Matthew McClure, SID: 18372205, Designing Teaching and Learning, 2H, 2017.

APST and QT Analysis, History Lesson Plan

Section 1: Australian Professional Standards for Teachers

1 Know students and how they learn

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1–2–3–4– Comments: No effort was made to cater for student diversity.
5
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1–2–3–4– Comments: No strategies were presented for teaching Indigenous students.
5
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
1–2–3–4– Comments: No differentiation occurred; teacher expected all students of all abilities to
5 participate in the same tasks.

1.6 Strategies to support full participation of students with disability

1–2–3–4– Comments: No strategies dedicated to inclusive educational practices were specified;
5 however, the tasks set would still have allowed participation by students with disabilities.

2 Know the content and how to teach it

2.2 Content selection and organisation
1–2–3–4– Comments: As the first lesson of fourteen, the teacher appropriately provided a general
5 introduction to Egypt. The lesson did not engage with its stated aim of considering the
physical features of Ancient Egypt.

2.3 Curriculum, assessment and reporting

1–2–3–4– Comments: Curriculum and assessment was effectively used to guide lesson plan and
5 learning sequences. Reporting was, to a degree, also used to inform future lessons.

2.6 Information and Communication Technology (ICT)

1–2–3–4– Comments: Teacher utilized YouTube to enhance lesson. However, the video’s content had
5 little relevance to the class’ aim of describing Egypt’s physical features.

3 Plan for and implement effective teaching and learning

3.1 Establish challenging learning goals
1–2–3–4– Comments: Lesson largely focused on establishing what students already know. Some
5 attention was given to learning about key terms and geographical features that relate to
Egypt.

3.2 Plan, structure and sequence learning programs

1–2–3–4– Comments: Lesson and lesson sequences revolved around what students already knew and,
5 for future lessons, their acquisition of knowledge as per curriculum requirements. Teaching
strategies played little role in the learning program’s development.

3.3 Use teaching strategies

1–2–3–4– Comments: Multiple teaching strategies were used including group work, technology-based
5 earning, expository and functional pedagogy. These strategies were used to develop
knowledge and creative thought; critical thought, skills and problem-solving were neglected.

3.4 Select and use resources

1–2–3–4– Comments: Teacher successfully used multiple resources – technology, concept map,
5 artwork (see students’ homework task) - to augment students’ learning and engagement

4 Create and maintain supportive and safe learning environments

4.1 Support student participation
1–2–3–4– Comments: Teacher provided activities that allowed for student participation in most aspects
5 of the lesson. However, there was no evidence of differentiation to cater for specific student’s
needs; not all students engaged.

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4.2 Manage classroom activities

1–2–3–4– Comments: Teacher gave clear directions and provided clear expectations of what they
5 expected activities to achieve. Classroom activities clearly engaged background knowledge.

4.3 Manage challenging behaviour

1–2–3–4– Comments: Lesson plan did not cater for managing challenging behavior. However, the plan
5 did mention that students were to remain seated throughout the lesson

4.4 Maintain student safety

1–2–3–4– Comments: Students moving about the classroom was defined as a safety risk; accordingly,
5 students were to remain seated. Also, students with visual impairments were to be seated at
the front of the classroom to reduce eye-strain.

4.5 Use ICT safely, responsibly and ethically

1–2–3–4– Comments: Though ICT was utilised, no thought or instruction was provided on how to use
5 it safely, responsibly or ethically.

5 Assess, provide feedback and report on student learning

5.1 Assess student learning
1–2–3–4– Comments: Teacher provided a concept map with the aim of establishing what students
5 already knew of Ancient Egypt. There was no variety of assessment strategies or types. Also,
no assessment was given on the class’s stated aim: the geographical features of Ancient
Egypt.

5.2 Provide feedback to students on their learning

1–2–3–4– Comments: Teacher set out to help students in crafting their concept maps (which
5 documented their prior knowledge of Egypt). For homework, students were to draw three
pictures that related to Ancient Egypt. Lesson plan contained no evidence that feedback
would be given to students in any form.

Section 2: NSW Quality Teaching Model

1 Intellectual quality
1.1 Deep knowledge
1 – 2 – 3 – 4 – Comments: Class’s tasks focused on a small number of concepts such as students’ prior
5 knowledge of Egypt and the geography of Egypt (although the latter featured little). The
relation between concepts (such as Egypt and mummification) was considered.

