Central Queensland University

Rachael-Lyn Anderson

12143136
Bachelor of Education (Secondary)

Professional Placement 2 Application of Curriculum

EDFE2043

Term: Term 2 2021

Written Assessment 3: Portfolio

Vincent Mawn

5th November 2021

PROFILING

Capricornia School of Distance Education Rockhampton campus provides a schooling service to

geographically isolated and other home–based students with limited educational choice. Additionally, the
Rockhampton Capricornia School of Distance Education [CSDE] provide services to enhance learning
opportunities by offering wider subject choice for mainstream school students and providing a service for by
choice home–based learners and students in a range of alternative education centres (Queensland
Department of Education, 2021).

At CSDE, I taught Year 8 and Year 10 Geography with my supervising teacher. Both year 8 and year 10
have been working on their assessments, however, the year 10 Geography class will be the focus class for
this assessment. There are 14 students overall in the Year 10 Geography class, however, I have only been
teaching 12/13 students as one student has dropped out of the class. I have been teaching with my
supervising teacher for 3 weeks. The class comprises of students with concerns, medical conditions, and
learning needs. I have tried my best to build a rapport with students, however, I am struggling building a
rapport with students online.

The unit is Environmental change and management. The Year 10 students have been working on the
assessment task; Investigating the causes and effects of an environmental change. This assessment task
required the students to select a specific environment, collect primary and secondary research, represent data
by constructing graphs, analyse and interpret data, propose, and evaluate strategies, make, and justify
decisions, and present a multimodal report. My lesson sequence are skill-based and scaffolded lessons, with
students completing steps in their assessment task.

The resources I used for this lesson sequence consisted of the Curriculum into the Classroom [C2C]
Humanities and Social Science Geography Environment change and management Assessment task;
Investigating the causes and effects of an environmental change and how to manage it: Student booklet, the
C2C model response booklet, PowerPoints I created based on the assessment task, and an exemplar of the
research booklet I created based on Mount Morgan Number 7 dam as most students in the class are
investigating dam for their assessment.
 Lesson plan 1

Lesson Focus Learning Area / Strand Year Level Implementation Date

10 Day 3 Wednesday 13th
Assessment Task: Part A: Geography October
Steps 1 to 4/6 Duration

70 minutes; 12:10 -
1:20pm

Prior knowledge of learners

Background information on chosen environment.

Lesson objective/s
By the end of this lesson, students should be able to:
 Develop questions of geographical significance about an area of focus (questions related to the
significance of the chosen environment and causes of environmental change.)
 Plan an investigation of the processes responsible for the geographical area being studied.
 Plan methods of data collection to answer inquiry question and evaluating questions for their
geographical significance.

Link to Curriculum (identify relevant Strands and Content Descriptors)

Geographical knowledge and understanding:

Human-induced environmental changes that challenge sustainability (ACHGK070)
Environmental world views of people and their implications for environmental management
(ACHGK071)
The application of systems thinking to understanding the causes and likely consequences of the
environmental change being investigated (ACHGK073)
The application of geographical concepts and methods to the management of the environmental change
being investigated (ACHGK074)
The application of environmental economic and social criteria in evaluating management responses to
the change (ACHGK075)

Geography inquiry and skills:

Observing, questioning, and planning:

Develop geographically significant questions and plan an inquiry that identifies and applies
appropriate geographical methodologies and concepts (ACHGS072)

Evidence of learning

Part A of the Research booklet

and a check for learning activity at the conclusion of the lesson
Classroom Management Strategies

Giving instructions.
Descriptive encouraging

Resources

Research Booklet.
Ms Anderson Research Booklet example
PowerPoint: Ms Anderson WED 13th 10 GEO U2 L02

Differentiation strategies

Extra time for slow workers.

Lesson Introduce myself to the class: explain my purpose for teaching them and my
Introduction expectations.
 Introducing the Roll mark.
topic Review last lesson by answering the homework questions.
 Engagement of the Ask students for their chosen environment.
learners
Introduce the learning goal to the students:
WALT: To plan and develop an investigation about an area of focus and how
geographical processes and human interactions have changed the characteristics
of a place.
WILF:
•Plan an investigation of the processes responsible for the geographical area
being studied.
•Plan methods of data collection to answer inquiry question and evaluating
questions for their geographical significance.
•Develop questions of geographical significance about an area of focus
(questions related to the significance of the chosen environment and causes of
environmental change.)

TIB: Your assessment task requires you to investigate and explain how
geographical processes and human actions have changed the characteristics of a
place.

Warm-Up: Write on the board one thing you have learnt last lesson. Write your
initials at the end so I know who it was.
Lesson Body
 Delivering the Today Year 10, we will be working on the research booklet. We will be looking
content through at Part A of the research booklet. Students, can you please have your research
specific strategies booklet open.

On the screen, display Ms Anderson Research Booklet and explain step 1a-b.
Model what goes in step 1. Students have 2-3 minutes to highlight their chosen
type of environment, write the name of their environment and briefly describe its
location.

Teacher explain step 1c and models the graphic organiser; one column at a time.
Students have 6 minutes (2 minutes per column) to fill in the graphic organiser
independently. Teacher paste the information from the example into the text box.
Students can copy and modify the information to save time.

Teacher explains step 3 and models how to create questions and sub-questions to
frame the inquiry. Students are given 2-5 minutes to complete step 3
independently. Teacher paste the information from the example into the text box.
Students can copy and modify the information to save time.

Teacher explains step 4 and models how to fill in the table. Students and teacher
complete the first two rows together. Students are given 2-5 minutes to complete
the rest of the table independently. Teacher paste the information from the
example into the text box. Students can copy and modify the information to save
time.

Lesson Conclusion
 Concluding Review the learning goals for today. Students are to write how they think they
activities went with the learning for the lesson on the board with their initials.
 Summarizing the
lesson
Note: This activity was changed to an ‘I do’ activity where I demonstrated
how to write a source analysis for primary research.

