement is evident.
3.6 Evaluate and improve teaching programs- 2 Demonstrated broad knowledge of strategies used, yet the effectiveness and reviews of these stagiest need to be evaluated.
3.7 Engage parents/ carers in the educative process- - N/A
4 Create and 4.1 Support student participation 1 2 3 4 5 NA Inclusive learning is not addressed
maintain 4.2 Manage classroom activities 1 2 3 4 5 NA Although teacher pedagogy is not evident in this lesson plan, the activities and
supportive and outcomes are provided are clear.
safe learning 4.3 Manage challenging behaviour 1 2 3 4 5 NA Not mentioned
environments 4.4 Maintain student safety 1 2 3 4 5 NA Not mentioned
4.5 Use ICT safely, responsibly and ethically 1 2 3 4 5 NA Not mentioned
5 Assess, 5.1 Assess student learning 1 2 3 4 5 NA The writing task does to an extent ask the students to provide content knowledge or
provide the Australia and WWII. However problem-solving strategies are not mentioned.
feedback and 5.2 Provide feedback to students on their learning 1 2 3 4 5 NA The lesson concludes with a recap however no feedback is given.
report on 5.3 Make consistent and comparable judgments N/A
student learning 5.4 Interpret student data N/A
5.5 Report on student achievement N/A
6 Engage in 6.1 Identify and plan professional learning needs 2 Demonstrates an understanding of the professional standers
professional 6.2 Engage in professional learning and improve practice 3 Understands the usefulness of using appropriate sources to center around a lesson
learning
6.3 Engage with colleagues and improve practice N/A
6.4 Apply professional learning and improve student learning 1 No evaluation takes place
7 Engage 7.1 Meet professional ethics and responsibilities 3 Hard to assess, I can only assume the lesson was delivered in a professional and ethical manor
professionally 7.2 Comply with legislative, administrative and organisational requirements 3 There is no indication to suggest the lesson did not comply with legislative standards
with colleagues,
7.3 Engage with the parents/carers N/A
parents/carers
and the 7.4 Engage with professional teaching networks and broader communities N/A
community
9
Section 2: NSW Quality Teaching Model
Evaluate the adapted lesson plan according to the following NSW Quality Teaching model elements. If you mark an element as NA (not
applicable) please justify in your comments.
Dimension Element Code Comments incl. evidence for code (2 sentences maximum)
(refer to QT model
documentation for
criteria for each
number)
Intellectual Deep knowledge 1 2 3 4 5 NA Asking students to write a letter to loved ones indicating why they will enlist
quality in war requires students to evaluate both primary and secondary sources.
Deep understanding 1 2 3 4 5 NA The students have primary source a secondary source and the text book
Retroactive assessable to them to gain deep knowledge.
Problematic knowledge 1 2 3 4 5 NA Selecting historical sources that adequately illustrate a complete
understanding of Australias position and reasoning in entering WWII.
Higher-order thinking 1 2 3 4 5 NA Students do not participate in higher- order thinking to develop an
alternative argument or prospective.
Metalanguage 1 2 3 4 5 NA No evaluation of the sources ins constructed in articulating the specific
meaning or language is presented.
Substantive communication 1 2 3 4 5 NA Aside from selecting a couple of students to present their letters, no other
substantive communication is mentioned.
Quality Explicit quality criteria 1 2 3 4 5 NA Curriculum outcome HT5-5 & HT5-10 are the clear reference points of the
learning lesson, however, criteria for students to check their own work is absent.
environment Engagement 1 2 3 4 5 NA Hard to assess, the tasks presented do require high engagement; this
could be improved with discussion time.
High expectations 1 2 3 4 5 NA Aside from completing the maps, no other expectations are mentioned.
Social support 1 2 3 4 5 NA No social support is articulated in the lesson plan.
Students self-regulation 1 2 3 4 5 NA Students are required to self regulate their learning activity. Demonstrating
autonomy in writing their letters and using the textbook to fill in the map.
Student direction 1 2 3 4 5 NA The directions are clear and set by the teacher, no alternatives or
suggestions are made
Significance Background knowledge 1 2 3 4 5 NA The lesson is presented as a personal reflection, in assessing the
connection students are implementing prior knowledge discussed in their
letters.
Cultural knowledge 1 2 3 4 5 NA Not applicable
10
Knowledge integration 1 2 3 4 5 NA The retroactive textbook is used to connect the Robert Menzies speech In
illustrating the current state of affairs.
Inclusivity 1 2 3 4 5 NA Not addressed
Connectedness 1 2 3 4 5 NA Connectedness is a crucial aspect in connecting the lesson to modern Australia.
The letters are a descent attempt in asking the students to connect the content
with self.
Narrative 1 2 3 4 5 NA Historical narrative is evident through the Menzies speech and the use of
the Retroactive textbook.
11
Reflection 250 word
What have I learned about the teaching and learning process when preparing this lesson?
This lesson uses historical sources to demonstrate Australias involvement in WWII.
Curriculum outcomes HT5-5 and HT5-10 are the central goals of the lesson.
However, the activity of asking students to describe their feelings about war does
not effectively apply teacher pedagogy and professional knowledge in meeting these
curriculum outcomes.
This lesson does not allow time for classroom discussion in deconstructing the
Menzies speech, and the implication such a declaration had on the Australian
people. Presenting primary sources without adequately applying historical
evaluation restricts students from gaining a deep understanding. Especially if the
task at hand is to describe personal feelings into why they would enlist in war.
A deep understanding occurs when the teacher or students provide reasoning or
arguments that address the centrality or complexity ( Ladwig & Gore, 2004) of the
key elements in the source. If the key elements are not hypothesized, synthesised
and explained generalisations and assumptions will appear in the students letters.
Generalisations are also present with the lack of professional knowledge applied in
the lesson plan. No alternative activity assessment is given to accommodate
students with diverse linguistic skills. Additionally, this lesson makes no mention of
Indigenous Australians, why going to war will benefit Australias sustainable future or
how joining Britain in war could affect Australias relationship with Asia.
12
Aside from the lack of higher order thinking, no other background knowledge is
given to articulate Menzies stating Great Britain has declared war upon Germany
and as a result Australia is also at war (Menzies, 1939). This lesson has taught me
that it is simply not enough to select a suitable source and construct a writing activity
in relation to the source.
How am I measuring the outcomes of this lesson?
HT5-1 Explains and assesses Australias involvement in