1.2 Deep understanding

1 – 2 – 3 – 4 – Comments: The lesson did not require students to display a deep and sustained understanding
5 of what was being taught. Students were not challenged to demonstrate new knowledge
gained; rather, they were required to recite what they already knew.

1.3 Problematic knowledge

1 – 2 – 3 – 4 – Comments: Lesson did not encourage students to see knowledge as constructed and thus
5 questionable. Rather, features of Ancient Egypt were presented from the teacher’s, and the
video’s, perspectives; no opportunity was made for student to assess different perspectives
of Egyptian history.

1.4 Higher-order thinking

1 – 2 – 3 – 4 – Comments: Students were required to create a concept map. This required students to
5 organize, apply and synthesise their knowledge of Egypt. However, no analysis or evaluation
of knowledge took place.

1.5 Metalanguage
1 – 2 – 3 – 4 – Comments: Lesson focused extensively and consistently on specialist terminology relevant
5 to the subject. The context and different methods of using terms was also present.

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Matthew McClure, SID: 18372205, Designing Teaching and Learning, 2H, 2017.

1.6 Substantive communication

1 – 2 – 3 – 4 – Comments: Class tasks, namely the use of group work, required students to engage in
5 sustained oral presentations (conversations) of concepts and ideas learnt.

Quality learning environment

2.1 Explicit quality criteria
1 – 2 – 3 – 4 – Comments: no explicit quality criteria provided for the students other than that they should
5 produce terminology relevant to Ancient Egypt.

2.2 Engagement
1 – 2 – 3 – 4 – Comments: Lesson plan gave extensive opportunity for student engagement by including
5 group activities and technology. Also, teacher gave team to go around to each group
providing more personalised engagement.

2.3 High expectations

1 – 2 – 3 – 4 – Comments: Students were not informed of the teacher’s expectations other than their ability
5 to name terms relevant to Ancient Egypt.

2.4 Social support

1 – 2 – 3 – 4 – Comments: Students were asked to co-operate together in groups. The teacher’s reflection
5 also stressed bringing all students up to the same level of understanding.

2.5 Students’ self-regulation

1 – 2 – 3 – 4 – Comments: Mostly, there was little opportunity for self-regulations other than that students
5 were required to co-operate in group activities.

2.6 Student direction

1 – 2 – 3 – 4 – Comments: All activities were pre-set and no avenue was given for student direction of future
5 lesson content.

3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – Comments: Class drew extensively from students’ background knowledge in a sustained
5 manner. This prior knowledge was directly engaged with and built upon.

3.2 Cultural knowledge

1 – 2 – 3 – 4 – Comments: Lesson plan contained no evidence that cultural knowledge and knowledge
5 regarding diversity was used.

3.3 Knowledge integration

1 – 2 – 3 – 4 – Comments: Lesson extensively integrated knowledge from previous history lessons.
5 Additionally, the lesson content was structured to be built upon in future classes.

3.4 Inclusivity
1–2–3–4– Comments: Class dedicated a significant portion of time to activities that allowed for
5 participation by all students irrespective of cultural or social background.

3.5 Connectedness
1 – 2 – 3 – 4 – Comments: Students’ learning was not connected to real-world situations and no specific
5 opportunities were provided by which students could share their learning outside of school.

3.6 Narrative
1–2–3–4– Comments: Narratives were not used to frame knowledge. However, the lesson did provide
5 a foundation of knowledge from which a narrative may be built in future classes

Section 3: Identifying Areas for Improvement

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Matthew McClure, SID: 18372205, Designing Teaching and Learning, 2H, 2017.

Identify the two APST standards and two NSW QT model elements you are targeting for
improvement.

APST
1) 1.4 Strategies for Teaching Aboriginal 2) 5.1. Assess Student Learning
and Torres Strait Islander students
QT model
1) 2.6 Student Direction 2) 3.5 Connectedness

Modifying the Lesson Plan

Topic area: Stage of Learner: 4 Syllabus Pages: 60

Ancient Egypt

Date: Location Booked: Lesson Number: 1/14

Time: Total Number of students: 24 Printing/preparation

Print map of Ancient Egypt which highlights its
dominant geographical features.
Create various Powtoons of Egypt’s geography’s
influences on society.