Evaluation / Reflection

This lesson was my first lesson teaching Year 10 geography. I introduced myself, my expectations,
reviewed last lesson (11th October 2021) by answering the homework questions, and asked the students
what their chosen research environment is. The body of the lesson consisted of an alteration to explicit
instruction with I do, and you do activity. I modelled and explained each step before giving the students
2 to 5 minutes to independently work on each step as this was early stage of research booklet completion
for assessment. I created and used a modelled material related to the students’ chosen environments.
However, my timing was lacking a little in flow only natural due to learning of technicalities of online
delivery of lessons. In the body of the lesson to the beginning of the conclusion, students independently
working on their research booklets in One-Drive, while I monitored their process through viewing their
research booklets in One-drive. I also asked students to give me a verbal response using their mics and
received no responses, so I moved on.

The conclusion of my lesson was changed from students writing how they went with Part A to an I do
activity where I demonstrated how to write a source analysis for primary research.

After the lesson, Karin Stokman and I reflected on the lesson together and provided verbal feedback.
Karin and I had a follow up discussion regarding questioning and feedback and discussed the
complexities of online learning, specifically as it relates to students with social emotional disabilities of
anxiety.

Resources for Lesson plan 1:

PowerPoint: Ms Anderson 10 GEO U2 L02

Research booklet Part A:

My example
 Primary research source analysis

Source reference: Anderson, 2021, Map of Dam 7

Question being Where is the Number 7 dam

investigated: located

Relevant notes:

Comments on Reliable. No bias as technical map

reliability and bias: skills were used

Did this source answer Yes, it did answer the question

the question being being investigated.
investigated?

Evaluation for Lesson plan 1:

For my teaching practice and decision-making next time, I need to find strategies to use regarding
questioning and feedback in the online learning environment. I need to consider options for communication
with students with myself, the teacher, in control of results. Next time I teach, I will ask students to respond
via microphone, writing in the chat/text box, privately messaging me and/or writing responses on the board.

Next time I teach, I will also change the font of my presentations to consider the types of laptops the
students may have.

TEACHER OBSERVATIONS LESSON PLAN 1

Classroom Observation
Template
Supervising Teacher: Date:
Karin Stokman 13th October 2021: Day 3
 Pre-service Teacher: Class/Year Level:
Rachael-Lyn Anderson Year 10C Geography

Focus for observation: (See Table 3 on Page APST descriptor/s: (See Table 3 on Page
7 of this PP2 Information and Guidelines 7 of this PP2 Information and Guidelines
booklet) booklet)
2.1 Concepts and content. 2.1
2.2 Organisation of content, 2.2
prior knowledge, timing, explicit 2.2
teaching/modelling, digital, 2.5
I do, you do. Questioning and feedback 2.6
Behaviour/instructions

I saw…. I heard….
Good understanding of content. Font needed to Pleasant and engaging use of microphone and
be slightly larger as some students have small voice.
laptop screens at home. Students did respond and were participating well
Tied discussion to student knowledge of topics in the completion of Stage 1 of their research
Timing was a little lacking in flow but only booklets.
natural due to
learning of technicalities of on-line delivery of
lessons. Screens, microphones etc.
Explicit teaching Use of I do, you do as this was
early stage of research booklet completion for
assessment. Excellent use of modelled material
(Mt Morgan example).
Teaching strategies for ICT as class is delivered
on-line and some students needed help with
downloading documents due to slow internet
speed and inability to work in One-Drive .
Questioning and feedback need to develop
strategies for student engagement. Students
were asked to use their mic and when there was
no response you moved on. This gave the
students an easy out. Suggested to give options,
use Mic, chat or PM. This gives the students
with anxiety etc. a chance to participate but also
does not signal that it is OK not to participate.
Students were responding to questions in chat
and completing their research booklet in their
One-Drive document folders.
 Comments/questions for follow-up discussion and reflection (I thought…)

We had the follow up discussion regarding questioning and feedback and discussed the
complexities of on-line learning, specifically as it relates to students with anxiety. Touching base,
encouraging.

Lesson Plan 2:

Lesson Focus Learning Area / Strand Year Level Implementation Date

Assessment work Geography 10 Day 11-25/10/2021

Duration
70 minutes

Prior knowledge of learners

Background information of chosen research environment

Lesson objective/s
By the end of this lesson, students should be able to:
Finalise steps 4,6,7,and 8 of the assessment tasks.
Analyse more suggested sources.
Complete Part B: Analyse and interpret data step 9a and 9b of the assessment task

Link to Curriculum (identify relevant Strands and Content Descriptors)

Geographical knowledge and understanding

Human-induced environmental changes that challenge sustainability (ACHGK070)

Environmental world views of people and their implications for environmental management
(ACHGK071)

The application of systems thinking to understanding the causes and likely consequences of the
environmental change being investigated (ACHGK073)

The application of geographical concepts and methods to the management of the environmental
change being investigated (ACHGK074)

The application of environmental economic and social criteria in evaluating management

responses to the change (ACHGK075)
Geography inquiry and skills

Collecting, recording, evaluating, and representing

Evaluate sources for their reliability, bias and usefulness and select, collect, record, and organise
relevant geographical data and information, using ethical protocols, from a range of appropriate
primary and secondary sources (ACHGS073)

Represent multi-variable data in a range of appropriate forms, for example, scatter plots, tables,
field sketches and annotated diagrams with and without the use of digital and spatial technologies
(ACHGS074)

Interpreting, analysing, and concluding

Interpret and analyse multi-variable data and other geographical information using qualitative
and quantitative methods and digital and spatial technologies as appropriate to make
generalisations and inferences, propose explanations for patterns, trends, relationships, and
anomalies, and predict outcomes (ACHGS076)

Apply geographical concepts to synthesise information from various sources and draw
conclusions based on the analysis of data and information, considering alternative points of view
(ACHGS077)

Communicating

Present findings, arguments, and explanations in a range of appropriate communication forms

selected for their effectiveness and to suit audience and purpose, using relevant geographical
terminology and digital technologies as appropriate (ACHGS079)

Reflecting and responding

Reflect on and evaluate the findings of an inquiry to propose individual and collective action in
response to a contemporary geographical challenge, taking account of environmental, economic,
political, and social considerations; and explain the predicted outcomes and consequences of
their proposal (ACHGS080)

Evidence of learning

Research booklet

Classroom Management Strategies

Descriptive encouraging

Resources

Research booklet
Model response research booklet.
Ms. Anderson Year10GEO Assessment work-PowerPoint
Ms. Anderson UPDATED SECONDARY SOURCES

Differentiation strategies

Model creating a bar graph for students.

