Design Teaching and Learning Second Assessment:

Cameron Collyer 17881467

Original Lesson Plan: Retrieved from NESA website.

Sample Lesson Plan History

Year/Stage
: Year9/Stage5
Syllabus reference
:

Depth Study 1, Topic 1b: Movement of peoples (17501901)

inquiry question: What were the changing features of the movements of
people from 1750 to 1918?
Outcomes:
HT51 explains and assesses the historical forces and factors that shaped
the modern world and Australia
HT54 explains and analyses the causes and effects of events and
developments in the modern world and Australia

Text: Oxford Big Ideas Australian Curriculum History 9, Chapter 3, pp

116119. G. Carrodus, K. McArthur (2012)

Language focus: Explaining historical factors, cause and effect,

abstract expressions, organising information

Preparing for reading (Stage 1)

Background knowledge: (review from previous lessons)
Industrial Revolution
European empires
First Fleet and settlement of Australia
Summary of the text: (each section of the text is explained to the
students before reading)

Detailed reading (Stage 2)

Read each paragraph, discuss and have students mark key information.
In this sample lesson the information to mark is highlighted in the
accompanying copy of the text.
Detailed reading may be performed on part of the text and/or
may be set for students to complete individually or in groups.
Note: Discuss the illustrations that accompany the text as it is read.
 Note-making from the text (Stage 3)
Students use their marked or highlighted key information to make notes.
One student may write the notes on the board as others dictate.

This might be a whole-class activity or it could start with the whole class
and then be completed individually or in groups, depending on the needs
of the class and the time available.

The following are examples of notes from the information highlighted on

the accompanying text.
What events influenced the movement of peoples around the world?
push factors:
poverty, famine, overcrowding, natural disasters, war and conflict, political or
religious oppression
pull factor:
personal choice (e.g. adventure); promise of a better life, better employment
opportunities, more space, more fertile soil, greater personal freedom and
the opportunity to shape the future
Industrial Revolution:
1750early 20th century
imperialism European powers control across the world
some migrated willing, hoping for a new start
slaves and convicts were given no choice

Joint construction from the notes (Stage 4)

Joint construction may be performed on part of the text and/or may be set
for students to complete individually or in groups.

Section 1: Australian Professional Standards for Teachers

1 Know students and how they learn

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1 2 3 4 Comments: Students in these categories are not included. The plan is simple
5 and vague.

1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1 2 3 4 Comments: Although Australian history is mentioned, little is said in regards to
5 Indigenous history.

1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
1 2 3 4 Comments: Group work may address
5
1.6 Strategies to support full participation of students with disability
1 2 3 4 Comments: Group work offers benefit.
5
2 Know the content and how to teach it
2.2 Content selection and organisation
1 2 3 4 Comments: The plan is simple yet clear and well structured.
5
2.3 Curriculum, assessment and reporting
1 2 3 4 Comments: The plan mentions what part of the syllabus will be covered, but in
5 no great detail.

2.6 Information and Communication Technology (ICT)

1 2 3 4 Comments: no mentioned use of ICT.
5
3 Plan for and implement effective teaching and learning
3.1 Establish challenging learning goals
1 2 3 4 Comments: Goals are not interesting for students. Therefore, students will not
5 feel challenged

3.2 Plan, structure and sequence learning programs

1 2 3 4 Comments: The plan is structured and sequenced well. Although the content is
5 rather vague.

3.3 Use teaching strategies

1 2 3 4 Comments: Teacher will explain the text according to lesson.
5
3.4 Select and use resources
1 2 3 4 Comments: Proper use of text.
5
4 Create and maintain supportive and safe learning environments
4.1 Support student participation
1 2 3 4 Comments: group work is encouraged.
5
4.2 Manage classroom activities
1 2 3 4 Comments: Teacher will explain activities.
5
4.3 Manage challenging behaviour
1 2 3 4 Comments: No real mention of this in the plan.
5
4.4 Maintain student safety
1 2 3 4 Comments: Students have the option of working in a group or by themselves.
5 Class is indoors.

