Lesson Plan Analysis Done Done Done

Nida Anwer | 17732736 | Designing Teaching & Learning 1
102086 – Designing Teaching & Learning

Assessment 2: Lesson Plan Analysis, Revision & Justification
Contents
Original Lesson Plan…………………………………………………………………………2
Lesson Plan Analysis………………………………………………………………………...5
Modified Lesson Plan……………………………………………………………………….11
Academic Justification………………………………………………………………………20
References…………………………………………………………………………………...22
Learning Portfolio Web Link………………………………………………………………..24
Original Lesson Plan
LESSON PLAN.
LESSON: CLASS: Yr. 9HIS TOPIC: Prime Minister, Robert Menzies announces Australia’s involvement in WW II
UNIT OF WORK: WW2 SUBJECT: History
LESSON AIM: The aim of this lesson is for students to gain an understanding of Australia’s involvement in WW2. An analysis of PM
Menzies’ announcement and declaration of War. Students will describe their own feelings and attitudes towards the War.
Student Outcomes Syllabus Outcomes

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

Prime Minister, Robert Menzies announces Australia’s involvement in
WW II. http://www.ww2australia.gov.au/
Retroactive p.141,142
TIME LESSON CONTENT TEACHING / LEARNING STRATEGIES ASSESSMENT /
STAGE HWK
1:55 Roll call
2:00 Instruct students Global map Students are to complete the table outlining the Allies and
of lesson Axis information – Retroactive p.141
outcome.
Using the link http://www.ww2australia.gov.au/ students

2:10 Source extract 7.2.2 p.142
Introduce next listen to the announcement of PM Menzies. (approx:
activity 4mins duration)
2:20 Students are required to write (2) paragraphs explaining to

their family why they are enlisting in the Australian
army.(10 mins) Using Retroactive p. 141 as a reference
(excerpt of Menzies announcement)
Class discussion: Teacher to nominate 2 or 3 students to

read out their explanations.
2:35 Close/revise
Teacher guided lesson. Providing background information.

Emphasis on the ‘Rats of Tobruk”.
EVALUATION FOLLOW UP – CONTENT FOLLOW UP -
STUDENTS
What worked well …. The Australian 6th Division. The Mediterranean, The
Middle East and North Africa.
Teacher guided lesson. Providing background information.

What needs improving ….
Emphasis on the ‘Rats of Tobruk”.
Source: Yr 9 History Lesson - Robert Menzies Announces Australia’s involvement in WW2 - Australian Curriculum Lessons. (2015). Australian Curriculum
Lessons. Retrieved 9 May 2017, from http://www.australiancurriculumlessons.com.au/2015/08/01/yr-9-history-lesson-robert-menzies-announces-
australias-involvement-in-ww2/
Lesson Plan Analysis

102086 Designing Teaching & Learning 1H 2017
Assignment 2: APST and QT Analysis Template
Section 1: Australian Professional Standards for Teachers

Evaluate the lesson plan according to the following Australian Professional Standards for
Teachers. Only standards directly addressed in Designing Teaching & Learning that are
relevant to this assignment have been included. However, this does not mean the other
standards are irrelevant to lesson planning and evaluation more generally.
Evaluation score – 1 (poor) to 5 (excellent)
Comments incl. evidence for evaluation score (2 sentences)
1 Know students and how they learn

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1–2–3– Comments: Although the teacher may be helping these students in class
4–5 personally, it is not explained explicitly nor acknowledged in the lesson
plan.
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1–2–3– Comments: No mention of strategies for teaching Aboriginal and Torres
4–5 Strait Islanders although there was history of both men and women
participating in the war even though their rights were still under pressure.
1.5 Differentiate teaching to meet the specific learning needs of students across the full
range of abilities
1–2–3– Comments: Discusses the use of allowing students to use a wide variety of
4–5 presentational resources, however not implemented at its fullest potential.
1.6 Strategies to support full participation of students with disability