Lesson Greet students-ask how their weekend went.

Introduction
 Introducing Introduce learning goal to the students: Today we will be working on our
the topic assessment. Specifically steps 4, 6,7,8 and 9 of the research booklets.
 Engagement
of the I do: Briefly run through steps 4, 6, 7 and 8 of the research booklets.
learners

Lesson Body We do: Teacher and students briefly create a bar graph in Excel based on litter
 Delivering observations. 5-10 minutes
the content
through You do: Students are given 20 minutes (1;05pm) to analyse some of the
specific secondary sources on the PowerPoint slides/word document and fill in the
strategies source analysis in page 18 of your research booklet.

Teacher runs through Part B Analysis and Interpret Data step 9a-b with model
response and research booklet.

NOTE: I adapted my lesson as most of the students knew how to create a bar
graph in Excel while one student did not. I gave the students who knew how to
create bar graphs in Excel 20 minutes to independently analysis some of the
secondary sources on the PowerPoint slides/word document (Ms Anderson Year
10GEO Assessment Work PowerPoint and Ms. Anderson Updated Secondary
Sources) and fill in the source analysis in page 18 of your research booklet.

Lesson Split screen.

Conclusion
 Concluding I do: Teacher runs through Part B Analysis and Interpret Data step 9a-b with
activities model response and research booklet.
 Summarizing
the lesson Homework: Students are assigned homework to complete Step 4, 6,7,8 and 9a &
9b.
 Evaluation / Reflection

The introduction took too long due to technical issues with the microphones. I believe my delivery
and pace of my lesson slowly improved as I reminded students the tasks to be completed promptly
and then moved towards the research time. The You do source analysis worked to gather an
understanding on whether the students know how to analyse secondary sources, however, there is
a reluctant group in the class who tend to take opportunities to fly below the radar and avoid
working, this was clear when accessing their One-drive folders as it showed some students have
not made any modifications on their assessment tasks since October 3rd. My mentor teacher
suggested to come up with strategies to engage the disengaged learners. I will briefly run through
steps in Part B on Wednesday’s lesson and take opportunities when discussing the
exemplar/model response to ask students how these points and steps relate to their own research
questions.

At the end of the lesson, I asked students to email me their secondary research source analysis for
verbal feedback via email. I gave students typed feedback on what they did well, how to improve
and the next step.
I also composed of a list of students to track their progress on their research assessment tasks in
One-Drive.

Resources:

PowerPoint: Ms Anderson Lesson 10GEO Assessment Work

Part B of the research booklet
My example
 Year 10 Unit 2 Geography
Ms. Anderson UPDATED Secondary Source websites Suggestions
General secondary sources:
Website-National Parks and Wildlife
https://parks.des.qld.gov.au/
Website-Bureau of Meterology, Rainfall
http://www.bom.gov.au/climate/cdo/about/cdo-rainfall-feature.shtml
Website-Climate data Online
http://www.bom.gov.au/climate/data/

Website-Solar Exposure
http://www.bom.gov.au/jsp/ncc/cdio/weatherData/av?
p_nccObsCode=193&p_display_type=dailyDataFile&p_startYear=&p_c=&p_stn_num=033059

Website-Tides
https://www.qld.gov.au/environment/coasts-waterways/beach/storm/storm-sites

Website-Climate Change Impacts

https://www.qld.gov.au/__data/assets/pdf_file/0023/67631/seq-climate-change-impact-summary.pdf

Website-Department of Environment and science

https://www.des.qld.gov.au/contactus?_ga=2.89273371.1495067962.1604292278-889123714.1602633402

Wetland websites
Website-World Wildlife Fund, 2021, Wetlands, World Wildlife fund, Washington DC, United States of
America https://www.worldwildlife.org/habitats/wetlands
Australia Government: Department of Agriculture, Water, and the Environment, 2021, Wetlands,
Department of Agriculture, Water, and the Environment https://www.awe.gov.au/water/wetlands
NSW Government: Department of Planning, Industry and Environment:
https://www.environment.nsw.gov.au/topics/water/wetlands/about-wetlands
Queensland Department of Environment and Science, Wetland Info website:
https://wetlandinfo.des.qld.gov.au/wetlands/what-are-wetlands/
Australia Government: Department of Agriculture, Water and the Environment, Australia’s Amazing
Wetlands Brochure
https://www.awe.gov.au/sites/default/files/documents/wetlands-brochure-2017.pdf
Kingsford, R.T, 2000, Ecological impact of dams, water diversions and river management on floodplain
wetlands in Australia, Austral Ecology, NSW National Parks and Wildlife service Hurtsville (eBook).
https://www.parliament.nsw.gov.au/lcdocs/other/13778/2.Ecological%20impacts%20of%20dams,%20water
%20diversions%20and%20river%20management%20on%20floodplain%20wetlands%20in%20Australia
%20authored%20by%20R.T.%20K.pdf

Beaches:
James, 2000, Ocean and Coastal Management Volume 43 Issue 6 "From beaches to beach environments:
linking the ecology, human-use and management of beaches in Australia": (Journal article)
https://www.sciencedirect.com/science/article/pii/S0964569100000405
Website-Queensland Government: Beaches
https://www.qld.gov.au/environment/coasts-waterways/beach
ECOS CSIRO, Issue 272 - Climate Adaptation-Rising Sea levels in Australia may demand novel solutions
by Sophie Schmidt 2020 (journal article).
https://ecos.csiro.au/sea-level-rise-how-do-we-best-prepare/
Website-Queensland Government Coastal Management Plan:
https://www.qld.gov.au/__data/assets/pdf_file/0029/67961/coastal-management-plan.pdf