4.5 Use ICT safely, responsibly and ethically

1 2 3 4 Comments: No real mention of ICT, therefore irrelevant.
5
5 Assess, provide feedback and report on student learning
5.1 Assess student learning
1 2 3 4 Comments: The previous lesson is revised, so student learning is being
5 assessed.

5.2 Provide feedback to students on their learning

1 2 3 4 Comments: No feedback is mentioned as part of the plan, although former
5 lesson is revised.
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 4 Comments: Content is rather vague. The plan isnt engaging with students and
5 therefore wont allow deep knowledge to take shape.

1.2 Deep understanding

1 2 3 4 Comments: No deep understanding. It doesnt create a personal connection
5 with the student, just gives facts through the text.

1.3 Problematic knowledge

1 2 3 4 Comments: The text gives the required information, but the students arent
5 challenged or engaged.

1.4 Higher-order thinking

1 2 3 4 Comments: Students are encouraged to discuss the text, but not in any real
5 depth. Rather its just a repetition exercise.

1.5 Metalanguage
1 2 3 4 Comments: Not covered in the plan.
5
1.6 Substantive communication
1 2 3 4 Comments: Teacher gives clear guidelines for students to follow and allows
5 student communication.

Quality learning environment

2.1 Explicit quality criteria
1 2 3 4 Comments: Plan covers syllabus requirements.
5
2.2 Engagement
1 2 3 4 Comments: Students can engage with the content through their own learning
5 or work in groups. However, not at a deep level of understanding.

2.3 High expectations

1 2 3 4 Comments: Only basic understanding, so yes and no. For factual information,
5 yes. For deeper understanding, no.

2.4 Social support

1 2 3 4 Comments: Teacher offers support through group work and text while giving
5 clear guidelines.

2.5 Students self-regulation

1 2 3 4 Comments: Students have the autonomy to work as individuals or in groups.
5
2.6 Student direction
1 2 3 4 Comments: Students are given clear guidelines and are given a recap of the
5 previous weeks learning.

3 Significance
3.1 Background knowledge
1 2 3 4 Comments: Many facts in both the text and previous recap. Students have a
5 great deal of factual information.

3.2 Cultural knowledge

1 2 3 4 Comments: Basic knowledge is covered, but again its only very basic with no
5 real depth of reason as to why its important in relation to history.

3.3 Knowledge integration

1 2 3 4 Comments: Basic factual evidence to integrate into learning.
5
3.4 Inclusivity
1 2 3 4 Comments: Certain students may feel excluded and marginalized.
5
3.5 Connectedness
1 2 3 4 Comments: No real depth as to why this lesson is important, again, it only
5 covers the basic factual evidence. Not looking at deeper trends and how this
effects modern students.

3.6 Narrative
1 2 3 4 Comments: A generous 3, based on deep factual evidence. However, narrative
5 could be greatly improved by involving students on a personal level with the
history of Australia and the world.

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 for teaching Aboriginal and 2)Students with diverse linguistic,
Torres Strait Islander students cultural, religious and socio-economic
backgrounds
QT model
1)Higher order thinking 2)Connectedness

Lesson Plan

Topic area: History Stage of Learner: Stage Syllabus

5 year Pages:
9

Date: 5/5/17 Location Booked: Room 17

Lesson Number: 3

Time: 60 minutes Printing/preparation:

Total Number of students: 25 Oxford Big Ideas
Australian Curriculum History 9, Chapter 3, p
116119. G. Carrodus, K. McArthur (2012

