Central Queensland University

Rachael-Lyn Anderson

12143136
Bachelor of Education (Secondary)

Professional Placement 1 Introduction into Teaching: EDFE11038

Term: Term 3 2020

Written Assessment 3: Portfolio - Profiling, planning and reflecting

Susan McKee

15th March 2021

Contents
Profiling………..pg. 3-8
Lesson Plan 1………..pg. 10-13
TEACHER OBSERVATIONS LESSON PLAN 1………..pg. 14

Analysing Sources Worksheet for Lesson Plan 1……pg. 15

Work Samples for Lesson Plan 1……pg. 16

Lesson Plan 2………..pg. 17-20
TEACHER OBSERVATIONS LESSON PLAN 2………..pg. 21

Messages in a Jar Worksheet……pg. 22

Work Samples Lesson Plan 2 High Level……pg. 23

Work Samples for Lesson Plan 2 Low Level……pg. 24

Reflection…….pg.25-26

Reference list…….pg.27
PROFILING
At Mount Morgan State High School, I taught Year 9 and Year 7 History with my mentor and supervising teacher. The year 7 History class will
be the focus class for this assignment. There are 17 students in the Year 7 History class. My mentor teacher and I have been teaching this class
for 3 weeks as the class's regular and lead teacher is on mandatory leave. Thus, my mentor teacher and I do not know the students, and we would
like to. The class comprises diverse and enthusiastic students, from students with learning needs to students from interstate. I have built a rapport
with some of the students during my placement as I would visit them during lunch breaks.

The topic of the lesson sequence is Significant beliefs, values and practices in Ancient Egypt. The first lesson plan is skill-based, with the
students learning how to analyse the origin, purpose and perspective on secondary sources on the internet with information on Egyptian beliefs
in the afterlife. The second lesson plan is content-based and is on the Ancient Egyptian process of Mummification.

YEAR 7 HISTORY
Students Learning Style and Learner Interests/Strengths/Weaknesses Academics Socialisation
Environment
Code G Style Environment Interests Strengths Weaknesses Englis Math HAS Behaviour Frien
e h s S ds
n
d
er
BA M Kinaesthetic One on One Likes playing: Performs well in Lack of confidence D D D Often gets JE, JR
NRL/Footy, HPE in is writing. distracted
swimming, Below but tries to
Assassians average in most do his best.
Creed, myths academic areas.
DB F Visual and One on One Likes playing Academically. B B C Self- MG
(Upper 2 Auditory NRL/Footy, motivated
bands) Soccer, crafts. learner.
Confident
learner.
CB M Visual and One on one Likes Colouring Creative ASD. ICP for English D C D Easily KY
(ASD) Auditory in. Video games. and Maths. distracted
Teacher helper Disengages and by peers.
distracts easily, Craves
lacks motivation teacher
attention
and always
wants help.
Needs
motivation
to have a
 go.
BD M Visual One on one Drawing, Motivation to ASD-Below average D D D Self- TL, BO
(ASD) writing, reading learn in academic areas. motivated
learner.
JE M Auditory One on one Skateboarding, Academically. Strong in all A B B Occasionall HP
(Upper 2 social academic areas. y off track
Bands) Distracted easily, and
Bored/Disengages distracted
with his
friends but
generally a
self-
motivated
learner.
Disrupts the
class by
calling out
and being
out-of-seat.
SG F Visual and One on one Minecraft. Creative ASD, get distracted New student, no Self GW,
Auditory Drawing, anime easily, daydreams previous academic motivated CS
history available. learner.