Website-Australia Government State of the Environment, Land-water interface Coast 2016,

https://soe.environment.gov.au/theme/coasts/topic/2016/land-water-interface-0
Website-Queensland Government: Tides
https://www.qld.gov.au/environment/coasts-waterways/beach/storm/storm-sites

Rivers
Website-Australian Government Initiative, Water Quality Australia, Issues affecting Water quality.
https://www.waterquality.gov.au/issues
Article- John Whittington and Peter Liston, n.d, Australia’s rivers, Cooperative Research Centre for
Freshwater Ecology.
https://ewater.org.au/archive/crcfe/freshwater/publications.nsf/827558d21061a2f2ca256f150011f4da/
36a59028a989408dca257022002b2927/$FILE/ch14spa.pdf#:~:text=Australian%20rivers%20are
%20characterised%20by%20relatively%20low%20and,higher%20than%20natural%20levels%20of
%20sediment%20and%20nutrient.
Factsheet-Central Queensland Sustainability Strategy 2030, n.d, Freshwater Rivers and Wetlands Factsheet,
Fitzroy Basin Association, http://cqss2030.com.au/wp-content/uploads/2014/10/FBA-Freshwater-Rivers-
Wetlands.pdf

Dams:
Website-Australian Bureau of Statistics, 2020, Water use on Australian farms:
https://www.abs.gov.au/statistics/industry/agriculture/water-use-australian-farms/latest-release

Factsheet-Gretaland Care: Enhancing Your Farm Dam factsheet:

http://gretalandcare.org.au/wp-content/uploads/2017/09/Enhancing-Your-Farm-Dam.pdf
Website-Agriculture Victoria, Farm Management: Maintaining your farm dam:
https://agriculture.vic.gov.au/farm-management/water/managing-dams/maintaining-your-farm-dam
Website-Water NSW; The Farm Dam Handbook
https://www.waternsw.com.au/__data/assets/pdf_file/0008/113687/FarmDamFinalLR.pdf

Website-ANU Sustainable Farms; Enhancing Farm Dams: Brochure:

http://sustainablefarms.org.au/sites/default/files/Farm%20dams%20brochure%20v3_online.pdf
Website-International Rivers: Environmental Impacts of
Dams:https://archive.internationalrivers.org/environmental-impacts-of-dams.
Website-WaterNSW: Farm Dams: https://www.waternsw.com.au/water-quality/catchment/living/managing-
land/farm-dams.
Website-ANU Sustainable Farms: Farms Dams Enhancement:
http://www.sustainablefarms.org.au/article/farm-dam-enhancement
Website-Queensland Government; Small Dams Safety:
https://www.resources.qld.gov.au/__data/assets/pdf_file/0003/1521192/small-dam-safety.pdf
Website-NSW LLS; How to Manage and Maintain Farm Dams:
https://www.lls.nsw.gov.au/our-regions/north-coast/key-projects/online-resources/about-every-bit-counts/
resources/water-production/dam-management

Source analysis feedback:

Student A

https://www.resources.qld.gov.au/__data/assets/pdf_file/0003/1521192/small-
Source reference:
dam-safety.pdf
Question being
investigated:
Relevant notes:
Comments
on reliability and
bias:
Did this source
answer the question
being investigated?

Autor: Queensland Government

About: Safety of small dams

Hello Student A

Thank you for your source analysis.

You have done a great job at referencing the website and gathering information. It would be even better
if you could write what question/s are being investigated, any relevant notes, comments on reliability
and bias of the source and if the source answered the question/s being investigated. For your next step,
I would like for you to fill in the table from your gathered information.
Suggested questions being investigated could be:
Why is the dam significance?
What human-induced changes occur at the dam (are there pumps, dam walls, ring tanks?) and what are the
consequences of these (overflowing, spillways, erosion, people at risk)?
What are the environmental changes taking place (floods, erosion)?
Next, write in the relevant notes in dot point form, the information you gathered.
Then comment on the reliability and bias. State why you think it is a reliable source (is it a government
website or a not-for-profit organisation), are there any opinions offered and are there any bias?
Finally, write if your information answered the question being investigated.
If you have any questions or need clarification, ask Ms. Stockman and/or me.
Kind regards.
Ms. Anderson.

Student C

Source reference:
Question being investigated:
Relevant notes:
Comments on reliability and bias: Highly reliable.
Did this source answer the
question being investigated?
https://www.waternsw.com.au/water-quality/
catchment/living/managing-land/farm-dams
How does the dam affect the environment?
The environment uses the dam as the main
water source the local area.
Yes, for an agriculture perspective yes.

Hello Student C

Thank you for your source analysis.

You have done a great job at analysing a source; you referenced the website, and identified what
question was being investigated. It would be even better if you elaborated more on your relevant notes
and comments on reliability and bias. Other than the environment using the dam as a main water
source, how else does the dam affect the environment?
You have 2 next steps to improve on your source analysis. The first step is to have another look at your
website for more information. For example, your sources say that 'poor water quality from pollution,
pesticides and herbicides can harm stock growth'. It would be an even better source analysis if
you incorporated this information into your relevant notes.
The second step to improve your source analysis is to elaborate on your comments on reliability and
bias. State why you think it is a reliable source (is it a government website or a not-for-profit
organisation), are there any opinions offered and are there any bias?
If you have any questions about the feedback or need clarification, feel free to email Ms Stokman and
myself.

Kind Regards

Miss Anderson.

Evaluation for Lesson plan 2:

For my teaching practice and decision-making next time, I need to take opportunities when discussing the
exemplar to ask the students how these points and steps relate to their own research questions. I will also
find and implement strategies to use to engage disengaged and reluctant students.