Outcomes Assessment Students learn Students learn to

about
 Lesson Students learn to Students will improve on
Syllabus outcomes assessment creatively think how their understanding of
life would be had Australian history based
settlement in Australia on global changes e.g.
HT51 explains and 1. Students work in not taken place. This industrial revolution
assesses the small groups to will hopefully increase ripple effect. Students
historical forces brainstorm key student awareness will learn to listen to
events in the about Aboriginal and other students cultural
and factors that history of Torres Strait Islander beliefs as well as work
shaped the Australia and the culture. Also, students in a team. By listening
modern world world which have will learn to listen to to other students
and Australia shaped modern other peoples cultural opinions, students will
Australia and the beliefs as each have a deeper
HT54 explains and world e.g. stolen
analyses the causes and student will have the understanding of global
generations, first
opportunity to talk history and how it has
effects of events and fleet, French
about their ancestry in shaped the modern
developments in the revolution.
relation to global world.
modern world and 4. Students
movements and
discuss as a class
Australia. what Australia
industrial revolutions.
This allows students to
and the world
think creatively and
would be like had
critically about their
the industrial
individual heritage.
revolution not
taken place
(including its
effect on
Australian
settlement)
Cross Curriculum themes & General Explicit subject specific concepts and
capabilities: Australian and global skills: Team work, critical thinking, deep
history. Indigenous studies. Higher understanding, and a deeper knowledge
order thinking, connectedness. about global movements between 1750-
Acceptance of other student beliefs 1901 and how this influences modern
and cultures. Australia and the world.

Time Teaching and Organisation Centred

learning actions T/S
Intro Explain to students the activities for the Teacher: Explain task
lesson. Using the prescribed chapters
10 from the text they will find a great deal Student:
minutes of historical information in relation to
the activities. Resources: text, iPad,
computer.

Body Students will work as a group to identify Teacher: Check in on each

key events between 1750-1901 which group, offer advice and
20 have shaped Australia and the world. listen to student ideas.
minutes This includes how these events shape
our modern-day beliefs. Student:

Resources: text, iPad,

computer
Students discuss what Australia would Teacher: Offer opinions
be like had these events not taken place were necessary. Make sure
25 e.g. industrial revolution. How would all students are respected
minutes this effect modern Australia? Would and heard.
 Indigenous Australians have suffered?
Would Australia even be colonised? What Student: higher order
other impacts around the world may thinking, inclusivity,
have changed? connectedness, students
with diverse culture.

Resources: text
Thank students for the contribution and Teacher: Show
Conclus open mindedness. Encourage students appreciation and gratitude
ion: 5 to think outside the box and respect for class involvement.
minutes each others cultural backgrounds. Stress the importance of
Higher order thinking will allow students historical events which
to see that all cultures and people are have impacted modern
connected on some capacity. Australia.

Student:
Resources:
Teacher:

Student:

Resources:
Teacher:

Student:

Resources:
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Reflection
What have I learned about the teaching and learning process when preparing
this lesson?
Ive learnt that historical events impact our current way of life. Each student
has their own diverse background and beliefs. However, events such as the
industrial revolution changed the course of human history, including the history
of Indigenous Australians. Its important that students also know that as it can
change their perspective towards other students.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

HT5-1 Group work, class discussion and involvement.
HT5-4 Group work, class discussion and involvement.

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?
Obviously, the key consideration is the comfort students may feel in
discussing their personal beliefs. Some students may feel
marginalized due to their beliefs. Other considerations are the
proper use of computers as some students may not involve
themselves with the activity.
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Academic Justification:

The original lesson plan was quite simple. It measured global trends from 1750-1901 and gave

students a basic understanding of the historical period. However, after using the APST and QT

guidelines the lesson struggled to engage students, especially regarding Indigenous learning and

student connectedness. The original lesson plan also didnt incorporate higher order thinking or

create an environment for culturally diverse and religious beliefs.

The lesson plan was altered to fully engage students, especially for Indigenous and Torres Strait

learning, and to allow students a level of higher order thinking. Firstly, Indigenous Australians are

so important to Australian history, including the settlement of British colonial rule. The lesson was

altered to allow students to actively think about Australian historical events and the effect it is still

having on modern Australia. Also, many cultures, especially Indigenous cultures value collective

group work rather than individual work based activities. This can be seen as Byrnes (2000) states

Aboriginal society' was (and is) collectivist (value: 'we look after one another') whereas

mainstream Australian culture is individualist (p.2). Therefore, by creating group work and a

classroom environment which allows each student to express their opinions and beliefs, Indigenous

students will feel more involved.