1–2–3– Comments: No mention of how to include students with disabilities/special
4–5 needs.
2 Know the content and how to teach it

2.2 Content selection and organization

1–2–3– Comments: Content should have been more informative and specific.
4–5
2.3 Curriculum, assessment and reporting
1–2–3– Comments: Follow up content is provided – asking what needs improving
4–5 and what can be added.
2.6 Information and Communication Technology (ICT)

1–2–3– Comments: Students are to listen to a speech. No further ICT used.
4–5
3 Plan for and implement effective teaching and learning

3.1 Establish challenging learning goals
1–2–3– Comments: Displays unit/syllabus outcomes – no mention of personal goals
4–5 for students.
3.2 Plan, structure and sequence learning programs

1–2–3– Comments: Well-structured lesson plan that provides syllabus outcomes,
4–5 teaching strategies, encourages class discussion, has as section for
evaluation and follow up content.
3.3 Use teaching strategies

1–2–3– Comments: Various teaching/learning strategies implemented. Could have
4–5 been more explicit.
3.4 Select and use resources
1–2–3– Comments: Online speech and retroactive activity. Not many resources
4–5 used.
4 Create and maintain supportive and safe learning environments

4.1 Support student participation
1–2–3– Comments: Very direct as the teacher nominates, rather than students
4–5 allowing themselves to participate due to their interests in the topic.
4.2 Manage classroom activities

1–2–3– Comments: Time provided on how classroom activities will flow. Detailed
4–5 outlook on how the lesson will progress during the class period.
4.3 Manage challenging behavior

1–2–3– Comments: No indication of how to manage challenging behavior.
4–5
4.4 Maintain student safety
1–2–3– Comments: No mention of student safety.
4–5
4.5 Use ICT safely, responsibly and ethically

1–2–3– Comments: No indication of use of ICT in safe, responsible or ethical way.
4–5
5 Assess, provide feedback and report on student learning

5.1 Assess student learning
1–2–3– Comments: Provides follow up content and lesson aim. Provides student
4–5 outcomes and evaluation of students’ progress.
5.2 Provide feedback to students on their learning

1–2–3– Comments: Evaluation section asks ‘what worked well’ and ‘what needs
4–5 improving’ – follow up content provided.
Section 2: NSW Quality Teaching Model
Evaluate the lesson plan according to the following NSW Quality Teaching model elements.
Evaluation score – refer to NSW QTM Classroom Practice Guide for each element
Comments incl. evidence for evaluation score (2 sentences)
1 Intellectual quality
1.1 Deep knowledge
1–2–3– Comments: Lesson focuses on key concepts, specifically Australian’s
4–5 involvement in World War 2, however, student’s prior knowledge not
mentioned.
1.2 Deep understanding

1–2–3– Comments: Teacher attempts to incorporate students through teaching
4–5 strategies and class discussion. Students are given the chance to demonstrate
their understanding of the content.
1.3 Problematic knowledge

1–2–3– Comments: Students not given chance to give evidence and show their own
4–5 perspectives.
1.4 Higher-order thinking

1–2–3– Comments: No indication of students using prior knowledge to generate
4–5 ideas/information.
1.5 Metalanguage
1–2–3– Comments: ‘Analysis’ and ‘Attitudes’ range in metalanguage but only to
4–5 some extent.
1.6 Substantive communication

1–2–3– Comments: Class discussion will provide substantive communication in the
4–5 classroom.
Quality learning environment

2.1 Explicit quality criteria
1–2–3– Comments: Discusses criteria outlook and outcomes. No mention about how
4–5 the lesson plan applies direction to students about what information is to be
followed and processed.
2.2 Engagement
1–2–3– Comments: Listening to Menzies speech and participating in class room
4–5 discussions emphasizes on engagement in class.
2.3 High expectations

1–2–3– Comments: High expectation emphasized in evaluation section and
4–5 teaching/learning strategies. Expectation around Australia’s involvement in
war, however, not explicit.
2.4 Social support