Teacher Observations Lesson plan 2: Day 11

Classroom Observation Template

Supervising Teacher: Date:
Karin Stokman Day 11: 25 October 2021

Pre-service Teacher: Class/Year Level:

Rachael Anderson 10C

Focus for observation: (See Table 3 on Page 7 APST descriptor/s: (See Table 3 on Page 7
of this PP2 Information and Guidelines booklet) of this PP2 Information and Guidelines
Planning and teaching booklet)
2.1 Knowledge and understanding of concepts, 2.1
substance and structure of the content and 2.2
teaching strategies 2.6
2.2 Organise content into an effective learning
and learning sequence 3.3
2.6 Implement teaching strategies for using ICT 3.5
to expand curriculum learning opportunities
3.3 Include a range of teaching strategies 4.1
3.5 Demonstrate a range of verbal and non- 4.2
verbal communication strategies to support
 student engagement. 5.2
Managing the learning environment 5.4
4.1 Identify strategies to support inclusive
student
4.2 Demonstrate the capacity to organise
classroom activities and provide clear directions.

5
5.2 Demonstrate an understanding of the
purpose of providing timely and appropriate
feedback to students about their learning.
5.4 Demonstrate the capacity to interpret student
assessment data to evaluate student learning and
modify teaching practice.

I saw…. I heard….
Despite a rocky start due to technology issues with Some good improvisation when necessary. For
the microphones the lesson started quite well. example, demonstrating the Excel bar graph
constructions you found most students were
I saw a much-improved delivery and pace at the comfortable, so we moved it to helping a couple of
start of the lesson. You took them through the students during research time.
reminders of tasks to be completed promptly and
moved towards the research time. A little too much time reading and explaining and
creating examples for the students that related to
When you moved back towards the analysing of each of their topics (for example the dams) this left
research and unpacking the exemplar the energy the students with little opportunity to respond and
dropped a little. There was a tendency to continue demonstrate they were engaged.
talking and doing all the work for the students. For
example, you could have taken the opportunity
when discussing the exemplar to ask students how
these points and steps related to their own research
question.

Comments/questions for follow-up discussion and reflection (I thought…)

We had a good discussion after the lesson, and we discussed the few students in the class who tended to
take opportunities to fly below the radar and avoid working. When we accessed their One Drive folder it
was clear that some may not have been working on their assessments tasks.
Your lesson materials reflected very good preparation and research to assist the students.

Observations of Year 10C geography Assessments Lesson plan 2:

Lesson plan 3:
Lesson Focus Learning Area / Strand Year Level Implementation Date

Assessment work Geography 10 Day 13-27/10/2021

Duration
70 minutes

Prior knowledge of learners

Background information of chosen research environment.

Stakeholders

Lesson objective/s
By the end of this lesson, students should be able to:
Complete Part B: Analyse and interpret data step 9a-9e of the assessment task (run through steps 9
again).
Complete Part C: Propose and evaluate strategies: Step 10 and 11.
Complete Part D: Make and justify decisions-Step 12 and 13 (if there’s time).

Link to Curriculum (identify relevant Strands and Content Descriptors)

Geographical knowledge and understanding

Human-induced environmental changes that challenge sustainability (ACHGK070)

Environmental world views of people and their implications for environmental management
(ACHGK071)

The application of systems thinking to understanding the causes and likely consequences of the
environmental change being investigated (ACHGK073)

The application of geographical concepts and methods to the management of the environmental change
being investigated (ACHGK074)

The application of environmental economic and social criteria in evaluating management responses to
the change (ACHGK075)

Geography inquiry and skills

Collecting, recording, evaluating, and representing

Evaluate sources for their reliability, bias and usefulness and select, collect, record, and organise
relevant geographical data and information, using ethical protocols, from a range of appropriate
primary and secondary sources (ACHGS073)

Represent multi-variable data in a range of appropriate forms, for example, scatter plots, tables, field
sketches and annotated diagrams with and without the use of digital and spatial technologies
(ACHGS074)

Interpreting, analysing, and concluding

Interpret and analyse multi-variable data and other geographical information using qualitative and
quantitative methods and digital and spatial technologies as appropriate to make generalisations and
inferences, propose explanations for patterns, trends, relationships, and anomalies, and predict
outcomes (ACHGS076)

Apply geographical concepts to synthesise information from various sources and draw conclusions
based on the analysis of data and information, considering alternative points of view (ACHGS077)

Communicating

Present findings, arguments, and explanations in a range of appropriate communication forms selected
for their effectiveness and to suit audience and purpose, using relevant geographical terminology and
digital technologies as appropriate (ACHGS079)

Reflecting and responding

Reflect on and evaluate the findings of an inquiry to propose individual and collective action in
response to a contemporary geographical challenge, taking account of environmental, economic,
political, and social considerations; and explain the predicted outcomes and consequences of their
proposal (ACHGS080)

Evidence of learning

Research booklet.
Classroom Management Strategies
Descriptive encouraging
Giving instructions

Resources
Research booklet
Ms Anderson response research booklet.
Ms. Anderson Year10GEO Assessment work-PowerPoint
Ms. Anderson UPDATED SECONDARY SOURCES

Differentiation strategies

Run through steps 9 again.

Lesson Greet students-ask how their day went.

Introduction
 Introducing Introduce learning goal to the students: Today we will be working on our assessment.
the topic Specifically steps 9, 10, 11, 12 and 13 of the research booklets.
 Engagement
of the I do: Remind students of Steps 4, 6-8
learners

Lesson Body I do: Run through steps 9 again using split screen
 Delivering
the content
 through I do: Teacher runs through Part B Analysis and Interpret Data step 9a-e, steps 10,11,
specific 12 and 13 with model response and research booklet.
strategies Ask students for responses to links to their chosen environment.