MG F Visual and Small group Reading, Academically, Strong in all B B B Self DB,
Auditory singing, being oral discussions, academic areas. motivated
with her family Quiet and shy learner.
Lacks
confidence
TL M Visual and Small group Video games, Motivation to ASD. Average C D C Self- BO,
(ASD) Kinaesthetic one on one Horrible learn performance in motivated
 Histories. English and learner.
History, myths, History. Below Confident
legends average in Math. learner.
Participates
in activities
and group
work well.
JM F Kinaesthetic One on One Dancing, Discussion, ASD. Average C D C Often JR
(ASD) singing, Home writing performance in displays
and Away (Soap English and attention
opera tv show) History. Below seeking
average in Math. behaviour.
Has peer-issues Can get
distracted
by peers in
class time.
Shows up
late to class
and calls
out.
BO M Visual and Small Singing, Motivation to Hearing loss, D D D Self- TL,
auditory group/one on dancing, learn hearing aid. Below motivated GW,
one drawing. average in English, learner. SG
Math and History.
CP M Visual and One on One- Likes playing Motivation to ADHD. Below E E E Self- KY, CB
Kinaesthetic support from video learn average in motivated
teacher aide games, academic areas learner.
specifically due to high Needs
Minecraft. absentee. Often support
teacher helper. has a teacher aide from
 helping him and teacher
scribing for him. aide.
HP M Kinaesthetic One on one Likes helping ADHD, ODD. Below D D D Easily CS
–moves others and average in English, distracted.
around, playing games Math and History. Often
walking that involve displays
movement. attention
seeking
behaviour.
Disrupts
the class.
Seeks
attentions
from peers.
Craves
teacher
attention.
Tries to do
his best.
JR F Auditory Small group Netball, Home Speaking, writing, ADHD, hearing C C C Often gets AS,
(ASD) and Away (Soap discussion. loss, mental health. distracted JM
opera tv show) Average in English, but tries to
Math and History. do her best.
Shows up
late to class
and pulls
equipment
apart.
CS M Visual Small group Likes Nerf and Writing Below average in D C C Self- GW,
laser tag. English, Math and motivated
 History. Lacks learner.
confidence.
AS F Visual Small group Likes Social Writing Disengages due to D D D Self- JR,
media. peers. Below motivated
average in English, learner.
Maths and History. Sometimes
calls out in
class.
GW F Visual and Small group Likes drawing Writing Below average in E E D Self- SG, CS
Kinaesthetic and singing. English, Math and motivated
History. Lacks learner.
confidence.
KY M Visual and One on one Likes playing Motivation to SLP. Works with a D D D Tries to be JE
(SLP- SEP Kinaesthetic with support video games on learn teacher aide. self-
Support) the Below average in motivated
PlayStation4. English, Math and and also
History. tries to do
his best.
Lesson plan 1

Lesson Focus Learning Area (Curriculum) Year Implementation

Level Date 3rd March
Significant beliefs, values History:
2021
and practices. 7
Beliefs about the Afterlife.
Lesson duration
70 minutes

Prior knowledge of learners (What do they already know about this concept/topic/skill?)
Beliefs
Source analysis-origin, purpose, perspective.
Sources-primary and secondary

Links to Curriculum (identify relevant Strands and Content Descriptors – these may be
provided by the class teacher)
Significant beliefs, values and practices of the ancient Egyptians, (ACDSEH033)
Investigating significant beliefs associated with death and funerary customs; belief in an
afterlife.

Identify the origin and purpose of primary and secondary sources (ACHHS209 )

Learning objectives (Declarative - knowledge) Learning objectives (Procedural – skills)

At the end of this lesson the learners will know:
 Ancient Egyptians beliefs about the
afterlife.
 How to identify and explain the origin,
purpose and perspective in secondary
sources on the internet
At the end of this lesson the learners will be
able to:
 Identify and explain the significant
beliefs in Ancient Egypt's afterlife
 Identify, analyse and explain the
origin, purpose and perspective in
secondary sources.
Key Resources
Interactive Whiteboard (IWB)
Notebooks/diaries.
Worksheet.

1. Lesson Introduction (introduce the topic and engage the learners)

Timing What you will do (your teaching steps)
5-10 Students are lined up quietly in 2 lines. Students doing the  What are your
expectations for the
minute right thing will be rewarded with gotchas. lesson?
s  What is your hook to
Students are to get their notebooks, diaries, and equipment engage the learners?
 What are your key
out. prompts?
 What questions will you
Bags are placed at the sides of the room. Students are to ask?
seat in the desired seating plan.  How will you check for
understanding/learning
?
Roll marked.
Bookwork procedure:
Learning Intent:
 To identify and explain Ancient Egypt's beliefs about
the afterlife.
Success Criteria:
 Identify beliefs about the afterlife.
 Locate information in sources abouts Ancient
Egypt's beliefs about the afterlife.
 Identify the origin, purpose and perspective of
sources.
 Write notes on the information in the source,
including the OPP.
 Write a TEEEL paragraph.

