CONTEMPORARY

TEACHER
LEADERSHIP
Assignment 1

ABSTRACT
The following report will look at recommendations for improvements of a Stage 4, Year 8 History

Unit: Age of Empires. This unit of work was designed for students at Beverly Hills Girls High

School. Beverly Hills Girls High School, and the class that I taught in particular, consists of

students from a range of diverse backgrounds as well as a large portion of students who come

from a language speaking background other than English. This report will look at how this unit

can be improved in the following areas, differentiation for students with EAL/D and diverse

students, literacy and numeracy, ICT, critical thinking, and social capabilities. The weeks in which

this unit was taught has been remodelled via the Universal by Design framework to ensure that

successful learning occurs with every student studying this unit. The following adjustments made

to this unit of work has used the Understanding by Design (UbD) framework to ensure that the

changes being made allows for student success in the classroom.

Table of Contents
ABSTRACT ........................................................................................................................ 1
EXECUTIVE SUMMARY ...................................................................................................... 3
BACKGROUND INFORMATION .......................................................................................... 6
COMPARATIVE TABLE ....................................................................................................... 8
RECOMMENDATIONS ..................................................................................................... 11
Scope and Sequence ....................................................................................................... 17
CONCEPT MAP ................................................................................................................ 18
ASSESSMENT TASK ......................................................................................................... 19
REDESIGNED UNIT OF WORK .............................................................................................. 22
References...................................................................................................................... 29
EXECUTIVE SUMMARY

REPORT’S OBJECTIVE AND CONTEXT

Context: This unit of work was originally designed for Stage 4 students (year 8) at Beverly

Hills Girls High School. Beverly Hills Girls is a Government funded school which does not use

streaming in their classrooms. Instead, there are mixed ability students present in both year

8 classes. This unit of work was taught to both these year 8 classes which were quite similar

in regard to the varied strengths and weaknesses of the students.

As seen below, this school is highly diverse with at least 96% of students coming from a

Language Background Other Than English (LBOTE). However, only 1% of the school

population comes from an Indigenous Australian background. Beverly Hills Girls High School

is in South West Sydney and is sitting slightly lower than average schools in relation to the

Index of Community Socio-Educational Advantage (ICSEA). This school also sees a higher

percentage than average sitting in the bottom quarter for grades.

This unit of work was taught in a class system that was not streamlined, which meant that,

there was a variation of mixed abilities in the classroom as well as a high proportion of

students with a LBOTE. The aforementioned factors did have an effect on how students

learned. With this in mind, the objective of this reconstructed unit of work is to increase

differentiated instruction so that every individual has the same chance to achieve success in

the classroom.
Goals of the report:
- Provide the necessary tools for students to become active and informed citizens (A

key objective in regard to the stage 4 History Syllabus).

- Implement appropriate differentiated learning tasks to ensure that the unit of work

meets the needs of diverse learners in the classroom.

 - Allow the students to thrive in an environment that harnesses critical and creative

thinking.

- Use effective curriculum planning methods such as a concept map and a scope and

sequence to allow students to understand the direction in which their learning will

go.

- Promote critical thinking through inquiry-based pedagogy.

- Effectively implement UbD to reconstruct the original unit of work so that students’

learning experience is enhanced.

- Prepare students for their year 9 NAPLAN tests by incorporating aspects of literacy

and numeracy in their lessons.

- Enhance students’ personal and social capabilities through increased group work and

student collaboration.

Recommendations:
The recommendations that have been made for the unit being taught takes into

consideration the classroom in which it will be taught in. The class being taught this unit of

work is not a streamlined class. Instead, there are a number of students with mixed abilities

as well as a large proportion of students with a LBOTE. With this in mind, there are certain

adjustments that need to be made to ensure that successful learning occurs in the

classroom. As well as that, the recommendations for this unit of work looks at any concerns

about what the original unit of work needs to fix. By using UbD framework to reconstruct

the original unit of work,

Unit of work uses many activities that could be used as a formative assessment task. This

helps the teacher understand what the students do and do not know. It is also a reflection

of how well the students are learning.

Essentially, the adjustments being made in this report will attempt to:

 Improve students’ literacy and numeracy

 Engage with student’s critical thinking via inquiry-based learning

 Provide students with the necessary social capabilities needed in a contemporary

society

 Differentiate learning tasks for varied individuals in the classroom, thus ensuring that

all students are engaged.

 Engage students with varied teaching methods, such as the use of Information

Communication Technologies (ICT)

BACKGROUND INFORMATION
The unit that I am modifying was originally created for use in a stage 4 (Year 8) History class

at Beverly Hills Girls High School.