WWII. Why Australia entered the war and how this
significant event in Australias history shaped
modern Australia.
HT5-4 Explains and analyses the causes and effects of

events and developments in the modern world
and Australia
HT5-5 Identifies and evaluates the usefulness of sources

in the historical inquiry process
Using primary sources like the Menzies speech
teachers students the skills on how to evaluate
the usefulness of the historical sources.
HT5-9 Applies a range of relevant historical terms and

concepts when communicating an understanding
of the past
HT5-10 Selects and uses appropriate oral, written, visual

and digital forms to communicate effectively about
the past for different audiences
Other considerations (leave blank)
Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.
13
Graduate Evidence within this lesson
Standards
WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline
the key WHS considerations that are to be applied in this lesson?
The only equipment used during this lesson is either a smart board or a
multimedia unit to play the Robert Menzies speech.
Students are required to sit in their chairs with their Retroactive textbook,
pens and papers on their desk. The teacher must ensure bags are tucked
under their chairs and away from the drive isle.
In the case of an emergency or evacuation, students will follow school
procedure and leave all their belongings behind, walk calmly in two straight
lines to the allocated safety point the school has selected.
The WHS was assessed using Standard 4.4 Maintain students safety of the
Australian Professional Standards for Teachers (2011).
14
Modified lesson plan
Lesson Plan
Topic area: Year 9 History Stage of Learner: 5 Syllabus Pages: 76-81
Date: 30th of September Location Booked: N/A Lesson Number: 2 /6
Time: 60 minutes Total Number of students: 25 Printing/preparation:

Work sheet and Prezi presentation
Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson assessment
Explain why Student previous
HT5-1- Explains and assesses Write two Australians enlisted knowledge/ skills/
Australias involvement in WWII. paragraphs in WWII.
explaining to attitudes
Why Australia entered the war
and how this significant event in their family Understanding the
Australias history shaped why they are Learn to evaluate
harsh effects of war
modern Australia. enlisting in the can have on the historical sources,
Australian daily lives of the especially what the
HT5-4- Explains and analyses army. Australian people. sources do not
the causes and effects of events Form small mention, i.e
and developments in the groups of 5 Illustrating their Indigenous
modern world and Australia and have each personal feelings involvement.
student read about war.
HT5-5 Identifies and evaluates out there letter
the usefulness of sources in the to their To work in small
classmates Sharing stories with groups and reflect
historical inquiry process HT5-5
Or their classmates what other students
HT5-9- Applies a range of Students can have written, drawn
relevant historical terms and write two and analysed.
concepts when communicating paragraphs
an understanding of the past explain the
events that
lead to Menzies
HT5-10- Selects and uses declaring war.
appropriate oral, written, visual (Using both
and digital forms to sources)
communicate effectively about Alternative
the past for different audiences activity
Students can
draw an image
illustrating the
effects of war.
i.e hungry
children, burnt
houses, fighter
plans, soldiers
ect.
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
All cross curriculum can apply to this lesson, i.e The aim of this lesson is for students to gain an
Indigenous Australians involvement in WWII understanding of Australias involvement in
How entering the war affected Australian WW2. An analysis of PM Menzies
wildlife and environment. announcement and declaration of War. Students
What was Australias relationship with Asia will describe their own feelings and attitudes
like? towards the War.
15
Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration
How are the quality teaching elements you have identified achieved within the lesson?
Teaching Indicators of presence in the lesson

Elements
1.2 Deep Intellectual Quality.
understanding Asking students to write a letter to loved ones indicating why they will enlist
in war requires students to evaluate both primary and secondary sources.
1.3 Problematic Intellectual Quality.
Knowledge Selecting historical sources that adequately illustrate a complete
understanding of Australias position and reasoning in entering WWII.
1.5 Intellectual Quality
Metalanguage This lesson requires students to use a specific form of figures and tropes in
relations to this era in order to communicate in a letter format why they are
enlisting in war.
1.6 Intellectual Quality
Substantive The body of this lesson is to write a letter to family. Substantive
Communication communication is used to communicate the directions of the task at hand.
Moreover, Appropriate oral, visual and digital forms are used to effectively
communicate the past.
2.2 Quality Learning Environment
Engagement Teachers are encouraging students to engage with primary sources. This
approach allows for students to develop the skills to evaluate usefulness of
the source.
2.5 Students Quality Learning Environment
self regulation Students are required to self regulate their learning activity
3.1 Background Significance
Knowledge It is evident that students are in the depths of studying WWII. At this point,
the teacher has turned the lesson into a personal reflection in assessing the
connection students are making between prior knowledge of the content
taught thus far and how they can personally reflect on it creates a meaningful
lesson.
3.4 Inclusively Significance
Offering alternative activates as well as constructing the lesson on
classroom discussion allows for inclusive learning.
16
3.6 Significance
Narrative Learning to write and articulate historical sources into historical narrative is
the significance of the lesson. Asking students to read their letter out loud
represents multiple reflections and interpretations of the class lesson.
17
Time Teaching and learning actions Organisation Centred

T/S
Intro Direct instruction Teacher: Ms Kulevski
1:55 Roll Call Student:
2:00 Instruct students of lesson outcome Resources: Teacher

Global map found on the
Start up Prezi presentation Prezi presentation.
https://prezi.com/jpfn7q3vmvg9/untitled- Hand out Work sheets

prezi/?utm_source=prezi- Appendix 1.1 Allies and
view&utm_medium=ending- Axis worksheet
bar&utm_content=Title- Appendix 1.2 What is a
link&utm_campaign=ending-bar-tryout secondary source
Appendix 1.3 What is a
Inform the class that the first half of primary source
the lesson will be a class Appendix 1.4 Womens role
discussion. during the war
****Teachers Note****
Highlight the importance of placing a
WARNING in showing imagers of
deceased Aboriginal and Torres
Straight Islander solders. This
Warning should be delivered with
honour and respect.
**TEACHERS NOTE****
Manage the class discussion by
asking students to raise their hands
to answer. Note, Clarke and
Pittaway (2014) statement that
exchange of conversation in a loud
voice can lead to irritation and
stress(p.62) If the discussion gets
loud then refocus the class by
asking the students to write down
their answer in silence and then
once settled, pick up the discussion.
If no one is willing to participate,
pick a student at random and guide
them to being the discussion***
18
Body Introduce next activity Teacher:

Talk students through the map Teacher
and
Class participation Student
2:10
Allow 15 Move to slides 3-5 accordingly. Evaluating the usefulness

minutes of the map as a secondary
Analyse primary and secondary source in illustrating
sources Australias involvement in
WWII.
Ask students to write down different Highlight womens role
forms of primary and secondary during the war and what
sources HT5- 5 & HT5-10 kind of source is presented.
***Teachers Notes Student:

This task requires deep knowledge
of the meaning behind historical Students are to complete
sources. Helpful hint Secondary the table outlining the Allies
sources are documents or and Axis information
recordings that relates or discusses Retroactive p.141
information originally presented
elsewhere (Trueman, 2015). Resources: Students will
Primary Sources provide a window work off worksheets found
into the past, unfilleted, produced by in Appendix 1.1, 1.2, 1.3.
people who lived during that period
(Library of congress). Use these two
statements to evaluate the map and
Menzies speech.
Teacher:
2:25 Teacher
Introduce next activity Play the Menzies speech and
student
Student participation and self regulated Student:
Allow work
15mintues Students are required to
******Teachers note***** write (2) paragraphs
Apply professional Knowledge here. explaining to their family
Observe how students learn. Use why they are enlisting in
strategies based on knowledge of the Australian army.(10
students physical, social and mins) Using Retroactive p.
intellectual development to improve 141 as a reference (excerpt
students learning (aitsl, Australian of Menzies announcement)
Proffesion Standard for teachers). Offer
an alternative activity for students who Alternative activity
have lower literacy skills, struggle to
connect with the content and are better Students can write two
at illustrating their feeling rather than
19
writing. paragraphs explain the
events that lead to Menzies
declaring war. (using both
sources)
**** Teachers Note*** Or

Asking students to visually present
an image illustrating the current Students can draw an image
state of the land can demonstrate illustrating the effects of war.
the environmental issues and how i.e hungry children, burnt
this effected Australias sustainable houses, fighter plans, soldiers
future ect.
Resources: Using the link

http://www.ww2australia.gov.a
u/ students will listen to the
announcement of PM
Menzies. (approx: 4mins
duration)
Teacher:
Group Activity Student
2:40 Students-
Form small groups of 5
and have each student
read out there letter to their
classmates
Resources:
Teacher:
Student:
Resources:
Conclusion Teacher: Teacher guided lesson.
Revise the key areas of the lesson Providing background
2:45 information. Emphasis on the
Rats of Tobruk.
Student: Participate in final

discussion summarising the
lesson.
Resources:
20
Reflection
What have I learned about the teaching and learning process when preparing this
lesson?
When formulating this lesson plan, the main focus was the Prezi presentation.
This Prezi is designed as an interactive tool to guide the students through out
the lesson. When modifying the lesson plan, it is essential to evaluate what is
missing from the original lesson and why. In this case, the lack of focus towards
Indigenous Australians is the key element that guided this modified lesson plan.
In preparing this lesson, I did not want to make it obvious that I was dedicating
a slide and discussion time to indigenous Australians.
Therefore I used the strategies outlined in the 8 ways of learning:
Learning through narrative.
Planning and visualising explicit processes.
Working non-verbally with self-reflective, hands-on methods.
Learning through images, symbols and metaphors.
Learning through place-responsive, environmental practice.
Using indirect, innovative and interdisciplinary approaches.
Modelling and scaffolding by working from wholes to parts.
Connecting learning to local values, needs and knowledge
(8 Aboriginal Ways of Learning
Factsheet, 2012)
Applying professional knowledge by offering alternative activist and discussions
creates an inclusive teaching environment. Moreover, effective teacher
21
pedagogy was applied in formulating this lesson by not directly stating the lack
of Indigenous Australians mentioned in the original, but rather seamlessly
including their part in WWII as a general aspect of the lesson. This approach
limits the possibility that Aboriginal students could feel like they are an after
thought or an obvious inclusion.
How am I measuring the outcomes of this lesson?
HT5-1 Explains and assesses the historical forces and

factors that shaped the modern world and
Australia.
HT5-2 Sequences and explains the significant patterns of

continuity and change in the development of the
modern world and Australia.
HT5-5 Identifies and evaluates the usefulness of sources

in the historical inquiry process.
HT5-7 Explains different contexts, perspectives and

interpretations of the modern world and Australia.
HT5-9 Applies a range of relevant historical terms and

concepts when communicating an understanding
of the past.
HT5-10 Selects and uses appropriate oral, written, visual

and digital forms to communicate effectively about
the past for different audiences.
22
Other considerations (leave blank)
Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with
the standard.
Graduate Evidence within this lesson