Warmup:
Students are to write what they belief happens when
someone dies?
2. Lesson Body (Teaching the content through specific strategies)
Timing What you will do (your teaching steps)
Today Year 7, we are learning about the Ancient Egypt  What strategies are you
using to teach the
beliefs about the afterlife. We are also going to be content?
identifying the origin, purpose and point of view of sources  What are your key
on the internet. prompts?
 What questions will you
ask?
Go through Ancient Egypt Afterlife Beliefs PowerPoint.  How will you check for
 understanding/learning
?
Go over source analysis. 'Analysing sources slide in PPT'
I will show you how to look for the origin, and determine
the purpose and point of view and perspective of the
source.

Go through each step.

I do: Display the website on the IWB

https://australian.museum/learn/cultures/international-
collection/ancient-egyptian/the-underworld-and-the-
afterlife-in-ancient-egypt/

Analyse the source and write down the company's name,

the date it was created, type of source it is, purpose and
perspective on the WhiteBoard. (This source was used for
the We do stage of the lesson due to technical errors).

 We do: Students and the teacher goes through a

source
https://www.nationalgeographic.com/history/world
-history-magazine/article/egypt-book-of-the-dead

And analysis the source by writing down the origin, purpose

and perspective on their Analysing sources worksheet. (This
source was not used due to technical errors).

You Do: Students are to write a paragraph using their

notes and POP answers about the usefulness of the source
on lined pieces of paper. At the end of this activity, the
teacher goes around the room collecting students works.
(This activity was an unsuccessful formative assessment
due to time and behaviour management.)

3. Lesson Conclusion (concluding activities, review, check for learning)

Timing What you will do (your teaching steps)
Review the lesson by ticking off the success criteria once it  How will you summarise
the key learnings?
has been done.
 How do you wrap up
the lesson?
Students are to clean and wipe their desks. Students are to  How will you check for
understanding/learning
 stack their chairs in piles in the back corner of the ?
classroom, put their equipment into their bags/lockers Put
equipment away and stand quietly behind their respective
desks.

Lesson Reflection
What worked well or was successful? (The What)
I successfully used verbal and non verbal communication strategies to gain the Year 7
students' attentions, for example; 3-2-1 (verbal) and hands on head(non-verbal). An Warm up
was used to activate their prior knowledge and as an insight to get to know the students.

What did not work well or could be improved? (The What)

Time and behaviour management could be improved. The organisation of resources using ICT
skills did not work well. The clarification of instructions were not clear. The explicit teaching
and activities did not work well.

Why do I think this occurred? (The So What)

These problems occurred due to lack of confidence in time and behaviour management, and
lack of skills in ICT. The clarification of instructions were not clear due to time management.
The explicit teaching and learning activities did not work well due to time management,
therefore, 4 out of 17 students attempted the activities.

What does this mean for your teaching practice and decision-making next time? (The What
Next)

For my teaching practice and decision-making next time, I need manage my time and
behaviour by investigating and determining my teaching style and by using strategies from the
Essential Skills for Classroom Management. When clarifying instructions, I need to present
them in a clear and firm voice with simple sentences, thus students of all learning abilities can
understand and apply. If something does not go accordingly to the lesson plan and problems
arise, I need to be capable of adjusting the lesson while staying calm and maintaining
students' attention and engagement.

After the lesson, Jess Rutherford and I reflected on the lesson together and provided verbal
feedback. Jess and I discussed different strategies to use to balance responding to student
questions/comments with lesson progress, settle disruptive/unsettled students, time and
behaviour management. Jess and I also discussed the different forms of formative
task/assessments I can apply to my future lessons. During our reflection, Jess and I further
discussed about the learning intent for my follow-up lesson as the skill based learning intent
was unsuccessful and ineffective.
TEACHER OBSERVATIONS LESSON PLAN 1
Analysing Sources Worksheet for Lesson Plan 1

Analysing sources Title: Creator:

Type of source: Date of

PURPOSE creation:

What do you think is the purpose of this source?