1–2–3– Comments: No group work mentioned but class room discussion can be set
4–5 out in groups.
2.5 Students’ self-regulation

1–2–3– Comments: Majority of time spent on student learning and focuses on class
4–5 content rather than behavioral structure of the class.
2.6 Student direction

1–2–3– Comments: Students given the control to write why they are enlisting in
4–5 army. Asked to make classroom discussion therefore allowing student to
take charge of their own learning.
3 Significance
3.1 Background knowledge
1–2–3– Comments: No acknowledgment of student’s prior knowledge or
4–5 engagement in the current topic.
3.2 Cultural knowledge

1–2–3– Comments: Lesson plan does not provide any reference to diverse cultures,
4–5 religions, language etc.
3.3 Knowledge integration

1–2–3– Comments: No reference or connection to knowledge integration.

4–5
3.4 Inclusivity
1–2–3– Comments: No mention of inclusivity amongst diverse groups of students.
4–5
3.5 Connectedness
1–2–3– Comments: Emphasis on connecting students to this time period by having
4–5 them write why they would enlist in the army during World War 2.
3.6 Narrative
1–2–3– Comments: Listening to Menzies speech and creating their own story about
4–5 enlisting allows students to dissolve into the narrative itself.
Section 3: Identifying Areas for Improvement
Identify the two APST standards and two NSW QT model elements you are targeting for
improvement.
APST
1) Strategies to support full participation of 2) Information and Communication
students with disability Technology (ICT)
QT model
1) Social Support 2) Inclusivity
MODIFIED LESSON PLAN

Lesson Plan
Topic area: History Stage of Learner: Stage 5 Syllabus Pages:

HT5-5
HT5-6
HT5-9
HT5-10
Date: 14/4/2017 Location Booked: History Lesson Number: 2 /6

Classroom/Computer Room
(with main projector/computer)
Time: 60 minutes Total Number of students: 16 Printing/preparation:
- Bringing in student
Retroactive text books.
- Australian primary
source. A propaganda
poster promotion young
Australian’s enlisting in
the war/threat of
invasion.
- Paper + envelopes to
write to families about
enlisting in way.
- ICT – computer set up
to listen to Menzies
speech.
- Kahoot link so students
engage in quiz in
computer room.
- Organise Special
Education Teacher to be
in classroom with
student with special
needs.
- Small handouts with
details about short
homework assignment.
Outcomes Assessment Students learn about Students learn to
Syllabus outcomes Lesson assessment Syllabus Students learn how to:

HT5-5 - identifies and Assessing HT5-5 – Identifying - Analyse sources.
evaluates the usefulness propaganda poster Menzies speech and its How propaganda
of sources in the and from this relativeness to was used as a tool
historical inquiry writing a letter to Australians. to capture
process family to discuss attention of
HT5-6 Importance of
how poster Australians during
HT5-6 - uses relevant primary and/or
persuaded student World War.
evidence from sources secondary sources in
to enlist in the - Discuss
to support historical history. How
army. Australia’s
narratives, explanations propaganda and
reaction towards
and analyses of the Kahoot quiz on censorship played an
entering a World
modern world and historical terms and important role in World
War.
Australia. concepts learnt War 2 whilst under The
- Identify certain
from Menzies Menzies Government.
HT5-9 applies a range messages in
speech. How this affected
of relevant historical propaganda. Why
citizens in Australia and
terms and concepts Pairing up students people enlisted in
the army.
when communicating an in groups of four the army due to
understanding of the and engaging in HT5-9 – Taking Kahoot this.
past group quiz and understanding - What is the term
debate/discussion the important terms in ‘censorship?’
HT5-10 selects and uses Why censorship
in last ten minutes Menzies speech that
appropriate oral, written, was invoked in
of class. This allowed citizens to
visual and digital forms Australia as a part
includes pairing engage and support
to communicate of protecting its
special needs Menzies ideology
effectively about the army.
student with a during the World War
past for different - Define certain
group, whilst also and how he engaged his
audiences.
having special supporters with terms that defined
needs teacher concepts of war. world war and its
observe student in characteristics.
HT5-10 – Using - Write formal
group activity to
Retroactive and letters to families.
ensure inclusivity
Menzies online speech.
is taking place.
Using visual primary
HW – Find a piece source (propaganda
of Primary Source poster) and Kahoot quiz
relating to enlisting online (ICT).
in the war from
Australia’s rival
e.g. Germany and
bring to next class