The lesson was also changed to incorporate deeper, higher order thinking. The second activity

allowed each student to discuss what would Australia be like had the industrial revolution not taken

place. The question allowed students to use their imaginations and understand the value that past

actions have on current day events. Ladwig and Gore (2009) state Higher-order thinking requires

students to manipulate information and ideas in ways that transform their meaning and implications.

This transformation occurs when students combine facts and ideas in order to synthesise, generalise,

explain, hypothesise or arrive at some conclusion (p.18). This explanation from Ladwig and Gore
 10

directly relates to the second activity. By combining these principles each student can identify new

meanings from the historical period mentioned. Students also can feel more connected to one and

other as each student has the chance to express their own opinion on how the revolution may have

effected their family in the past e.g. East India Company, Australian and American settlement.

The second activity also gives students from culturally diverse and religious backgrounds the

chance to feel involved within the classroom. The industrial revolution impacted lifestyles on a

global scale, not just westernised countries. Therefore, students from all countries may have

different opinions on how their life may have been, if not for the industrial revolution. This allows

other students to understand different cultures and beliefs within the classroom. This applies to

educational policy as Byrne (2008) states The policys aim: to respond to and reflect cultural,

linguistic and religious diversity and to give students the opportunity to achieve equitable

outcomes (p.36). This statement reflects the aim of the activity, which was to improve participation

for religious and culturally diverse students.

If students from different backgrounds explain to other students their family history and heritage,

other students will gain a deeper understanding and therefore, connectedness to the material, as well

as their fellow classmates. The activities were also changed to benefit the teacher. As a future

educator, its incredibly important to try and understand each individual student and what makes

them motivated to learn. This can be seen as Geneva (2009) states Individuals from various ethnic

backgrounds have different beliefs about and ways of approaching ethnic, racial, and cultural

diversity as curriculum content, instructional techniques, and relationships with students (p.145).

This statement relates to students and teachers a like. All have different ways of interpreting

information. All students a have their own ways of learning which can be influenced by cultural and

religious beliefs.
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Overall, the lesson changes reflect the need for more inclusive education within the classroom. Each

student may now creatively think about their cultural backgrounds and beliefs in relation to the

industrial revolution. Students may share with the class how the revolution may have changed or

influenced modern day life within Australia and the world. This will create a more connected

classroom which involves itself with higher order and deeper thinking. As well as a greater

connectedness towards other students from a diverse range of backgrounds.

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References

ACARA - Curriculum. (2017). Acara.edu.au. Retrieved 17 March 2017, from

http://www.acara.edu.au/curriculum

Australian Professional Standards for Teachers | Australian Institute for Teaching and School

Leadership. (2017). Aitsl.edu.au. Retrieved 10 May 2017, from

http://www.aitsl.edu.au/australian-professional-standards-for-teachers

Bryne, C. (2008) Diversity in Education. Culture Scope. (87), 36-40.

Brynes, J. (2000). A comparison of Aboriginal and non-Aboriginal values. D!Ssent, (3), 6-11.

Retrieved from

http://search.informit.com.au.ezproxy.uws.edu.au/fullText;dn=20003755;res=AGISPT

Gay, G. (2009). Acting on Beliefs in Teacher Education for Cultural Diversity. Journal Of Teacher

Education, 61(1-2), 143-152. http://dx.doi.org/10.1177/0022487109347320

Gore, J. & Ladwig, J. (2017). Quality teaching in NSW public schools: An Assessment practice

guide. Retrieved 17 March 2017, from

http://web1.muirfield-.schools.nsw.edu.au/technology/Programs/Template/Quality%20Teaching

%20Guide.pdf
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