Was it to:

• influence people?
• sell something?
• inform the reader?
• tell their version of events?
ORIGIN

Who created the source?

Think about:

• occupation
• position in society
• religious background.

When was the source created?

What historical events happened at this time that are
important to the creation of this source?.

POINT OF VIEW

Whose perspective is the source written from?

WORK SAMPLES

These work samples are gathered from 2 low level students. This is due to the time
management of the activities.
Lesson plan 2

Lesson Focus Learning Area (Curriculum) Year Implementation

Level Date Friday 5th
Significant beliefs, values History
March 2021;
and practices: 7
Session 3
Mummification
Lesson duration
70 minutes

Prior knowledge of learners (What do they already know about this concept/topic/skill?)
Afterlife-death, heaven, hell
Beliefs-reincarnation, souls, spirit animals
Links to Curriculum (identify relevant Strands and Content Descriptors – these may be
provided by the class teacher)
Significant beliefs, values and practices of the ancient Egyptians with particular emphasis on
death and funerary customs (ACDSEH033).
Investigating significant beliefs associated with death and funerary practices emphasis on the
techniques of Mummification.

Learning objectives (Declarative - Learning objectives (Procedural – skills)

knowledge)
At the end of this lesson the learners will At the end of this lesson the learners will be
know: able to:
 The Ancient Egyptian death and Identify and explain the Ancient
Egyptian's process of Mummification.
funerary practices.

 The process of Mummification.

Key Resources
Interactive Whiteboard (IWB)
Notebooks/diaries.
Worksheet.
Prepared PowerPoint (Attached to this assignment)
1. Lesson Introduction (introduce the topic and engage the learners)
Timing What you will do (your teaching steps)
Students are lined up quietly in 2 lines. Students doing  What are your expectations
for the lesson?
the right thing will be rewarded with gotchas.  What is your hook to engage
the learners?
Students are to get their notebooks, diaries and  What are your key prompts?
 What questions will you
equipment out. ask?
Books put to the sides of the room and students are to  How will you check for
seat in the desired seating plan. understanding/learning?

Roll marked.

Bookwork procedure:
Learning Intent:
 To identify and explain the processes involved in
Mummification
Success Criteria:
 Understand the different processes in the
mummification process.

Warmup: On the IWB, display the Horrible Histories

Making a mummy song on YouTube (1 min). The teacher
and the students are to fill in the blanks on the
worksheet as they listen to the song. (This Warm Up
activity was replaced with an Learning style worksheet.)

2. Lesson Body (Teaching the content through specific strategies)

Timing What you will do (your teaching steps)
Today Year 7, we are learning about Mummifications.  What strategies are you
using to teach the content?
 What are your key prompts?
Refer to PowerPoint  What questions will you
ask?
I Do: explain the Canopic jars. Students are to answer the  How will you check for
understanding/learning?
Canopic Jars Matching activity worksheet.

Teacher goes through the Mummification process.

We do: Pair Share.

Pairs: Students are to pair up with their elbow partners,

quietly discuss and answer the worksheet..
Share: teacher and students answer the worksheet. Pairs
are to share their answers. (This activity was
unsuccessful as students preferred working
independently rather than with their elbow partners).
 You Do: Formative Assessment: Students are to answer
the Messages in a Jar worksheet. They are to write the
mummification procedures without their sheets from the
previous activities. Low level students have the teacher
aid to help them scribe. At the end of this activity, the
teacher goes around the room checking answers. (This
activity was also unsuccessful as students used the
previous activity to help write their response.)

3. Lesson Conclusion (concluding activities, review, check for learning)

Timing What you will do (your teaching steps)
Review the lesson by ticking off the success criteria once  How will you summarise the
key learnings?
it has been done.
 How do you wrap up the
lesson?
Students are to clean and wipe their desks. Stack their  How will you check for
chairs in piles in the back corner of the classroom. Put understanding/learning?

equipment away and stand quietly behind their

respective desks.

Hand out farewell presents to students (It was my last

lesson teaching the Year 7 history class).

