You are on page 1of 17

Ethan Sais 17974628 DTL Assessment Task 2

Designing Teaching and Learning


Assessment Task 2
Ethan Sais - 17974628

Contents

Original Lesson Plan

Page 2

Coding

Page 5

Modified Lesson Plan

Page 8

Academic Justification

Page 11

References

Page 14

Learning Portfolio Web Link

Page 15

Original Lesson Plan

LESSON: CLASS: Yr. 9HIS TOPIC: Prime Minister, Robert


Menzies announces Australias involvement in WW II
UNIT OF WORK: WW2 SUBJECT:
History

1
Ethan Sais 17974628 DTL Assessment Task 2

LESSON AIM: The aim of this lesson is for students to gain an understanding
of Australias 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 identifies and evaluates the
to fight in both wars 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 / Resources


skills / attitudes Prime Minister, Robert Menzies
announces Australias involvement in
WW II.
http://www.ww2australia.gov.au/

Retroactive p.141,142
TI LESSON CONTENT TEACHING / LEARNING ASSESSME
M STAGE STRATEGIES NT / HWK
E

1: Roll call
55
Instruct Global map Students are to complete the
2: students table outlining the Allies and
00 of lesson Axis information Retroactive
outcome Source p.141
. extract 7.2.2
2: p.142 Using the link
10 Introduc http://www.ww2australia.gov.au
e next / students listen to the
activity announcement of PM Menzies.
2: (approx: 4mins duration)
20
Students are required to write
(2) paragraphs explaining to
their family why they are
enlisting in the Australian army.
2: Close/re (10 mins) Using Retroactive p.
35 vise 141 as a reference (excerpt of
Menzies announcement)

Class discussion: Teacher to


nominate 2 or 3 students to
read out their explanations.

2
Ethan Sais 17974628 DTL Assessment Task 2

Teacher guided lesson.


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

(Australian Curriculum Lessons, 2015,


http://www.australiancurriculumlessons.com.au/2015/08/01/yr-9-history-lesson-
robert-menzies-announces-australias-involvement-in-ww2/ , Retrieved 5-6-2017)

3
Ethan Sais 17974628 DTL Assessment Task 2

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 23 4 It is evident that the strategies used in this task are very limited and dont
5 explicitly discuss how this task can be applied to students with linguistic,
cultural and religious diversity.
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1 23 4 As discussed in the previous standard it is clearly evident that this task does not
5 specifically identify strategies that are responsive to the learning strengths of
specific groups and as such is limited. It is also evident that this lesson plan
does not incorporate indigenous perspectives or attempt to address the related
CCP.
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
1 2 3 4 This lesson plan does not address differentiation in an authentic way, this is
5 because it only offers students with the opportunity to write some paragraphs
on the material provided in the classroom. The material provided for the
classroom is heavily reliant upon traditional media such as textbooks and
underutilises the opportunity it has with the world war two Australia website.
1.6 Strategies to support full participation of students with disability
1 234 There is no acknowledgement of students with disabilities and thus it is evident
5 that there has not been any attempt to structure the lesson in a way that can
be accessed by disabled students. Despite the student centred approach that
the activity offers to students.
2 Know the content and how to teach it
2.2 Content selection and organisation
1 234 This lesson plan is somewhat effective addressing the content in a logical order,
5 allowing students to understand how the progression and movements of the
war changed over time provides context for students in addressing the question
presented to the class.
2.3 Curriculum, assessment and reporting
1 2 3 4 Even though this lesson plan addresses two syllabus outcomes, there appears
5 to be no attempt to assess what students have learnt or whether they have
achieved the desired outcome presented in the syllabus
2.6 Information and Communication Technology (ICT)
1 2 3 4 Although it uses a very useful and engaging source for students to interact with
5 the main task is very traditional in the sense that it relies heavily on the
textbook, pen and paper writing exercises. Even though it has great potential
to provide students with the opportunity to explore this subject matter in a
more engaging way.
3 Plan for and implement effective teaching and learning
3.1 Establish challenging learning goals
1 2 3 4 The learning goals for this lesson plan are quite vague and do not completely
5 address the syllabus outcomes, that this lesson is described to cover.
3.2 Plan, structure and sequence learning programs
1 234 Even though the task set out for this lesson is quite monotonous, it does have a
5 relatively logical structure and utilise the time well, even though a little unclear.
3.3 Use teaching strategies
1 2 34 Not really specified, but is clear that this task relies heavily on teacher
5 instruction and doesnt not allow for student centred learning. This is real

