17709301 Alana Kane

Part A:
The lesson plan that has been used is about a lesson based on understanding
metaphors. The lesson coheres to the outcomes of the Australian English curriculum. There
are a total of seven Australian professional teaching standards that teachers need to achieve.
However, in regards to this particular lesson plan, four standards will be discussed.
Discussion will be based upon how these four particular standards could be achieved.
Standard one is to be able to know students and how they learn (BOSTES, 2012,
p.8). This particular standard can be achieved in regards to the lesson plan. The lesson plan is
an introductory lesson, ultimately meaning that in order for the teacher to begin a new topic
they must have understanding of the students they are teaching knowledge. The focus area for
the standard is based upon formulating strategies and implementing teaching methods that
cater to people who are from different backgrounds and or have learning disabilities. The use
of different stimuli in this particular lesson plan adheres to the focus area of this particular
standard as it allows for students to learn in different ways. Ultimately catering to the
different learning methods of the students in the class.
Standard two of the Australian professional standards of teaching is know the content
and how to teach it (BOSTES, 2012, p.10). This particular lesson plan adheres to this
professional standard of teaching in regards to the lesson plan clearly indicates the content
that will be taught and the teachers knowledge of the content. The lesson plan highlights how
a teacher knows the content in relation to when the lesson plan states remind students that
the lesson is about metaphors. Define a metaphor (Tes Australia, 2013) ultimately allowing
for the teacher to show their knowledge. The focus areas of this standard are to show how the
teacher shows their knowledge of content and how the curriculum is incorporated. This
lesson plan uses this particular focus area of the professional standard by stipulating the
syllabus and curriculum outcomes that will be achieved.

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Standard three indicates that teachers must be able to plan and implement effective
teaching and learning (BOSTES, 2012, p. 12). This particular lesson plan relates to standard
three in regards to the way it is set out. The lesson plan is structured, goal orientated and uses
many different strategies in order for the content to be effectively taught. The focus area of
this standard is to set goals, use different strategies and resources. The lesson plan definitely
adheres to the focus area of using a range of resources, as the lesson plan requires the use of
watching a video and using images to understand the lesson content.
Standard five of the Australian professional teaching standards is assess, provide
feedback and report on student learning (BOSTES, 2012, p. 16). This lesson plan
incorporates this particular professional teaching standard as it indicates how the teacher will
assess the work that the students will be doing, this is clearly outlined in the assessment
column of the plan. This professional teaching standard is evident in the assessment process
of the teacher observes the students independently creating poems and focusing on
metaphors, ultimately allowing for the teacher to provide relevant feedback. The focus area
of this standard is to provide feedback, understand the students work and report on the work
of the students. This lesson plan with use of the assessment column allows for the teacher to
incorporate the focus areas of the professional teaching standard.

Part B
Section 1:
Standard 1- Focus area - Graduate 1.5.1:
This particular focus area for the graduate level 1.5.1 of standard one states
differentiate teaching to meet the specific learning needs of students across the full range of
abilities (BOSTES, 2012, p.9). This focus area is clearly evident in the lesson plan that has
been studied. Different techniques of learning have been used in order to cater for students

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whom have diverse learning needs. However, the lesson does not go into much details about
catering for students who are from a diverse cultural background. However, as mentioned in
Part A the lesson plan is based on an introductory lesson to metaphors. As it an introductory
lesson, the teacher is able to use the activities to discover how each student learns, ultimately
allowing for them to cater to the diverse learning needs of the students of the class. Michelle
McCollin and Dorris OShea in the text Increasing Reading Achievement of Students from
Culturally and Linguistically Diverse Backgrounds (2005) state that aiming for culturally
and and linguistically relevant materials that hold meaning to students (McCollin & OShea,
2005, p. 41). This statement relates to the focus area as it stipulates the importance of
teaching using resources that highlight significance to students whom have diverse learning
needs. The lesson plan adheres to this focus area as it uses different resources to cater to
students learning needs.
Standard 2- Focus area- Graduate 2.3.1:
This particular focus area for the graduate level 2.3.1 of standard 2 stipulates that
teachers curriculum, assessment and reporting (BOSTES, 2012, p. 10). This particular
lesson plan adheres to this standard as it clearly outlines the components of the year 7 English
curriculum that have been used in order to formulate the lesson. The curriculum elements that
are used in relation to this particular lesson plan highlight how the plan caters for students
with diverse learning needs. This is clearly evident in the curriculum outcome stipulated on
the lesson plan as EN2-2A: effectively uses a widening range of processes, skills, strategies
and knowledge (Tes Australia, 2013), acknowledging that students learning needs are all
different. This lesson plan takes into consideration how each student have different levels of
literacy and linguistic understanding, this is predominantly highlighted through the
assessment and curriculum aspects of the plan.

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Standard 3- Focus area- Graduate 3.1.1:
Standard 3, the graduate level 3.1.1 focus area states establish challenging learning
goals (BOSTES, 2012, p.12). The lesson plan studied has indicated the goals that will be
achieved through out the lesson. Each activity that has been established adheres to this focus
area as it allows for students to learn in their own way. The use of technology and other tools
demonstrates how the lesson plan sets challenges but uses resources to overcome these
challenges. Ultimately this lesson plan use of setting goals to achieve for the students caters
to their diverse learning needs. The activities outlined in the lesson plan encourage working
in pairs, the use of group work would allow for a gap in a students zone of proximal
development (Clarke & Pittaway, 2014, p. 27) to be bridged. To work with a student that has
a greater understanding of the content, will help with the student who has a diverse learning
need to understand the content in an easier manner. Ultimately catering for the diverse
learning needs of the students in the class.
Standard 5- Focus area- Graduate 5.2.1
The focus area of the graduate level 5.2.1 for this standard stipulates that a teacher
must provide feedback to students on their learning (BOSTES, 2012, p. 16). In order for
the teacher to cater for students with diverse learning needs this focus area of the standard
needs to be incorporated into the lesson plan. The lesson plan highlights how the teacher will
go around the classroom and assess the work of the students, providing feedback on the
students work. Providing feedback on the work allows for students with diverse learning
needs to understand where there is need to improve and also how the teacher in following
lessons provide resources that will help the student to learn and gather a deeper understanding
about the content being taught. This particular lesson plan is from the key learning area of
English, which ultimately can link to how the teacher can incorporate the different literacy

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needs of students. By assessing the students work, the teacher is able to revise their lesson
and cater to the learning needs of the students.

Section 2: Peer-reviewed feedbackThe feedback received from fellow peers agreed with the selection of standards that
were use to understand the lesson plan. Each feedback agreed that standards worked well
alongside the lesson plan. However, there was feedback that suggested that there was need
for more understanding as to why these standards were selected. In the above report to use
this feedback effectively, the standards were broken down into focus areas. This allowed for a
deeper understanding of as to why these particular standards were chosen. Predominately the
peer-reviewed feedback was quite positive. With majority of the peers agreeing with the
reasoning behind the choice of the standards and focus areas, the writing of the report was
made easier. There was consistent agreement that each selected standard worked well with
each other, which correlated with the reason as to why the standards and focus areas were
chosen.