Lesson Reflection
What worked well or was successful? (The What)

I successfully used verbal and non verbal communication strategies to gain the Year 7
students' attentions, for example; 3-2-1 (verbal) and waiting and scanning, as well as hands on
head(non-verbal). 'Put your hands up if you have finished the Learning Intentions (LI)I', I used
this as an indicator for students who have finished writing the Learning Intentions (students
with hands raised) and for students who has not finished writing the Learning Intentions
(students writing). An Warm-up was used as an insight for myself to know the students
learning styles. I successfully and effectively used clear directions, with eye-contact, hand
gestures and a firm and loud voice. I was able to redirect students while maintaining
engagement. I also successfully used positive facial expressions when explaining information
and when showing interests in a student's response.

What did not work well or could be improved? (The What)

Time management, the linking of the learning intent (skill or content) with the lesson content,
and providing help to the students. The second and final activities could be improved.

Why do I think this occurred? (The So What)

These problems occurred as I did not have a try at the activities I planned and created.
What does this mean for your teaching practice and decision-making next time? (The What
Next)

For my teaching practice and decision-making next time, I need to make links between the
Learning Intent (Skill or content based) with the lesson content. I also need to have a try at
the activities I planned and created so I can understand the time length of the activities and
indicate if the activities link with the learning intent and learning goals.

After the lesson, Jess Rutherford and I reflected on the lesson together and provided verbal
feedback. Based on Jess's feedback on the Classroom Observation below, we discussed
ways to ensure students get the help required for the activity without being given the
answers through the help.
TEACHER OBSERVATIONS LESSON PLAN 2
Messages in a Jar

WRITE the internal organs name in the correct and corresponding Canopic Jar.

Imagine you are an ancient Egyptian who has been able to smuggle a message into one of the

Pharaoh's canopic jars. You are to WRITE the mummification process for people in the future.

Hello person of the future, my name is Achillas. I help to make mummies. Mummies are dead bodies
that are wrapped and preserved for the afterlife. Now I will tell you how to make a mummy...

First,
Then,

LESSON PLAN 2 WORK SAMPLE-High Level

These work samples are by a high level

and academically strong student.
Lesson 2 work sample-Low Level

This work sample is by an Autistic low- level student. This student needed continuous
prompting to complete the work.
Reflection
1. How did you sequence the instructional steps in your lessons to support students' understanding and
demonstration of the intended learning goals?

The instructional steps in my lessons were sequenced using explicit instruction (Archer and Hughes, 2011)
and the I do; We do, You Do strategy (Marzano, et. al., 2009). The Modelling /I do step in was used to
provide and state the Learning Intents[LI] and Success Criteria[SC] (Archer and Hughes, 2011), describe
the content and skill with prior learning, explain the new concept or skill, and lead the class through a
practice example one step at a time (Churchill, et. al., 2019). For learners to demonstrate the LI, SC, and
their understanding of the content in the guided practice/ the We do step, multiple scaffolding levels
(Archer and Hughes, 2011) and strategies were used. After both lessons, students worked independently
through a formative assessment task, which provided an overall assessment of whether the students
could demonstrate the LI, SC, and understanding of the content.

2. What strategies did you use to check for understanding? Did these strategies provide you with
enough information to know whether the learning goals had been met?

In the first lesson, the strategies to check for understanding were worksheets about historical inquiry
processes of secondary sources and a paragraph writing task. The intention of the process of historical
inquiry in this lesson was for students to develop skills such as critically analysing and interpreting
sources; consider context; and explaining different perspectives (AC, n.d).
This strategy did not provide enough information to know whether the students met the intended
learning goals as there were problems with time and behaviour management and technical issues with
ICT. In the follow-up lesson, the strategies were adjusted for learners to "Explain the processes of
Ancient Egypt's Mummification" (Lesson Plan 2) and to show their understandings of the content without
producing large amounts of written work (Hyde, 2017), through a variety of activities.
This strategy provided enough information to know whether the students met the intended learning
goals.