to discuss
differences.
Cross Curriculum themes & General Explicit subject specific concepts and skills
capabilities
This lesson will allow students to bring themselves
Analysing specifics works in History into the narrative of World War 2. It will have
students analyse sources such as propaganda posters.
Implemented more inclusivity in the This will allow students to see emotion through
classroom. imagery.
Writing a letter to their family allows students to put
Providing work for special needs
themselves in the positions of soldiers.
students. Allowing the student to work
amongst fellow peers. Analysing symbolism in images and in speeches.
How tone represents emotion.
Primary and Secondary sources.
Applying their knowledge of definitions in the
Menzies speech.
ICT – Kahoot – x2 website links.
Critically analysing images (Primary

source).
Writing skills (letter form)
Time Teaching and learning actions Organisation Centred

T/S
Intro Roll call Teacher: Teacher
1:55PM Mark off
Special needs student and teacher prepare classroom
attendance.
5 minutes work.
Handing out
Assure special needs student is not placed on separate Retroactive
table as other students. Although special needs teacher textbooks to
present, still allow forms of inclusivity to be displayed by students
including student with the rest of the class. whilst doing
so.
Student:
Collecting
Retroactive
texts books
once name is
called out –
turning to
p.141.
Special needs
student
settling with
teacher.
Making
proper
introduction.
Resources:
Retroactive
textbook.
Body Brief introduction to Allies and Axis powers in World Teacher: Student
War 2. Recapping with students with any background Briefly
2:00PM
knowledge. recaps World
10 Minutes War 2
Which countries were part of the Allies?
powers.
Which countries were part of Axis? Directs
student to
Students complete Retroactive activity. May do this in Retroactive
pairs with students on table. activity.
Teacher assesses completed work. Asks if there are any Explains
questions. activity to
special needs
teacher who
then forms
own teaching
strategy to
teach special
needs
student.
Teacher
checks up on
special needs
students.
Student:
Completes
activity in
Retroactive
textbook.
Resources:
Retroactive
textbook.
Using the link http://www.www2australia.gov.au/ Teacher: Student
students listen to the announcement of PM Menzies. Prepare
2:10PM
(approx.: 4mins duration). Kahoot quiz
20 minutes whilst student
Remaining 14 minutes, student participate in Kahoot
listen to
quiz. Pair up in groups of four. Thus, engaging in
speech.
classroom discussion and social support.
Teacher
What is the meaning on ‘melancholy’ in this speech?
places
Who was Australia’s ally? Was this the reason Australia students in
was involved in WW2? groups of
four.
What does Robert Menzies tone make audiences feel
like? (specifically ask special needs student)
How does this reflect on how he feels about entering Student:
war? Listen to
Menzies
What would Australians reactions have been like? speech.
Combine inclusivity by making sure special needs Discuss
student is put in group. Special needs teacher oversees meanings of
but allows student to participate on their own unless help words and
is needed. concepts in
speech and
answer
teacher in
groups.
Resources:
Kahoot and
Menzies
speech link.
- Students to analyse propaganda poster. Teacher Teacher: Student
will open following link Use URL and
https://www.awm.gov.au/collection/ARTV09225/ bring up
2:30PM and display to students. propaganda
- Discuss what this poster is telling audience.
10 Minutes - Why was Australia afraid of Japanese invasion image on