Standards
WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in
this lesson? Using your syllabus and support documents as well as other WHS policy-
Outline the key WHS considerations that are to be applied in this lesson?
The equipment used during this lesson is either a smart board or a multimedia
unit to play the Robert Menzies speech and the prezi presentation. No laptops
or devices are needed. Students will mostly work off their worksheets that will
be handed out by the teacher after roll call.
Students are required to sit in their chairs with their Retroactive textbook,
pens and papers on their desk. The teacher must ensure bags are tucked
under their chairs and away from the drive isle.
In the case of an emergency or evacuation, students will follow school
procedure and leave all their belongings behind, walk calmly in two straight
lines to the allocated safety point the school has selected.
The WHS was assessed using Standard 4.4 Maintain students safety of the
Australian Professional Standards for Teachers (2011).
23
Justification
Professional Knowledge Content and Teaching strategies 2.1

Professional Practice Select and use resources 3.4
Quality Teaching Element - Deep Knowledge 1.1
Quality Teaching Element Substantive Communication 1.6
Evaluation of historical sources is the fundamental core of any history
lesson and the central changers in this lesson plan. Designing a lesson
grounded in the analyses of sources applies professional standards of
knowledge and practice as well as quality teaching elements of deep
understanding and Substantive communication.
Professional Knowledge standard 2.1 highlights the importance in
teachers understating the content being taught. The History Teachers
Organisation of Australia (2013) outline the better you know and understand
the historical content and context, the more confidently you will teach the
material. (2013). Teaching students to think whilst learning and thinking about
thinking is best formulated by organising a lesson plan that accommodates
scaffolding of ideas. Encouraging active discussion and filling out worksheets
whilst analysing the meaning of historical sources, creates opportunities for
students to learn through observation and participate in critiquing ideas.
Additionally, reflecting on past knowledge through group debates allows
for the comparison and synthesis of the sources. When the teacher
demonstrates understanding of the key concepts and structure of ideas, this
reflects on the quality of the lesson and how students engagement with
activates. This form of engagement Cole (2012) describes as a skilled practice
of expertise teaching (p.7). Skilled practices in this modified lesson plan are
24
demonstrated by increasing the time spent on classroom discussion. This
allows for the rebuttal of ideas to be communicated.
Professional Practice 3.4 is a key area that was modified in the lesson
plan and absent in the original. An effective history lesson will apply a range of
sources to better engage students in their learning. By placing imagers of
Indigenous soldiers and women working in the war, humanises the lesson and
allows students to better connect with the themes of war. The modified lesson
applies appropriate pedagogy [here] to meet the needs of all students
(BOSTES p.3). By not directly stating the exclusion and absence of the
Indigenous people and women in Menzies speech, but rather incorporating it
into the lesson as a continuation in the evaluation of sources. Evaluating
historical sources is better executed through classroom discussion. This allows
for students to interpret how they view imagers and meets syllabus standards
HT5-4 & HT5-9.
Moreover, this lesson plan is designed to offer alternative activates for
students who may struggle with the writing task. Activities were students can
engage with the lesson verbally (classroom discussion), visually (drawing a
picture) and in written form, implements Dr Howard Gardner theory of multiple
intelligences. Gardner theory on human potential is imbedded in the fact that
people have a unique blend of capabilities and skills (Gardner, 2010. p.1).
Therefore, offering alternative activists cater to gifted and talented students and
less able students.
25
Deep knowledge is at the forefront of the modified lesson plan, purely
because the evaluation of historical sources requires a deep analysis. One
source can illustrate a wealth of stories. Dedicating a section of the lesson
towards Indigenous Australians involvement in WWII, allows for students to
formulate an image of Australia during WWII, by scaffolding the key elements
presented throughout the lesson. To articulate further, showcasing Aboriginal
soldiers and Aboriginal women juxtaposed with the Menzies speech declaring
Australias involvement in war scaffolds a more secular image of Australia. This
technique Mclnerney (2014) describes, as students are assistance by the
teacher in formulating new knowledge into already existing knowledge. Thus
ridding the generalisation in the original plan that only focused on white
Australians.