Lesson You do: Students are assigned time to independently work on their assessment.
Conclusion
 Concluding Homework: Students are assigned homework to complete Step 4, 6,7,8 and 9a & 9b.
activities
 Summarizing
the lesson
Evaluation / Reflection

This lesson was my last lesson teaching Year 10 geography. I believe my delivery and pace of my
lesson slowly improved as I reminded students the tasks to be completed promptly and then moved
towards the research time. My confidence was slowly improved as I spoke with authority. I received
verbal and type responses. The I do work well as I reminded students the tasks to be completed
promptly and then moved towards the research time. The You do source analysis worked to gather an
understanding on whether the students know how to analyse secondary sources, however, there was lots
of private messaging students to check if they were doing their assignments as some of their One-Drive
folders still showed no modifications made on their assessment tasks since October 3rd. I made a list of
observations on students working on the assessments. This list helped me understand which students
were up to which step for the assessment, which students were far behind, and which students required
parent-teacher contact. I briefly run through reminders, worked on Part B of the research booklet, and
took opportunities when discussing the exemplar/model response to ask students how these points and
steps relate to their own research questions. Asking students required them to participate and use
knowledge of their environment.

Resources for Lesson Plan 3: Research Booklet Part A and Part BThe resource for this lesson was Part
A, Part B and Source analysis of the research booklet, and the observations as students were independently
completing their assessments in One-Drive.
Observations of Year 10C geography Assessments Lesson plan 3:
Evaluation for Lesson plan 3:
For my teaching practice and decision-making next time, I need to develop my confidence and use more
verbal and non-verbal teaching strategies.
Classroom Observation for Lesson plan 3
Classroom Observation Template
Supervising Teacher: Karin Stokman
Pre-service Teacher: Rachael Anderson
Focus for observation: (See Table 3 on Page 7
of this PP2 Information and Guidelines booklet)
Planning and teaching
2.1 Knowledge and understanding of concepts,
substance and structure of the content and
teaching strategies
2.2 Organise content into an effective learning
and learning sequence
2.5 Know and understand Literacy and
numeracy teaching strategies and their
application in teaching areas.
2.6 Implement teaching strategies for using ICT
to expand curriculum learning opportunities
3.3 Include a range of teaching strategies
3.5 Demonstrate a range of verbal and non-
verbal communication strategies to support
student engagement.
Managing the learning environment
4.1 Identify strategies to support inclusive
student
4.2 Demonstrate the capacity to organise
classroom activities and provide clear
directions.
Assessing and recording learning
5.1 Demonstrate understanding of assessment
strategies. Formal/informal, diagnostic,
formative and summative
5.2 Demonstrate an understanding of the
purpose of providing timely and appropriate
feedback to students about their learning.
5.4 Demonstrate the capacity to interpret
student assessment data to evaluate student
learning and modify teaching practice.
Date: 27 October 2021
Class/Year Level:10C
APST descriptor/s: (See Table 3 on Page 7
of this PP2 Information and Guidelines
booklet)
2.1-time, flow, transitions
2.2 use of exemplars and shared screen to
assist students through steps
2.5 Assisting with the location of research
sources and scaffolding examples
2.6 Teaching on Blackboard
3.3 Teaching strategies
3.5 Ensuring verbal information is backed
up and supported with visual. Ensuring
variation in communicating.
4.1 Responding to students with different
needs.
4.2 transitions, directions to
5.1 Asking students to participate to
establish ‘what is known’ formative
5.2 Feedback for responses from students
5.4 tracking student progress in OneDrive
folders to establish strategies for scaffolding
them.
 I saw…. I heard….
Much improved planning for time, flow, and Your tone is positive and encouraging but there is a
effective transitions. Could still be improved as need to develop a more confident tone.
there were gaps and silences.
Excellent hands-on feedback to students via email Your instructions taking the students through each
regarding tracking their progress on their research of the steps was clear and you asked for students to
assessment tasks in OneDrive. demonstrate they understood.
(Strategies needed to be developed to cope with
students working off-line). Your verbal teaching strategies and management of
You prepared a good lesson with the use of the learning environment needs some variation.
exemplar information for answering their research There was a tendency to use the same words
questions using shared screen. You improved repetitively and you were thanking each student
getting the students involved in sharing responses individually which took up a lot of valuable lesson
rather than just you are doing all the work. time.
Your use of the technology was much smoother, and
it had more flow.
Your directions were clearer and there was
improvement in the time of delivery of instructions.
Your feedback to the students was positive and
encouraging.

Comments/questions for follow-up discussion and reflection (I thought…)

Overall, the lesson was very good but as you identified yourself there are gaps and silences which in the
on-line environment can lead to a breakup of engagement and dynamics. Overall, there is room for a
more assertive approach.
Student profiles

Student: A

Academic abilities Likes

Satisfactory for English Dog training

Behaviour (social) Behaviour (learning - motivation and

engagement)
Interacts respectfully in chat.
Gives responses.
Asks clarifying questions
Replies in chat for focused activities.
Independence/dependence Learning style/s
Independent Visual, auditory

Other notes:
Low attendance rate of <80%.
Autism
Mutism

Student: B

Academic abilities Likes

Above Satisfactory for English Painting, drawing

Behaviour (social) Behaviour (learning - motivation and

engagement)
Interacts respectfully in chat.
Gives limited responses in chat.
Asks clarifying questions

Independence/dependence Learning style/s

Independent Visual, auditory

Other notes:
ADHD
Social-emotional disability-Anxiety
Severe medical conditions
Individualized Curriculum plan

Student: C

Academic abilities Likes

Above Satisfactory for Humanities. Music, reading, extreme sports

Satisfactory for English

Behaviour (social) Behaviour (learning - motivation and

engagement)
Interacts respectfully in chat.
Reluctant, avoider Gives limited responses in chat.
Replies in the chat
 Active participation
Asks clarifying questions
Uses microphone
Independence/dependence Learning style/s
Independent Visual, auditory

Other notes:
Learning difficulties
Substantial Social-emotional disability-Anxiety
Dyslexia
Fine motor problems.