during WW2. (Teacher to provide brief screen.
background knowledge.)
Student:
- What forms of symbolism is displayed? E.g.
Provide own
Japanese soldier’s facial expression displaying
perspectives
‘madness’.
– deep
- Define ‘perish’. What did the text mean on the
knowledge
poster for people who did not want to fight in the
and self-
war?
regulation.
- What did posters do for its audience? Did they
convince citizens or not to join the army? Resources:
- What was conscription? ICT – poster
- Was conscription a good idea to be implemented URL link.
in WW2 or not?
- Finding ways for students to learn forms of
metalanguage.
2:40PM - Students are required to write (2) paragraphs Teacher: Student
explaining to their family why they are enlisting Take out
10 Minutes
in the Australian army. paper and
- Using Retroactive p. 141 as a reference (excerpt envelopes.
of Menzies announcement).
- Use propaganda poster as an example of how
students were convince to join the army. Student:
- Special needs student, if comfortable, can speak
to special needs teacher about their feelings about Use paper
war, what they think about it. and
- Class has an open discussion as to why they envelopes to
wrote what they did. 2 -3 students to read out write a letter
their explanations. to their
parents about
enlisting in
the war and
discuss with
class in an
open
discussion.
Resources:
Paper and
envelopes.
Retroactive
textbook p.
141
Conclusion - Provide homework for students by pairing up Teacher: Teacher

students and having them find their own Provide small
5 Minutes
propaganda poster but one of Australia’s handouts
opponent e.g. Japan or Germany. with
- Pair up gifted and talented student with special information
needs. Write a note for parents of special needs of homework
students so they are aware about what their child and
has done today and how they have worked in instructions.
class and engaged with other students. Place
- Student will be able to assess themselves the students in
importance of imagery during WW2 and what it pairs for this.
made audience feel like during this period.
Student:
Take on
homework
and discuss
with fellow
classmate on
what to look
for before
next class.
Resources:
Home work
hand out.
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
I have realised whilst modifying this lesson plan that it is incredibly important to
make sure all concepts in the lesson plan are paired with the Australian Professional
Standards for Teachers and the Quality Teaching Model. Integrating these concepts into a
lesson plan is far more difficult than it seems but the results would be far more beneficial for
students. Depending on the specific disabilities of special needs students, it is important to
display a sense of inclusivity so they are not only a part of classroom activities but also
ensuring that they are comfortable in doing so.
Time is cautious and to make sure that the students are benefited with all the
information provided within a small time span was difficult. Time management is crucial. I
found that using ICT would engage students better as they would be able to enjoy a quiz in a
different format. Student would be able to enjoy this with their classmates, whilst also
bonding with the student of special needs, therefore, creating a social support network.
Having students analyse imagery would allow a more in depth classroom activity
where they would be able to find a sense of deep understanding; providing their own opinions
and perspective in the classroom rather than a direct approach of a teacher stating what it is
and how it should be. It is also important to not cause things like split attention during class
so that focus is not shifted from one place to another. That is where the teacher will lose the
students engagement. Applying all these teaching strategies into a classroom, I feel, would
provide a more comfortable environment, not only for the student but also for the teacher.
In conclusion, this assignment was heavily underestimated. Thinking that it would be
simple as it is directly being applied to our own knowledge of our own KLA, it was harder to
ensure that all concepts were determined in the lesson plan.

How am I measuring the outcomes of this lesson?
Learning Outcome Method of measurement and recording