Substantively communication is an aspect of the lesson plan, which was
largely rectified by illuminating the importance of classroom discussions.
Orchestrating a classroom discussion, allows for the teacher to gather an
automatic diagnostic assessment or as Scaife and Wellington (2010) describe,
checking the students skills and understandings before beginning a lesson
(p.312). Complex concepts will arise during the evaluation of sources.
Constructing a lesson plan with substantively communication as a fundamental
quality allows for the oral, written and symbolic imagery to be utilized in
developing a coherent and shared understanding.
Additionally, substantive communication can formulate quick quizzes and
evaluations in summarising the lesson. In this modified lesson plan, the Prezi
presentation asks questions about every source presented. Asking students to
26
answer these as a group, activity demonstrates a lesson that is highly reliant on
classroom engagement.
Finally, designing a lesson plan that incorporates these four aspects
documented in this justification allows for an inclusive lesson plan that is based
on the Australian Professional standards for teachers. Each of the elements
presented holds esteemed value in designing a lesson that caters to all
students by illustrating a greater narrative of Australias involvement in World
War II.
27
References (In APA)
You must list all references that you have used for the content and resources of
this lesson in this space.
8 Aboriginal Ways of Learning Factsheet (2012) Retrieved from:
https://intranet.ecu.edu.au/__data/assets/pdf_file/0016/510073/8-
Aboriginal-ways-of-learning-factsheet.pdf
AC History Units (2013) Developed by the History Teachers association of
Australia. Educational services of Australia. Retrieved from:
http://www.achistoryunits.edu.au/teaching-history/how-to-teach-
history/teachhist-history-pedagogy.html
Anderson, M., Conroy, J., Keese, I., & Low, A. (2000) Retroactive 2. Stage 5:
Australian History. Jacaranda Jaconline.com.au
Australian Institute for Teaching and School Leadership. (2011). Australian
Professional Standards for Teachers. Retrieved From:
http://www.aitsl.edu.au/docs/default-source/apst-
resources/australian_professional_standard_for_teachers_final.pdf
Australian Curriculum, Assessment And Reporting Authority. (2015). Retrieved
From: http://www.acara.edu.au/curriculum
The Board of Studies Teaching & Educational Standards N.S.W (2016).
Retrieved from. https://syllabus.bostes.nsw.edu.au/hsie/history-
k10/learning-across-the-curriculum/
28
Board of Studies Teaching & Educational Standards NSW. Proficient Teacher
Support document- Examples of Practice at Proficient Teacher. Retrieved
from:
file:///Users/funtasticjumpingcastles/Downloads/ExamplesofPracticeatProfi
cientTeacher.pdf
Cole, Peter. (2012) Linking effective professional learning with effective
teaching practice. PTR Consulting, Australian Institute for teachers and
School Leadership. Retrieved from: http://www.aitsl.edu.au/docs/default-
source/default-document-
library/linking_effective_professional_learning_with_effective_teaching_pr
actice_-_cole
Gore, J. M., & Ladwig, J.G. (Eds). (2004). Quality teaching in NSW public
schools: An assessment practice guide. Ryde, Australia: Dept. of
Education and Training, Professional Learning Directorate
Howard Gardner. (2010). Multiple intelligences.
http://www.howardgardner.com/MI/mi.html
Marsh, C., Clarke, M., & Pittaway, S. (2014). Marsh's becoming a teacher (6th
ed.). Frenchs Forest, Australia: Pearson.
29
Mclnerney, D.M (2014). Educational psychology: Constructing learning (6th ed.).
Sydney: Pearsons Australia.
Menzies, Robert. (1939). Announces Australia was at war with Germany.
Retrieved From: http://www.ww2australia.gov.au/
Quality teaching in N.S.W public schools. (2003) A classroom Practice guide.
Retrieved from:
http://www.rqt.edu.au/files/5514/1774/9895/NSW_DET_2003-
Quality_Teaching_Guide.pdf
Scaife, J., & Wellngton, J. (2010). Varying perspectives in formulating and
diagnostic assessment: A case study. Journal of Education for Teaching,
36 (2) 137-15.
Trueman, C.N (2015) The History Learning Site, Retrieved from:
www.historylearning.co.uk. (2016)
Why Use Primary Sources (2016) Retrieved from:
http://www.loc.gov/teachers/usingprimarysources/whyuse.html
30
Santoro, N., Reid, J., Crawford, L., & Simpson, L. (2011). Teaching Indigenous
Children: Listening To And Learning From Indigenous Teachers.
Australian Journal of Teacher Education, 36(10).
http://dx.doi.org/10.14221/ajte.2011v36n10.2
Photos on Prezi
Image of Source 7.2.3 Retrieved from:
Anderson, M., Conroy, J., Keese, I., & Low, A. (2000) Retroactive 2. Stage 5:
Australian History. Jacaranda Jaconline.com.au
Image of Lieutent L Reg Saunders and Lieutenat Tom Derrick Retrieved from:
http://www.ww2australia.gov.au/allin/indigenous.html
Image of Aboriginal women pictures in Source 20 Retrieved from:
http://darwindefenders.com/pdfs/Studies22011.pdf
Weedbly link
https://www.weebly.com/editor/main.php
31
Resources Attached: Appendix (Print x25 copies)