I was given the program for this unit and had a discussion with my mentor teacher about

the differing needs of some students in the classroom. However, there was very little

mention in the unit of work that related to activities or learning tasks that were catered for
these students. Also, I did not receive the following for this topic; a scope and sequence,

and a concept map. There was a Formal assessment for students to complete. However, I

did not know what the assessment task was until two weeks prior to the students having to

complete the task. This would make it difficult for me to backwards map for my

reconstructed unit of work because the teachers were yet to create the formal assessment

task for the students. Instead, I will have to backward map using UbD to work backwards

from curriculum outcomes. There was one Indigenous student in one of the year 8 classes

that I was teaching, however, I did not receive a plan for this student.
 COMPARATIVE TABLE
Area of Strengths of the Concerns of the Suggested Research support for the changes
consideration area of area of Changes to suggested.
consideration consideration counteract
concerns

Using a word
Initial stage of There is no further bank, glossary
Literacy the unit of mention of this terms and having
work asks
glossary page in the students use
students to
create a future stages of the synonyms for
glossary page unit of work. certain selected
in the back of words that are
their relevant to the
workbooks. topic of Vikings.
Students will
include this
glossary in the
back of their
workbooks as
well as keeping
track of a word
bank for students
to learn new
words and know
how to
appropriately use
them.
The unit of work More literacy work Students will be Research suggests that by students
has a fair few needs to be tested more need more than just direct instruction
references to provided for frequently via to develop their literacy skills. The
having students students because formative NSW Department of Education (2017)
writing PEEL Beverly Hills Girls assessment so states that literacy forms the basis of
paragraphs in High School has a that the teacher our learning and may have an
relation to a large portion of can gauge influence on how students will succeed
particular area students with a whether or not in the 21st century.
language students’ literacy
background other levels are
than English. progressing. This
can be done
through activities
such as spelling
tests, completing
PEEL paragraphs
using key
concepts.
No other Lack of interlinking A conscious Numeracy should be integrated in
evidence of questions to effort should be every possible teaching lesson so that
Numeracy numeracy used. mathematics. made to students can make the connection
 incorporate between using mathematical skills and
timelines in learning new content (NSW
lessons. Department of Education, 2017).
The way in Not enough use of As well as the
which the formative timeline,
lessons are assessment to students will be
mapped out are identify whether or asked
well sequenced. not students are mathematical
progressing. related questions
when completing
worksheets. This
will look at
percentages, and
also problem-
solving skills.
Few instances Lessons tend to be Adjustments that The incorporation of inquiry-based
Critical and whereby there teacher led rather will be made to learning is especially vital when
Creative is scope for than student the unit of work studying History. Voet and De Wever,
Thinking creative centred. Students will focus on (2016) have noted that inquiry-based
activities in the are asked to collaborative learning provides students the
classroom. complete work leaning. This will opportunity to build deep knowledge
individually rather require students of the content.
than collaborating to play an
in group work. increased role in
classroom
activities. Peer to
peer teaching
will also be
promoted.
Unit of work A majority of the Students will be Blooms taxonomy regards creativity as
looks at sources lessons are based given more the highest order of thinking.
and the around opportunity to
interpretation PowerPoints and participate in An increased focus on Inquiry
of these work sheet group-based based learning can assist students
sources. activities that have lessons as well as
with being able to think critically
been taken from a student centred
and creatively (Olsen, Aleven and
textbook. This lessons.
teaching method Rummel, 2017).
may be disengaging
for some students
and will become
monotonous for
these students.
Not evident There is very little With an Research suggest that is important to
Ethical opportunity for increased encourage our students to think
Understanding students to present emphasis on empathetically when completing tasks,
their own opinion group work, especially in the case of History
or point of view on students will be (Victorian Department of Education,
certain stages combining their 2018).
throughout this own perspectives
unit. and opinions
 together. This
can help other
students view
things
differently.
Students are Students are not Students will
shown the link presented with the complete more
between The opportunity to activities that
Vikings and how empathise or place encourages the
they have themselves in the student to write,
influenced our shoes of certain or role play in
contemporary individuals. the perspective
society. of a Viking or a
different
historical
individual.
Unit of work Students are not One of the first According to Arafeh (2013), student
talks about the given a scope and lessons that the success can be supported through the
Understanding fact that there sequence, a students will be alignment of content, teaching and
by Design will be an concept map, nor participate in, assessment.
assessment are they made will be based
sometime aware of what type around what the Clear mapping also enables teachers
during the term of assessment they overall learning and students to identify the learning
for this topic. will be given. goal is for goals of a unit (Giamellaro et al.,
students this 2017).
term. Students
will be given a
Scope and
Sequence, a
concept map,
and will be
notified of what
type of
assessment task
they will be
required to
complete.
The unit outline Limited activities Provide Tomlinson (2014) argues that teachers
is well that relates to extension should focus on implementing
sequenced. Unit differentiation. activities for strategies that ensure student
of work also Teaching is students that are achievement is maximised for varied
includes the use directed as a one challenging and individuals.
of formative type fits all require inquiry- Tomlinson, (2014) suggest that
assessment method. This based learning as teachers should try to implement
tasks. This helps negates students well as critical teaching strategies that allows varied
the teacher with low ability to thinking. Provide ability students the chance for student
understand showcase what worksheets that achievement.
what the they have learnt. assist with
students do and students in
do not know. spelling and their
overall literacy.
RECOMMENDATIONS
The Understanding by Design (UbD) framework seeks to improve the success of student