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Students will be The broad sweep of View Egypt in its wider
HT4-2 describes major given a map of Ancient Egyptian context and through a
periods of historical time and Ancient Egypt and history: length of time framework of time
sequences events, people and will label the major it lasted, area it (dates) and place.
societies from the past geographical controlled, its origins
features. and final collapse. Describe the
HT4-9 uses a range of geographical setting
historical terms and concepts Students will be The physical features and natural features of
when communicating an informed that they of the ancient society the ancient society
understanding of the past will sit an end-of- and how they
term test on influenced the
Ancient Egypt civilisation that
which may include developed there.
the geographical
features of Egypt.
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
- Aboriginal and Torres Strat Islander histories - Knowledge of Ancient Egyptian geography
and cultures - How to conduct historical enquiry
- Asia and Australia’s Engagement with Asia - History’s relevance to the present
- Sustainability

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Time Teaching and learning Organisation Centred

actions
0-5 Students are to come in
and settle in to class.
Teacher is to call out the
Roll.
T/S
Teacher: Instruct students to come in and be T
prepared. Teacher is to call out the Roll.
Student: Following instructions.
Resources:

5-10 Introduce students to Teacher: To provide instructions. T

topic including an Student: Follow instructions.
overview of what will be Resources:
covered. Ask what
students already know
about the topic. Inform
class of an end-of-term
test.
10- Feature Map: Teacher: Ensure all students have maps and T/S
30 Students label key access to Powtoon videos.
features of Egyptian
geography on map. Student: label features on map provided,
Students then choose a choose a Powtoon of their interest and write
Powtoon for specialist down the relation between geography and
knowledge on a society
geographical feature.
For Indigenous students, Resources: maps, several Powtoon videos
provide Powtoon option
showing the role of
(agricultural) land in
sustaining life in Egypt.

Feature Map class brain- Teacher: Provide instructions and assist with T/S
storm activity: the map.
30- Teacher is to have the Student: Follow instructions and respond to
40 words “Ancient Egypt” on questions.
the white board. Teacher is Resources:
to go around the room and
ask each pair about the
importance of geographical
features on Egypt’s
society. Students should
then be asked to consider
the influence of geography
on Australian society.
40- Glossary Activity 1: Teacher: To give instructions. T/S
50 Students are given a Student: Work on the worksheet.
glossary worksheet to Resources: Glossary Activity 1.
complete. They need to use

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 Matthew McClure, SID: 18372205, Designing Teaching and Learning, 2H, 2017.

historical terminology from

the feature map to fill it in.
50- YouTube Clip Teacher: Show YouTube clip and have T/S
55 Show students an students involved in a group discussion.
introduction of Ancient Student: Listen and engage with content.
Egypt and discuss. Resources:
https://www. https://www.youtube.com/watch?v=KdtgX9OR
iW4
55- Pack up. Recap important T
60 information for the end-of-
term exam. Dismiss the
class.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

HT4-2 Class will provide an overview of major periods of Egyptian history and
their key events individuals.
HT4-3 Class brain-storming activity will require students to use their knowledge
of geography’s impact on Ancient Egypt to show geography’s impact on
their present world.
HT4-6 Powtoon videos will present sources relating to Egypt’s geography to
inform and scaffold students’ understanding of that society.
HT4-9 Historical terminology will be relayed throughout the class and in the map
labelling activity. Students will be encouraged to use terminology within
class discussions and formal assessments.

Justification

Regarding the Australian Professional Standards for Teachers (2011), the original

lesson plan failed to provide strategies for both engaging Indigenous students (1.4) and

assessing students’ learning (5.1). Similarly, the lesson plan did not address the Quality

Teaching Model’s call for student direction and connectedness. These areas were targeted

for improvement in the modified lesson plan.

The modified lesson plan included strategies for teaching Aboriginal and Torres Strait Islander

(ATSI) students by highlighting features of Egyptian society that were relatable to Indigenous society.

As the lesson’s focus was on geography, the concept of land and its importance to people was

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prominent. This was relayed using a cartoon presentation (Powtoon) created by the teacher. The benefit

of using visual media for teaching Indigenous students was in its adaptability. The teacher could create

and re-create the Powtoon presentation to relate to different features of Indigenous society such as

community or spirituality. Moreover, presentations could be adapted to suit individual students’ needs.

Nakata (2011) shows the relevance of this in modern classroom practices, noting that most Australian

classes feature a minority of ATSI students with the majority being non-Indigenous. In turn, the lesson

plan’s use of a Powtoon to engage ATSI students is an example of best practice due to its versatility; a

specific presentation can highlight one feature of Egyptian society to engage ATSI students whilst

another presentation can highlight another feature to engage non-ATSI students.