HT5-5 After listening to Menzies speech – conducting Kahoot
quiz on definitions and concepts about the speech.
HT5-6 Propaganda image representing the Australian Army
narrative – students analyse image and use symbolism
to identify what the poster is conveying to audience.
HT5-9 Kahoot quiz asks to identify important terms.
HT5-10 Class discussion/debate relays content learnt.
WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline the
key WHS considerations that are to be applied in this lesson?
Teachers must be aware of all electrical components in the classroom are plugged in safely
e.g. no loose wiring from the computer and/or projector.
Wires should be neatly tucked away and not visible that students may fall or trip.
Students are to have water in closed bottles and must be in their bags as there are many
electrical appliances in the classroom.
Academic Justification
The original lesson plan follows the simplicity of a typical history lesson but did not
emphasizes on specific aspects of the Australian Professional Standards for Teachers
(AISTL, 2016) and the Quality Teaching Model. This includes inclusivity, strategies to
support full participation of students with disabilities, information and communication
technology (ICT) and social support. All these variables would allow a teacher to have full
participation in classroom activities and include student who tend to be excluded.
The modified lesson plan focuses on engaging all types of students in a classroom that
not only teaches important parts of the syllabus, but also allows students to find support with
other students within a classroom. Jennifer Gore (2007) states
“teachers need a clear set of concepts as to what constitutes good practice with
specific detail about what that practice looks like and that this set of concepts needs to
be framed as a support for teacher development, not as a system for judging relative
performance (p. 16).
Although parts of the history syllabus outcomes were provided, additional outcomes such as
HT5-6 and HT5-9 were added as they both represented important historical concepts that
were necessary to be taught within a history classroom. HT5-6 was incorporated in the text
by organising a poster activity which students were to analyse and state their own opinions on
the posters narrative during the time of the Second World War, therefore this was following
the Quality Teaching Model in regards to problematic knowledge and deep understanding.
Applying these concepts to the lesson plan allows students to have a visual understanding of
world war narratives and allows students to see the differences between primary and
secondary sources, whilst also, critically analysing an important primary source. HT5-9 was
merged in with an online game, Kahoot, that would provide background knowledge on
historical terms and concepts. This would be done in the form of groups that would engage in
social support networks throughout the classroom and allow students to become educated in
historical references but enjoy the time they have analysing this terms with their peers. There
are significant results in the use of ICT in classroom activities. Erbas, Leford, Polly and Orril
(2004) state “technology not only frees the students from tedious and repetitive computations
but actually encourages the use of multiple representations” (p. 301). Using ICT tools within
the classroom such as Khaoot and images via the web would capture attention and allow a
change in teaching methods to be implemented. The use of ICT could have been used more in
the modified lesson plan, however, students should not be provided with only one teaching
method per class as they should be challenged in different methods in classroom activities.
Special needs students have long been overseen in classroom activities. It is vital that
inclusivity is seen amongst students so that social support can become a vital aspect amongst
students. The NSW government recognises the importance in having pre-service teachers
understand their roles in supporting special needs students in their classroom and have
emphasized the training needed so that this results in the inclusivity amongst special needs
students (NSW Government, 2014). Special needs teachers are required in this lesson plan,
however, including a separate teacher to oversee special needs students should not always be
the case as the teacher themselves should be required to have a decent amount of knowledge
in how to teacher special needs students.
Overall, the modified lesson plan acknowledges differences in teaching styles and
compliments the use of ICT. This interconnects with the Australian Professional Standards
and Quality Teaching Models guidelines that there be aspects of social support in a classroom
setting, whilst also being strategies that shows signs of inclusivity amongst students with
special needs. This all leads to the teacher’s high expectations of their student’s participation
in a classroom.
References
Australian Institute for Teaching and School Leadership. (2014). Australian Professional
Standards for Teachers. Retrieved from http://www.aitsl.edu.au/australian-
professional-standards-for-teachers/standards/list
Erbas, A., Ledford, S., Polly, D., & Orrill, C. (2004). Engaging Students through
Technology. Mathematics Teaching in the Middle School,9(6), 300-305. Retrieved
from http://www.jstor.org/stable/41181924
Gore, J. (2007) Improving pedagogy: The challenges of moving teachers toward higher levels
of quality teaching (pp.15-33) Rotterdam, The Netherlands:
Sense Publishers
He's coming south. (n.d). Australian War Memorial. Retrieved 10 May 2017, from
https://www.awm.gov.au/collection/ARTV09225/
Ludwig, J., Gore, J. (2003). Quality teaching in NSW public schools: A classroom practice
guide (3rd ed.). Sydney, Australia: Department of Education and Training,
Professional Learning and Leadership Development Directorate.
NSW, B. (2017). History K–10 :: Stage 5 :: Core Study – Depth Study 3: Australians at War:
World Wars I and II (1914–1918, 1939–1945). Syllabus.nesa.nsw.edu.au. Retrieved
10 May 2017, from http://syllabus.nesa.nsw.edu.au/hsie/history-k10/content/1049/
NSW, B. (2017). History K–10 :: Stage 5 :: Core Study – Depth Study 4: Rights and
freedoms (1945–present). Syllabus.nesa.nsw.edu.au. Retrieved 10 May 2017, from
http://syllabus.nesa.nsw.edu.au/hsie/history-k10/content/835/
NSW Government (2017). Classroom management and Students with special needs. Quality
of Initial Teacher Education in NSW. Retrieved 10 May 2017, from