4
Ethan Sais 17974628 DTL Assessment Task 2

missed opportunity for students to build on each others ideas and knowledge
3.4 Select and use resources
1 2 3 4 Awesome ICT resource selected, however not utilised very well. Could be used
5 throughout the unit to address various aspects of WWII or used for more in
depth tasks.
4 Create and maintain supportive and safe learning environments
4.1 Support student participation
1 2 3 4 To some level it does however, student participation is let down by time
5 constraints in allowing all students to express their ideas to the class. This could
be better done as group work or as an open discussion of the topic to wrap the
lesson up.
4.2 Manage classroom activities
1 2 34 Classroom activities are managed quite well but not very engaging, mostly due
5 to the teacher instructed focus of the lesson.
4.3 Manage challenging behaviour
1 2 34 There is no specific mention of behavioural management throughout the lesson
5 plan. But is clear that the nature of the lesson plans as one that clearly relies
heavily on teacher instruction and engagement that this may be a response to
unruly behaviour.
4.4 Maintain student safety
1 2 3 4 No acknowledgement of student safety. Would assume that this has been
5 addressed. Not a practical based tasks
4.5 Use ICT safely, responsibly and ethically
1 2 3 4 ICT is safely used, as students have clear instructions and most information
5 needed is provided by the website used and the textbook.
5 Assess, provide feedback and report on student learning
5.1 Assess student learning
1 234 No assessment outlined.
5
5.2 Provide feedback to students on their learning
1 2 3 4 Again this is highly limited by time constraints and nature of the tasks set out.
5

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 Although the content is addressed in a way that engages students it does not
5 provide them with the opportunity build on prior knowledge and in fact requires
quite a bit of back ground information in order for students to grasp the
concepts being discussed.
1.2 Deep understanding
1 2 3 4 A missed opportunity for this lesson in allowing for greater student autonomy in
5 tasks. This lesson relies heavily on teacher instruction
1.3 Problematic knowledge
1 2 3 4 The crux of this lesson allows for students to contemplate and interpret the
5 materials they are using and explore them in relevant way.
1.4 Higher-order thinking
1 2 3 4 The beginning of the lesson is predominantly lower order thinking however, the
5 major task and reflection allows for students to think more critically about the
subject matter.

5
Ethan Sais 17974628 DTL Assessment Task 2

1.5 Metalanguage
1 2 3 4 No mention or attempt to use metalanguage in the lesson. Hard to address as
5 this is only a plan and not the actual lesson. Although there is a consistent need
for establishing context for students to understand the content
1.6 Substantive communication
1 2 3 4 Communication is consistent throughout the lesson. This is addressed through
5 the brainstorming activity at the beginning of the lesson and has been built
upon throughout the lesson.
Quality learning environment
2.1 Explicit quality criteria
1 2 3 4 Quality of students work is not explicit and as assessment in this lesson plan is
5 limited and barely addressed.
2.2 Engagement
1 2 3 4 ICT resource highly engaging, but underwhelmingly used. Could benefit from a
5 task that doesnt rely so heavily on traditional tasks.
2.3 High expectations
1 2 3 4 Most students will engage meaningfully with this task however. The end revision
5 of the lesson does leave out many students from participating
2.4 Social support
1 2 3 4 Little evidence of peer interaction and encouragement of supportive
5 behaviours. The nature of the lesson is highly geared towards teacher praise
and direction of behaviour
2.5 Students self-regulation
1 2 3 4 Individual task for most of the lesson provides students with autonomy to
5 engage with the material despite the emphasis on teacher interaction.
2.6 Student direction
1 2 3 4 Very little evidence of student direction. Highly teacher centred learning
5
3 Significance
3.1 Background knowledge
1 2 3 4 It is evident that students require a back ground knowledge to complete the
5 tasks. No previous knowledge is acknowledged or accounted for.
3.2 Cultural knowledge
1 2 3 4 Superficially acknowledged through the major task as it is highly reliant on the
5 students own feelings, background and understandings.
3.3 Knowledge integration
1 2 3 4 Highly integrated - This lesson plan is aimed at addressing the motivations of
5 why people fought in the second world war by exploring its context and speech
of Australias leader during this time.
3.4 Inclusivity
1 2 3 4 All students are included in the activities and are able to make meaningful use
5 out of these tasks. Except for the revision task that focuses on a few students
and not the class as a whole.
3.5 Connectedness
1 2 3 4 This task will have future connections to other history units and can have
5 connections to students family members/ancestry or significance to their future
studies
3.6 Narrative
1 2 3 4 The task does have narrative and emphasises this quite prominently through
5 the topics discussed the resources used.

Section 3: Identifying Areas for Improvement

Identify the two APST standards and two NSW QT model elements you are targeting for
improvement.