The modified lesson plan demonstrated best-practice by utilising multiple methods by which to

assess students’ learning. It contrasted the original lesson plan which informally assessed students on

one occasion only. The modified lesson plan firstly introduces a formal assessment by telling students

that the lesson’s content will later be used in an end-of-term exam. Masters (2013) suggests that

introducing a long-term formal assessment “scopes students’ attention and allows them to allocate what

[lesson content] is and is not important for them to retain.” However, the modified lesson plan extends

beyond this by providing multiple opportunities for informal assessment. Examples include students

using Egyptian terminology (for example, ‘Nile’ or ‘Sphinx’) to fill in maps featuring key geographical

features. Likewise, students, having learned of the influence of geography on an ancient society, were

then encouraged to see geography’s impact upon modern Australian society. Lastly, the lesson also

emphasises students’ use of relevant terminology; this provides another avenue for informal assessment.

The revised lesson plan also addresses the Quality Teaching Model’s (QMT) stipulation

concerning student direction. Specifically, the lesson plan provided students some control over their

learning by allowing them to specialise their knowledge of Egyptian geography. This was achieved by

providing all students will a standard understanding of all relevant geographical features; students were

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 Matthew McClure, SID: 18372205, Designing Teaching and Learning, 2H, 2017.

then give time to obtain a deeper understanding of a geographic feature of their choosing. George (2002)

labels this practice of allowing students to choose their specialist knowledge within a pre-set subject

area, “self-determined differentiated.” It is argued that this practice is can be repeated in most classes

within a lesson sequence and progressively allows students to build a knowledge within a subject that

interests them. Moreover, Borg (2015) notes that this is an example of best-practice teaching as it better

prepares students for independent study and builds their ability to construct knowledge on an

independent, rather than teacher-driven, basis. The revised lesson plan further facilitated student

direction by asking them to relate their knowledge of geography’s impact in Egypt to its influence in

contemporary Australia. Here, students’ responses could draw upon their personal experiences and life

circumstances to construct an understanding of geography’s influence on their society.

The revised lesson plan also catered for the QMT’s requirement of connectedness. The lesson plan

allowed avenues for students to relay their knowledge of Egyptian geography to ‘the real-world’ by,

firstly, asking them to consider geography’s influence on Ancient Egyptian and contemporary

Australian societies. However, it was the presentation of content proved key to facilitating this linking

of class-content to contemporary society (Mayer, 2003). Specifically, the intensive use of modern

technologies – visual and social medias like Powtoon and YouTube – further worked to make subject

matter relevant. This multi-faceted method of making classroom experiences relevant to the real world

is a further example of best practice (Mayer, 2003). The modified lesson plan also incorporated a ‘re-

capping’ of the lesson’s content to be used in the end-of-term exam. According to Burmark (2004), this

promotes connectedness by helping students see what class-content is relevant to their success in

assessments which also occurs in ‘the real-world’.

Link to E-Portfolio:

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References

Australian Institute for Teaching and School Leadership. (2011). Australian Professional

Standards for Teaching. Retrieved: https://www.aitsl.edu.au/docs/default-source/apst-

resources/australian_professional_standard_for_teachers_final.pdf.

Borg, W., R. (2015). Applying Educational Research: how to read, do, and use research to solve

problems of practice. Sydney, NSW, Pearson. ISBN:9781488610851.

Burmark, L. (2004). Visual presentations that prompt, flash& transform. Media and Methods, 40

(6), 4–5, http://www.jstor.org/stable/1583219.

Department of Education and Training. (2003). Quality Teaching in New South Wales Public

Schools. ISBN: 0731382552.

George, D. (2002), From Analysis to Design: Visual Communication in the Teaching of Writing.

College Composition and Communication, 54 (1), 11-39. Retrieved:

http://www.jstor.org/stable/1512100.

Masters, G. N. (2013). Reforming Educational Assessment: Imperatives, principles and

challenges. Australian Education Review; No. 57. ACER: Camberwell. Retrieved:

https://www.JSTORcom.au/articles/assessment-in-context-based-teaching-and-learning.

Mayer, R. (2003). Learning and Instruction, 13 (2), 125-139. Retrieved:

http://www.sciencedirect.com/science/article/pii/S0959475202000166.

Nakata, M. (2011). Pathways for Indigenous Education in the Australian Curriculum Framework.

The Australian Journal of Indigenous Education. 40 (1), 1-8. DOI: https://doi.org/10.1375/ajie.40.1.