3. What evidence do the work samples show of student learning and achievement?

The work samples from the first lesson do not show student learning and achievement due to poor time
management and misleading information. For the formative assessment, only 2 low-level students
attempted this task. The first work sample from the follow-up lesson shows evidence of student learning
and achievement as the high-level student explained: "The processes of Ancient Egypt's Mummification"
(Lesson Plan 2). To provide an assessment of the ability and knowledge, the students had learnt
(Churchill, et.al., 2019) during the lesson, this formative assessment required the high-level student to
use prior knowledge. The second work sample shows limited evidence of student learning and
achievement as the student did not meet the learning goals. To complete the formative assessment task,
this student used the visual chronological order worksheet and assistance from the teacher aid as the
student experiences learning difficulties [APST Standard 1.1 and Standard 6.1 as citied in AITSL,2018).

4. How did you use the assessment information from the first lesson to plan for the follow-up lesson in
the sequence?

The formative assessments in both lessons are expository forms of writing, where students are to explain
something. The formative assessment in the first lesson was specific to help students develop logical
reasoning lines, supporting arguments with examples and judging their own levels of understanding
(Willis, 2006, as citied Killen, 2015, p.338). This task did not assess the students' understanding of the
lesson's skill and content due to multiple problems. During the lesson evaluation, my supervising teacher
and I discussed that the learning intent for the follow-up lesson should focus on either a skill or a
concept, as the first lesson was skill and concept based, thus being unsuccessful and ineffective. The
formative assessment in the follow-up lesson was engaging, at an age-appropriate level (Killen, 2015) and
designed for students of all learning abilities. Although all students were assigned the same task, low-
level students were provided visual stimulus and assistance from the teacher aide (APST Standard 1.1 as
citied in AITSL,2018).

5. What have you learned about teaching and the impact on student success?

During my time on placement, I have learned that every teacher has their own individual and different
teaching styles that they use to guide and build on professional knowledge and bring into the classroom
(Frost, 2012). Teachers adapt their practices and plan their lessons to cater and meet the individual
learning needs, interests, and styles for the students in the class, providing differentiation, scaffolding
learning, responding to the strengths and needs in order to reach their full potential (Mohamed et al.,
2017; APST 1.1 in ATSIL, n.d). All of these contributes to student success. Effective teachers use evidence
of student learning, knowledge of individual student learning profiles, relationship with their students,
and rewards/reinforcers to adjust for individuals so that all students experience challenge, success, and
improved learning. During placement, I did not experience student success.
References

Archer, A. L., & Hughes, C. A. (2010). Explicit instruction : Effective and efficient teaching.
ProQuest Ebook Central https://ebookcentral.proquest.com.

Australian Curriculum [AC]. (n.d) F-10 Curriculum; Humanities and Social Sciences;
History. Retrieved from
https://www.australiancurriculum.edu.au/f-10-curriculum/humanities-and-social-sciences/
history/rationale/

Australian Institute for Teaching and School Leadership [AITSL]. (2018) Australian
Professional Standards for Teachers. Retrieved from
https://www.aitsl.edu.au/teach/standards

Churchill, R., Godinho, S., Johnson, N., Keddie, A., Letts, W., Lowe, K., … Vick, M. (Eds.).
(2019). Teaching: Making a Difference (3rd ed.). Milton, Queensland: John Wiley & Sons
Australia, Ltd.

Frost, D. (2012). From professional development to system change: Teacher leadership and
innovation. Professional Development in Education, 38(2), 205-227.
https://doi.org/10.1080/19415257.2012.657861

Hyde, Marvyn, et al. Diversity, Inclusion and Engagement 3e, Oxford University Press, 2017.
ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/cqu/detail.action?
docID=5199514.

Killen, Roy. Effective Teaching Strategies : Lessons from Research and Practice, Cengage,
2015. ProQuest Ebook Central, pg.315-316
http://ebookcentral.proquest.com/lib/cqu/detail.action?docID=5215440.

Marzano, Robert J.. Dimensions of Learning Teacher's Manual, (2nd Ed), Association for
Supervision & Curriculum Development, 2009. ProQuest Ebook Central,
http://ebookcentral.proquest.com/lib/cqu/detail.action?docID=698905.

Mohamed, Z., Valcke, M. & De Wever, B. (2017). Are they ready to teach? Student teachers'
readiess for the job with reference to teacher competence frameworks, Journal of Education
for Teaching, 43(2), 151-170. doi: 10.1080/02607476.2016.1257509