APST
1) Differentiation 2) Use of ICT resources

6
Ethan Sais 17974628 DTL Assessment Task 2

QT model
1) Student Direction (self-directed) 2) Social support

Modified Lesson Plan

Topic Stage of Learner:


Syllabus Pages:
area: Stage 5/ Year 9 CORE STUDY DEPTH STUDY 3: AUSTRALIANS AT WAR:
History WORLD WARS I AND II (19141918, 19391945)
(pp.92-93)
YEARS 710 LIFE SKILLS AND RELATED SYLLABUS
OUTCOMES (pp. 106-107)
Date: Location Booked:Lesson Number:
8-5- HSIE classrooms 1/6 Introductory lesson
2017
Time: Total Number of Printing/preparation:
1.55 students: Whiteboard/Smartboard for brainstorming activity and
2.45p 24 (6 groups of 4) for setting presenting oral version of Menzies speech
m to the class

50 Ipads for ICT component (looking up speech)


minute
s QR Codes prepared to focus class one link to a written source of Men
Announcement, one link to an oral source of Menzies announcement an
one
link to the Australian War Memorial website

Websites Introduction task


http://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g
8/

Websites Group task


http://www.ww2australia.gov.au/ wardeclared/
http://menziesvirtualmuseum.org.au/the-1930s/1939
https://www.awm.gov.au/atwar/ww2/

Outcomes Assessment Students learn Students learn to


about
HT5-5 Identifies Informal The causes of the Locate and sequence
and evaluates the Diagnostic wars, why the places where
usefulness of Assessment at the Australians Australians fought in
sources in the beginning of enlisted to fight both WWI and WWII.
historical inquiry lesson to assess and where
process level of Australians fought Convey their
knowledge and knowledge and
HT5-10 Selects and understanding of understanding using a
uses appropriate students. HTLS-5 - The variety of oral,
oral, written, visual significant people written, visual and
and digital forms to Informal and events our digital forms
communicate Formative past (in this case
effectively about the assessment of events of WWI and HTLS-8 - Analyse and
past for different students as the WWII) and how evaluate sources for

7
Ethan Sais 17974628 DTL Assessment Task 2

audiences lesson progress they have shaped relevance, meaning


throughout the our modern world. and significance, to
HT5-7 explains lesson (teacher - understand the past
different contexts, assists students
perspectives and gages their grasp HTLS-9 - recognise
interpretations of the of the content. different perspectives
modern world and of people, events and
Australia Informal issues
Formative
assessment of
students at end of
lesson using
class/group
presentation
Cross Curriculum themes & General Explicit subject specific concepts and
capabilities skills
This lesson draws from the Australia and Students will build upon previous historical
its engagement with Asia CCP by concepts and skills these include the
highlighting the events and significance ability to recognise and understand varying
of Australias past relationship with Asia perspectives and interpretations, use of
and it the impacts of Australias proximity Empathetic understanding, their research
to Asia as a Western nation. skills, as well as build upon the abilities to
Furthermore, it is evident that this lesson explain and communicate their
also draws upon the general capabilities understanding of the content in a variety of
that centre around the use of ICT; Critical forms
and Creative thinking; and intercultural
understanding.
Time Teaching and Organisation Centred
learning actions T/S
1.55p Roll call and preparation Teacher: Have class roll Teach
m prepared and ready to er
Teacher conducts roll call while class mark of student names.
(5 settles and prepares for the task Depending on behaviour
min) ahead. groups can be allocated
or formed by students
During this time the teacher will themselves. this could
instruct the class to form five groups also be used in a way to
of five students. differentiate the tasks
and provide students
with a structure that
suits them.
Student: settle into
class, respond to teacher
and wait for further
instruction. Form
groups.
Resources: roll call and
pen
2.00p Introduction Task Teacher: guides Teach
m students in discussion, er
Mind mapping activity students scribes all of the ideas
(10 brainstorm what they know of that students have
min) Australias involvement in WWII, and contributed and saves
discuss the difference between the the document/slide etc.