http://file://ad.uws.edu.au/DFShare/StdHomes/17732736/My%20Documents/Classro
omManagementStudentsWithSpecialEducationNeedsAccess.pdf
Yr 9 History Lesson - Robert Menzies Announces Australia’s involvement in WW2 -
Australian Curriculum Lessons. (2017). Australian Curriculum Lessons. Retrieved 9
May 2017, from http://www.australiancurriculumlessons.com.au/2015/08/01/yr-9-
history-lesson-robert-menzies-announces-australias-involvement-in-ww2/
Learning Portfolio Web Link

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Nida Anwer | 17732736 | Designing Teaching & Learning 1

102086 – Designing Teaching & Learning

Original Lesson Plan

Student Outcomes Syllabus Outcomes

Student previous knowledge / skills / attitudes Resources

1:55 Roll call

Using the link http://www.ww2australia.gov.au/ students

2:20 Students are required to write (2) paragraphs explaining to

Class discussion: Teacher to nominate 2 or 3 students to

Teacher guided lesson. Providing background information.

Teacher guided lesson. Providing background information.

Lesson Plan Analysis

Section 1: Australian Professional Standards for Teachers

1 Know students and how they learn

1.6 Strategies to support full participation of students with disability

2 Know the content and how to teach it

2.2 Content selection and organization

2.6 Information and Communication Technology (ICT)

3 Plan for and implement effective teaching and learning

3.2 Plan, structure and sequence learning programs

3.3 Use teaching strategies

4 Create and maintain supportive and safe learning environments

4.2 Manage classroom activities

4.3 Manage challenging behavior

4.5 Use ICT safely, responsibly and ethically

5 Assess, provide feedback and report on student learning

5.2 Provide feedback to students on their learning

Section 2: NSW Quality Teaching Model

1.2 Deep understanding

1.3 Problematic knowledge

1.4 Higher-order thinking

1.6 Substantive communication

Quality learning environment

2.3 High expectations

2.4 Social support

2.5 Students’ self-regulation

2.6 Student direction

3.2 Cultural knowledge

3.3 Knowledge integration

1–2–3– Comments: No reference or connection to knowledge integration.

Section 3: Identifying Areas for Improvement

MODIFIED LESSON PLAN

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

Date: 14/4/2017 Location Booked: History Lesson Number: 2 /6

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson assessment Syllabus Students learn how to:

bring to next class

Critically analysing images (Primary

Writing skills (letter form)

Time Teaching and learning actions Organisation Centred

10 Minutes - Why was Australia afraid of Japanese invasion image on

Conclusion - Provide homework for students by pairing up Teacher: Teacher

students. Depending on the specific disabilities of special needs students, it is important to

ensuring that they are comfortable in doing so.

In conclusion, this assignment was heavily underestimated. Thinking that it would be

ensure that all concepts were determined in the lesson plan.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

emphasizes on specific aspects of the Australian Professional Standards for Teachers

support full participation of students with disabilities, information and communication

participation in classroom activities and include student who tend to be excluded.

other students within a classroom. Jennifer Gore (2007) states

performance (p. 16).