learning by mapping backwards when structuring a unit outline. UbD works backwards to

arrange curriculum, assessment and lesson planning (Wiggins & McTighe, 2005).

When it comes to updating a unit program it is imperative that the changes being made are

reinforced by evidence-based research. This allows teachers and stakeholders to make

informed decisions about the best way to facilitate learning for their students (Bage,

Grosvenor and Williams, 1999).

The stage 4 history unit Age of Empires: The Vikings has been reconstructed by

implementation of the UbD framework. The adjustments made to the original unit of work

has sought to use inquiry-based learning to develop students’ literacy and numeracy skills,

as well as their ICT skills, and also their personal and social capabilities. As well as this, there

has been more focus placed on differentiating learning tasks, a targeted area which needed

improvement.

When planning curriculum, assessments and informed teaching practices, the UbD

framework is crucial in providing necessary structure. (Roth, 2007). To provide this

structure, the UbD framework should be used in a three-stage backward planning process.

This helps teachers focus on the overall learning goals as well as how students will be

assessed before looking at strategies on how to teach the content (Roth, 2007). Research

notes that, successful curriculum development and implementation relies on the teacher
being able to identify the overall learning goals of the unit (Giamellaro, Lan, Ruiz-Primo, Li &

Tasker, 2017). This process relates to identifying desired outcomes. The next step is

designing a formal assessment task in order to identify whether or not the students have

understood the content being taught. After utilising the first two elements of the UbD

framework, the last element involves planning lesson activities and deciding what

instructional strategies will be used (Wiggins and McTighe, 2005). Therefore, the inclusion

of a scope and sequence and a concept map is an important adjustment that will be made

to the unit of work. This inclusion will allow successful teaching and learning to occur.

Arafeh (2013) has noted that providing students with explicit details about course

alignment, key concept points, and assessment, supports students with their learning and it

also allows for effective planning of a unit of work. With that being said, I recommend that

the original unit of work be adjusted so that it includes a lesson that provides students with

a scope and sequence, a concept map, and what type of assessment task they will be

undertaking. Research by Giamellaro et al., (2017) suggest that providing students with

clear concept mapping can enable students to gain a deeper understanding of what they are

being asked to achieve at the end of their unit. The UbD Framework will thus be used to

effectively work within standards driven by curriculum, as well as, outline key learning goals

for students and thereby devising appropriate and engaging lessons.

The original unit of work has been adjusted to include more opportunities for inquiry-based

learning. This would see the adjusted unit of work incorporating more student-centred

activities, rather than teacher led activities. The justification for this is that self-directed
learning has the ability to increase engagement, because students feel as though they have

an increased role within the activities planned for them (Towers and Panayotidis, 2014). The

incorporation of inquiry-based learning is especially vital when studying History. Voet and

De Wever, (2016) have noted that inquiry-based learning provides students the opportunity

to build deep knowledge of the content. As well as this, students form their own

conclusions, ideas, and arguments about the past, especially when asked to analyse sources

(Voet and De Wever, 2016). One of the goals of this report is to encourage students to think

critically and creatively. This adjustment has been made because the assessment task

designed for the students is a creative task. As such, students should be given the

opportunity to prepare for this assessment task by engaging in lesson activities that require

inquiry-based learning as well as creative and critical thinking. A majority of the work that

was originally devised for the students was based around individual work. The inclusion of

inquiry-based learning strategies, such as activities like collaborative and cooperative

learning, will be used to allow students to develop innovative skills that can be applied to

the 21st century. The following skills such as, critical and creative thinking, problem solving,

higher order thinking, and communicating can be applied to the 21 st century workforce

(Olsen, Aleven and Rummel, 2017). Further studies also highlight that cooperative learning

and group work can provide students with different perspectives and ideas, which can then

help students build on their own ideas and develop a reflective thought on what they are

learning (Smith-Stoner and Molle, 2010). Because of these reasons, I recommend that we

utilise inquiry-based learning in an adjusted unit of work.