You must list all the resources that you have created or found in this space.
Appendix 1.1
Allied Powers Axis Powers

1 1
2 2
3 3
Appendix 1.2
What is a secondary source?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Appendix 1.3
What is a primary source?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Appendix 1.4
What was womens role during the war?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
32

Desiging Teaching and Learning Final 1 Assessmnet

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Assessment 2 DTL - 102086 Kulevski Diana18218969

102086 Designing Teaching & Learning

18218969 Diana Kulevski

Lesson Plan Analysis Contents

Original Lesson Plan ...............................................................2-3

Adapted Lesson Plan................................................................4-7

Lesson Plan Analysis ..............................................................7-11

Academic Justification .........................................................24-27

Learning Portfolio Web Link......................................................31

LESSON: CLASS: Yr. 9HIS TOPIC: Prime Minister, Robert Menzies

Student Outcomes Syllabus Outcomes

Student previous knowledge / skills / Resources

2:00 Instruct Global map Students are to complete the

Students are required to write (2)

Class discussion: Teacher to

Teacher guided lesson. Providing

Source - Australian Curriculum Lesson

Adapted Lesson Plan

Topic area: Australias Stage of Learner: Stage 5 Syllabus Pages:

Date: 30th of September Location Booked: N/A Lesson Number: 2/6

Time: 50 minutes Total Number of students- 25 Printing/preparation

Outcomes Assessment Students learn about Students learn to

Intellectual Quality 1.1 Deep 1.4 Higher-order

Quality Learning Environment 2.1 Explicit 2.4 Social Support

Significance 3.1 Background 3.4 Inclusivity

Adapted Lesson Plan

Time Teaching and learning Organisation Centred

1:55 Roll call Student:

Instruct students of lesson Teacher

Resources: Global map

Resources: Source extract 7.2.2

Resources: Using the link

Learning Outcome Method of measurement and recording

1.2 Deep understanding Students will demonstrate a deep understanding

Section 1: Australian Professional Standards for Teachers

Section 2: NSW Quality Teaching Model

Reflection 250 word

This lesson uses historical sources to demonstrate Australias involvement in WWII.

people. Presenting primary sources without adequately applying historical

evaluation restricts students from gaining a deep understanding. Especially if the

A deep understanding occurs when the teacher or students provide reasoning or

the lesson plan. No alternative activity assessment is given to accommodate

in relation to the source.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

HT5-1 Explains and assesses Australias involvement in

HT5-4 Explains and analyses the causes and effects of

HT5-5 Identifies and evaluates the usefulness of sources

HT5-9 Applies a range of relevant historical terms and

HT5-10 Selects and uses appropriate oral, written, visual

Other considerations (leave blank)

Topic area: Year 9 History Stage of Learner: 5 Syllabus Pages: 76-81

Date: 30th of September Location Booked: N/A Lesson Number: 2 /6

Time: 60 minutes Total Number of students: 25 Printing/preparation:

Outcomes Assessment Students learn about Students learn to

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Teaching Indicators of presence in the lesson

Time Teaching and learning actions Organisation Centred

1:55 Roll Call Student:

2:00 Instruct students of lesson outcome Resources: Teacher

https://prezi.com/jpfn7q3vmvg9/untitled- Hand out Work sheets

Body Introduce next activity Teacher:

Allow 15 Move to slides 3-5 accordingly. Evaluating the usefulness

** Teachers Note* Or