Student: D

Academic abilities Likes

Satisfactory for English Playing cricket
Band 7 for NAPLAN reading

Behaviour (social) Behaviour (learning - motivation and

engagement)
Interacts respectfully in chat.
Reluctant, avoiders Gives limited responses in chat.
Replies in the chat

Independence/dependence Learning style/s

Independent Visual, auditory
Needs scaffolding and prompting
Other notes:
Autism Spectrum Disorder

Classroom Management Plan

Pre-service Teacher: Rachael-Lyn Anderson

Class: Year 10 Geography

My management Engagement and participation.

style (links to Student engagement theory- Students should be meaningfully involved in learning
philosophy & through interactive and worthwhile tasks. Students are to take accountability for their
learning and learning and requirement of the Capricornia School of Distance Education value.
discipline
theories)
My expectations Students are to actively participate in lessons by contributing to discussions, using
of learners the mic/talk function, responding in the chat/text box/ private messaging, using ticks
for checks for understanding and complete all set works

Class rules and Follow instructions, complete work to the best of your abilities.
consequences
Reminders/warnings-call home.
Engagement room.
 Strategies Strategies to incorporate explicitly into Strategies to use throughout the day
my lessons
Preventive Constant surveillance of responses and Constant surveillance of responses and
works in One-drive. works in One-drive.

Supportive Redirect to learning through Redirect to learning through questioning

questioning and prompts in private chat and prompts in private chat and constant
and constant checking for understanding checking for understanding of instructions
of instructions

Corrective Following through by taking notes to call Following through by private messaging
home. students and calling home.
Redirect to learning through Parent-teacher call home
questioning and prompts in private chat
and constant checking for understanding
of instructions

Restorative Practices – strategies to retain strong relationships with the learners after corrective
strategies have been used.
Student-teacher talk in breakout rooms.

Student work samples

Student A has not completed Step 9c, however, student A has begun to gather, record and analysis
secondary sources.
Student B work sample
Student B has not finished completing Step 4.
Student B has started work on Step9b
Student B has not started step 9c, however, they have started to gather, record and analysis secondary
sources.

Student C work sample

Student C has not completed Steps 3, and 4.
Student C has started work on Step9c by writing the responses above the thinking system as the diagram
would not let student C type in the boxes. Student C has begun to gather, record and analysis secondary
sources.

Student D Work sample:

Student D has just begun the assessment. I had a conversation with Student D regarding his topic.
Student D only completed Step 2 of Part A of the assessment as they needed continuous scaffolding and
continuous prompting to complete the work.

PART B: Evaluation

· How did your understanding of the curriculum demand of your teaching area determine the types of
teaching strategies you employed in your classroom?

The Australian Curriculum learning area of Humanities and Social Sciences, within the subject area of
Geography requires students to learn knowledge and understanding associated with changing nations,
respond to questions in a geographically distinctive way; collect, evaluate, analyse, and interpret
information; suggest responses to what they have learnt and demonstrate their learning through written
analysis (Australian Curriculum, 200). I used content drawn from the Australian Curriculum, Curriculum
into the Classroom [C2C] and related assessment tasks to develop a teaching sequence to monitor students
learning (APST Standard 2.3 as citied in AITSL,2018). The students in the year 10 geography class have
been scaffolded for their assessment task, I have used the teaching strategies of direct instruction,
demonstration, and joint construction of work towards the student’s completion of their tasks. I have
explicitly used the I do, you do strategy (Marzano, et. al., 2009). The Modelling/I do step was used to
provide and state the learning objectives, explain the steps of the assessment task, and lead the class through
each step of the assessment one step at a time (Churchill, et. al., 2019). The body and conclusion of the
lessons used the You do strategy as students worked independently through their summative assessment
task.

· How did your understanding of the nature and characteristics of middle phase learners influence the
approaches you took to classroom management? In turn, how did your classroom management techniques
influence your pedagogy? Use the profile and the classroom management plan as evidence in your
discussion. Describe the model/s of discipline that most informed your work.

Engagement is at the core of learning (Fisher, et.al., 2020). The middle years have been identified as a
period when students’ motivation and engagement decline, due to indifference and disinterest in classroom
tasks, disruptive behaviour, non-attendance (Carrington, 2006 as citied in Main, et.al., 2017), and
behavioural, cognitive, and emotional engagement (Fredricks, Blumenfeld, & Paris, 2004 as citied in Fisher,
et.al., 2020). During my placement, I have been developing my awareness and knowledge of the diverse
needs of students in the unique context of distance and online learning. I have also been developing my
awareness and skills for monitoring student engagement and response as it is a very important student
management strategy at distance education.

My classroom management plan has been designed to engage students into learning. I have used supportive
and corrective strategies that includes questioning and prompts in private chat and constant checking for
understanding of instructions as stated in my classroom management plan to scaffold students who were
disengaging. I also analysed students’ participation and completion of work in the One-Drive folders to
utilize strategies to scaffold students who were disengaging due to lack of understanding. I used prompts in
private chat as Students A,B, and C have social-emotional disability of anxiety as well for student C and D
who are reluctant and avoiders (see Student profiles). The model that most informed my work was the
student engagement theory. The Student Engagement Theory emphasizes the role of the environment in the
learning of students and the academic outcomes and development is affected by student engagement
(Maloshonok, 2014) The Student Engagement Theory also believes students should be meaningfully
involved in learning through interactive and worthwhile tasks. This theory is used to plan for unexpected
tangents, interruptions and interventions for students attempting to avoid engagement.

· How did you go about planning to meet the needs of diverse learners in your classroom? How did you
identify their needs, and then adjust your teaching strategies and resources to suit?

Differentiation is a vital element in the curriculum, pedagogy, and assessment triad (Main et al., 2017), and
requires teachers to tailor instructions and learnings to meet the learning styles, learning preferences and
needs of the range of learners in the classroom (QTU, 2015). The lesson sequences were differentiated
based on the students’ interests and their preferred mode of learning (Gibbs & McKay, 2021), that are
identified by the class profile. Each student in this class has a preferred learning style, differentiation in this
unit is addressed by tailoring and delivering the unit content to meet each students’ styles and interests.
There is a big diversity of the diverse needs of students in the unique context of distance and online learning
including rural isolation, specialized learning needs and social emotional challenges.