As mentioned previously, both year 8 classes that I taught this unit of work to was not

streamlined. The implications for this meant that I had several students with mixed abilities

in my classroom. Some of these students would require differentiated instruction, to ensure

that students were engaged, thus allowing them to learn successfully. Differentiated tasks

and instruction was an aspect that was not present in the original unit of work. It is the role

of the teacher to provide students with differentiated instructions and to also decide what

teaching strategies will be effective in supporting student learning. This process of

differentiation asks teachers to implement, teaching, learning, and assessment methods

that are flexible and showcase the level of ability of students (NESA, 2017). This unit of work

lacks differentiated instruction as well differentiated activities for students who require

support. It is imperative that teachers challenge students by modifying tasks so that they

are able to be actively engaged with the content being taught. Research has shown that

student differences should be treated as a positive rather than a negative (Geelan, Christie,

Mills, Keddie, Renshaw & Monk, 2015). In relation to UbD, the third stage of backwards

mapping asks teachers to design lessons that assists students with achieving goals that are

set in stage one and two. By adhering to this, teachers are actively supporting students as

well as valuing their classroom contributions. By incorporating more differentiation

strategies, such as scaffolding, students are given the chance to demonstrate what they

have learnt, an important principle of the UbD framework (Wiggins & McTighe, 2005).
As mentioned previously, in the context of Beverly Hills Girls High School, 96% of students

come from a LBOTE. After reviewing this unit of work, I have realised that there should have

been more opportunities presented to the students to improve their literacy and numeracy

skills. The NSW Departments of Education (2017) states that literacy and numeracy are

important because they form the basis of our learning. Integrating literacy and numeracy

requires students to learn other skills that have links to everyday life. Skills such as viewing,

writing, listening, oral speaking, and the ability to modify language for a certain context or

audience, are examples of everyday life skills that will be required of students in the 21st

century. For this reason, the adjusted unit of work includes more opportunities for students

to home in on their literacy skills. In regard to numeracy, the NSW department of Education

(2017) states that numeracy should be integrated into all teaching areas so that students

can link mathematical skills purposefully in everyday life. There was minimal use of

numeracy in the original unit of work. For this reason, the adjusted unit of work has

incorporated timelines as well as mathematical related questions in several lessons. To best

prepare our students for global competition in the 21st century I recommend that these

adjustments be made.

Upon evaluation of the original unit of work, it was evaluated that there was a lack of

activities that related to Information and Communication Technologies (ICT). This may have

been because Beverly Hills Girls High School only has two computer labs and a tray of thirty

laptops at their disposal. However, it is crucial that all students receive an equitable
education and are not disadvantaged by lack of ICT (Dietrichson, Bog, Filges, and Klint

Jorgensen, 2017). The adjusted unit of work will endeavour to include more opportunities

for ICT. This is because

students should be introduced to more than one medium in the classroom. Research has

shown that certain mediums, such as ICT, can assist students in having a deeper

understanding of the content and have a higher chance that they will retain information

(Kaur, 2017). Further research has also suggested that when ICT was used in the classroom,

students were more

engaged, motivated and also found ICT more stimulating to use as opposed to traditional

forms of learning (Livingstone, 2012). For these reasons, the adjusted unit of work will move

towards including more ICT activities to engage students.

The recommendations I have suggested will seek to improve the educational outcomes for

students at our school. By providing students with a scope and sequence as well as a

concept map, this will allow them to better understand the overall goal for the unit. With

the adjustments of differentiated activities, ICT, inquiry-based learning, and an increased

focus on literacy and numeracy, this will aim to maximise student achievement. Along with

relevant research, it is my formal recommendation that the aforementioned changes be

made. If these recommendations are used, then the teaching and learning process will be

significantly improved.
Scope and Sequence
CONCEPT MAP
ASSESSMENT TASK
 Colour Key:
ICT = Yellow
Inquiry based learning (Creative and Critical thinking) = Blue
REDESIGNED UNIT OF WORK UbD = Brown
Assessment task Differentiation = Green
Literacy = Orange
Numeracy = Red

Colour Key:
Assessment task ICT = Yellow
Inquiry based learning (Creative and Critical thinking) = Blue
UbD = Brown
Differentiation = Green
Assessment task Literacy = Orange
Numeracy = Red

Colour Key:
ICT = Yellow
Assessment task Inquiry based learning (Creative and Critical thinking) = Blue
UbD = Brown
Differentiation = Green
Literacy = Orange
Numeracy = Red

Colour Key:
ICT = Yellow
Inquiry based learning (Creative and Critical thinking) = Blue
UbD = Brown
Differentiation = Green
Literacy = Orange
Numeracy = Red
Students will receive a Scope and
Sequence, a concept map, and will be
notified about the assessment task that will
be undertaken. This allows students to
understand their learning goals for this
topic, as well as gain an understanding of
the broader scope of History.

Students will receive a Scope and

Sequence, a concept map, and will be
notified about the assessment task that will
be undertaken. This allows students to
understand their learning goals for this
topic, as well as gain an understanding of
the broader scope of History.

Students will receive a Scope and

Sequence, a concept map, and will be
notified about the assessment task that will
be undertaken. This allows students to
understand their learning goals for this
topic, as well as gain an understanding of
the broader scope of History.

Students will receive a Scope and

Sequence, a concept map, and will be
notified about the assessment task that will
be undertaken. This allows students to
understand their learning goals for this
topic, as well as gain an understanding of
 Throughout the unit,
students will be asked to
add Key Concepts to their
glossary page. Students
will also be asked to
provide synonyms of
these words in
Students are asked to complete a worksheets that are
timeline of The Vikings. They will be planned for students
then asked questions relating to throughout the unit
Numeracy. For example, how long
were the Vikings around for? Throughout the unit,
students will be asked to
Students are asked to complete a add Key Concepts to their
timeline of The Vikings. They will be glossary page. Students
then asked questions relating to will also be asked to
Numeracy. For example, how long provide synonyms of
were the Vikings around for? these words in
worksheets that are
Students are asked to complete a planned for students
timeline of The Vikings. They will be throughout the unit
then asked questions relating to
Numeracy. For example, how long
were the Vikings around for?

Students are asked to complete a

timeline
Students ofto
are The
useVikings.
GoogleThey
Earthwill
to be
then asked
identify questions relating
the geographical locationtoof
Numeracy. For example, how long
the Vikings as well as the features.
Thewere the Vikings
students around
can discuss for?
this in pairs
as a collaborative effort. Class will
then discuss whether or not these
features affected how the Vikings
lived, as well as their motives

Students are to use Google Earth to

identify the geographical location of
Students are to get into groups of four. In this four
there will be an interviewer, a man, woman, and a
child. The interviewer must conduct an interview
and ask questions about what life is like for each
individual. Students can take it in turn of role
playing different characters.

Students are to get into groups of four. In this four

there will be an interviewer, a man, woman, and a
child. The interviewer must conduct an interview
and ask questions about what life is like for each
individual. Students can take it in turn of role
playing different characters.
Students are to use Viking Runes to
decipher a message that the
teacher has written. Students will
then use the correct Rune letters to
write their peer a message. This will
help with student vocabulary and
spelling.

Students are to use Viking Runes to

decipher a message that the
teacher has written. Students will
then use the correct Rune letters to
write their peer a message. This will
help with student vocabulary and
spelling.

Students are to use Viking Runes to

decipher a message that the
teacher has written. Students will
then use the correct Rune letters to
write their peer a message. This will
help with student vocabulary and
spelling.

Students are to use Viking Runes to

decipher a message that the
teacher has written. Students will
then use the correct Rune letters to
write their peer a message. This will
help with student vocabulary and
Lower ability students will receive Norse
God playing cards to assist them in
completing the table summary of Viking
Gods. These students may trade their
Norse God cards around the room with
other students who have received the
playing cards.

Lower ability students will receive Norse

God playing cards to assist them in
completing the table summary of Viking
Gods. These students may trade their
Norse God cards around the room with
other students who have received the
playing cards.
 Students are read sources and Viking Sagas
about a Viking Warrior going on a raid. Students
will then be instructed to place themselves in
the position of a Viking Warrior going on their
first raid. Students will read their responses in
front of the class.

Students are read sources and Viking Sagas

After learning about a Viking Longship
and a Viking Knarr Ship, students will be
asked to conduct a PEEL paragraph. In
order for all students to succeed In this
task, a scaffolded PEEL sheet will be
given to students. As well as a a list of
key words that students should attempt
to use in their PEEL paragraph
about a Viking Warrior going on a raid. Students
will then be instructed to place themselves in
the position of a Viking Warrior going on their
first raid. Students will read their responses in
front of the class.

After learning about a Viking Longship

and a Viking Knarr Ship, students will be
asked to conduct a PEEL paragraph. In
order for all students to succeed In this
task, a scaffolded PEEL sheet will be
given to students. As well as a a list of
key words that students should attempt
to use in their PEEL paragraph

After learning about a Viking Longship

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