I have catered for students with learning preferences of visual and auditory as these are the only learning
preferences of students in distance learning. Visual learners were catered for every lesson through the
construction of the PowerPoint slides and visual learning materials, ensuring that students had minimal texts,
big and clear lettering, key information was in bold to emphasis the key information, and images were used
to help the students understand what is being learnt. Auditory learners were also considered during planning,
by including strategies of direct instruction, class discussions and the use of the microphone. To cater for
students with social emotional challenges I asked those students to private message me their responses. The
way in which differentiation has been incorporated into the unit of work and the lessons emphasizes the
importance of differentiation in the curriculum and pedagogy. The lesson sequences provide a variety of
teaching strategies that support the curriculum intent and the school context, engages students, and includes
differentiated teaching that has been based on the students’ interests, identified needs and their preferred
modes of learning.

· What impact did you have on student achievement during your block placement? Discuss how your
selection of curriculum and teaching strategies has made an impact on student achievement.
During placement, I had little opportunity at this stage of curriculum delivery, however, I had an impact on
student achievement. The students in year 10 geography have been scaffolded for their assessment task and I
have analysed their progress on their work in the One-Drive folders and used this to help scaffold the
students further. The use of direct instruction, demonstration, and joint construction of work towards the
students’ completion of their tasks, prompting reminders through private messaging, constant reminders of
steps, repetition of steps, inquiry-based learning, calls and emails home, modelled responses and relevant
examples, and analysis of students’ progress on their work in the One-Drive folders have been used to help
scaffold the students further and improve student achievement. These teaching strategies had a strong impact
on student achievement (Observations of Year 10C geography Assessments Lesson plan 2 and Observations
of Year 10C geography Assessments Lesson plan 3) with students who had not started work on the
assessment task since the 3rd of October at day 11 to students working on Step 4 and step 9 of the assessment
task by the end of day 13.

· How did your lesson evaluations and supervising teacher feedback influence your planning of subsequent
lessons? Provide specific examples of how you improved your practice during PP2.

To improve on my planning of subsequent lesson, I adopted a very positive approach to reflecting on my

development of a teacher and sought feedback as often as possible. In my evaluation of lesson plan 1, I
evaluated on finding strategies regarding questioning and feedback in the online environment,
communicating with students to respond via different communication options, and change the font of my
presentation. I improved this practice during PP2 in my second lesson, where the font of my PowerPoint
presentation and word documents on share screen, and I encouraged students to communicate with me via
microphone when comfortable, the text box and private message (Evaluation for Lesson plan 1 and
Classroom Observation of lesson plan 1). . In my evaluation of lesson plan 2, I evaluated on when
discussing the exemplar and ask students how these points and steps relate to their own research questions,
and implement strategies to engage disengaged and reluctant students (Evaluation for Lesson plan 2 and
Classroom Observation of lesson plan 2). I improved this practice during PP2 through asking for students’
responses when discussing steps in the assessment task, analysing students’ progress of their work on One-
Drive and prompt reminders to students disengaged by private messaging them and calling home. In my
evaluation of lesson plan 2, I evaluated on developing my confidence and using more verbal and non-verbal
teaching strategies. To improve my practice, I need to develop a more confident tone, and use a variation of
verbal teaching strategies (Classroom Observation of lesson plan 3).

· Describe the growth that has occurred in your practice from PP1 to PP2 and identify at least 3 goals for
future teaching practicums in relation to each of Standards 2 and 3.
During my times on placements, I have learned about the types of students at mainstream and distance
education schools. From PP1 to PP2, my instructions have become more clearer, I naturally check students
understanding of content and directions throughout the lessons, as well as naturally and consistently use
work samples to modify planning. There are at least 3 goals for future teaching practicums in relation to
standards 2 and 3, these includes Standards 3.3 Include a range of teaching strategies, standard 3.5
Demonstrate a range of verbal and non-verbal communication strategies to support student engagement and
standard 3.6 Demonstrate a broad knowledge of strategies that can be used to evaluate teaching programs to
improve student learning. These are standards that need the most improvement as my confidence and skills
dropped from PP1 to PP2 as I taught at a mainstream school in PP1 and distance education in PP2. There are
no goals for standards 2 as I am expected level for those standards.
References:

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

Fisher, D., Frey, N., & Hattie, J. (2020). The distance learning playbook, grades k-12 : Teaching for
engagement and impact in any setting. SAGE Publications.

Gibbs, K., & McKay, L. (2021). Differentiated teaching practices of Australian mainstream classroom
teachers: A systematic review and thematic analysis. International Journal of Educational Research, 109,
101799. https://doi.org/10.1016/j.ijer.2021.101799

Main, K., Bahr, N., & Pendergast, D. (Eds.). (2017). Teaching middle years : Rethinking curriculum,
pedagogy, and assessment. ProQuest Ebook Central https://ebookcentral.proquest.com

Maloshonok, N., Astin, A, Pace, R., Pascarella, E., Terenzini, P., Chickering, A., Gamson, Z., Kuh, G.,
Krause, K., Coates, H., Ewell, P., & Jones, D (2014, March 15-17) Vygotsky’s Theory: Lessons for Student
Engagement Research S [Conference paper] HSE SERU National Research University Higher School of
Economics Moscow https://www.hse.ru/data/2014/06/02/1324961458/Vygotsky%E2%80%99s%20Theory
%20Lessons%20for%20Student%20En..her%20School%20of%20Economics%20Moscow..pdf

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.

Queensland Department of Education, 2021, Distance Education https://education.qld.gov.au/schools-

educators/distance-education).

Queensland Teacher’s Union, 2015, QTU Position Statement: Differentiation and planning for individual
students
https://www.qtu.asn.au/application/files/6215/3187/7140/PS_Differentiation_and_planning_for_individual_
students_-_including_ICPs_March_2015.pdf#:~:text=Differentiation%2C%20planning%20for
%20individual%20students%20The%20concept%20of,this%20may%20include%20students%20with
%20special%20learning%20needs