8
Ethan Sais 17974628 DTL Assessment Task 2

allied and axis members. They use for a later date, perhaps
the Smartboard to record their ideas. for revision. Sets up the
(5 min) interactive map for
students to discuss the
The teacher then up loads the impact of WWII in the
interactive map World War II in the pacific.
Pacific (website listed in resources Student: engage in
above) and explore the events that discussions and watch
take place in the regions around the interactive map,
Australia, making specific reference to taking note of key
the impacts that this had on Australia events etc.
and its engagement with Asia (CCP) Resources: interactive
Smartboard, projector
This task will assess students previous etc.
knowledge and provide background
information so that they can conduct
the next task.
2.10p Group task Teacher: will allocate Stude
m each group their nt
Using their devices each group will be response task. Assist
(20 asked to use Robert Menzies speech each group to ensure
min) and the other sources of background that they are on track.
information provided to prepare a two While also maintaining
paragraph response (300-400 words). the classroom
behavioural climate
This response must address the through various pre-
perspectives of various groups and emptive actions and pre-
their support for (or against) enlisting existing rules and
in the Australian army. strategies
Each group will be given a different Approx. 5 min from
way of presenting their response: finishing the task the
teach will ask each
Group 1 As newspaper article group to begin preparing
Group 2 As a letter to your parents for presenting their work
Group 3 As political speech and will ask those using
Group 4 As an Advertisement ICT resources to send or
Group 5 As a Facebook post upload their content to
the smart board.
They can use images, speech, text, Student: sit at the table
quotes, videos etc. to analyse or use the devices provided
inform their response. to inform their
responses, collaborate
The final product that each group with each other and
presents can be either electronic assist each other with
e.g. PowerPoint or document etc. or concepts that are
can be done using traditional unfamiliar (differentiated
materials like pen and paper. learning), students
manage their own time
and are responsible for
completing the task in
the time allocated.
Resources:
Ipads/computers/laptops
, etc.
Q/R codes that link to

9
Ethan Sais 17974628 DTL Assessment Task 2

relevant websites
Pens and paper
2.30p Presentation/conclusion Teacher: asks each Stude
m group to present and nt
Groups take turns presenting their maintains student
(15 medium and how it is informed by the behaviour by addressing
min) perspectives that they found using any unnecessary noise
the websites provided for them. and asking students to
place themselves in the
Each group takes roughly 3 minutes position of those they
each to present their findings are disturbing. So that
all groups are able to
present their findings.
Student: get up and
present their work.
Resources:
Smartboard, projector.
2. Classroom pack up and leave the Teacher: prepares class Teach
45pm classroom for follow up lesson Rats er
of Tobruk. Instructs
(Bell Teacher informs students of what the class to pack up and
time) next lesson will entail and suggests leave.
that they explore ww2australia Student: students
website (particularly the Rats of collect their belongings
Tobruk link) and leave
Resources: N/A

Reflection
What have I learned about the teaching and learning process when
preparing this lesson?
I have learnt that there are many things to consider when planning out a lesson.
One of the first obstacles I have come to recognise is that of time constraints.
Whether it is possible to get through the workload planned in the time allotted is
very difficult to determine particularly because I have not yet conducted a
lesson about this topic or with this particular type of task. This lesson plan has
provided me with many opportunities to consider how I would incorporate ICT
into my lesson plans. I have discovered that this is not as easy as I first thought,
it is difficult to find ICT sources that are relevant and engaging and I must also
be very weary of ICT and the relevant safety concerns safety concerns.

This task has also provided me with the opportunity to consider how I would
differentiate my lessons for students with varying abilities. I tried to address this
through an activity that relied heavily upon group work, so that I could group
people pf similar or varying abilities to assist students in reaching their potential
while allowing them to assert some control over their education. I have also
come to a greater understanding of the work and process involved in lesson
planning. I have come to the conclusion that I need to work on my time
management skills because I will be unable to spend as much time on other
lesson plans in the future.

How am I measuring the outcomes of this lesson?

Learning Method of measurement and recording


Outcome

10
Ethan Sais 17974628 DTL Assessment Task 2

HT5-5 Informal formative assessment throughout the lesson.


HT5-10 Informal formative assessment throughout the main task
and formative assessment during the presentation
component of the lesson.
HT5-7 Informal formative assessment during main task and in
class discussion when presenting their work

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?
When using ICT there are many safety concerns that one must be aware
of. The Risk of using ICT in the classroom is that students can use
technology in an irrelevant way or use it to bully others etc. I have been
very careful in this lesson plan to consider this and I have avoided any risk
by giving students QR codes as a way of not only avoiding the risk but also
to help students resist the temptation to avoid the work.

Academic Justification

The modifications that I have made to this lesson have been quiet

large. This is because the lesson plan has failed to address the content in

an engaging and relevant way. I have kept the major resource and the

original lesson plans content. But I have however, changed the nature of

the task so that it is more collaborative. Doing this task as group work is

far more beneficial, as it aids in overcoming the time constraints placed

upon this lesson and also helps in allowing the teacher to differentiate the

lesson.

11
Ethan Sais 17974628 DTL Assessment Task 2

It is clear that the original lesson plan had many missed

opportunities when it came to engagement and relevance to students. I

have identified one of these as a lack of social support. In order to

address this, I have modified the lesson so that there is a greater

emphasis on collaborative learning. Gillies (2003) highlights that group

work can have tremendous benefits for students because it provides them

with the opportunity to give and receive help; learn to resolve problems;

learn to accept others and their differences; as well as allows students to

construct new understandings and deepen their knowledge through

sharing ideas and perspectives. Furthermore, collaborative learning has a

dual purpose in my revised lesson plan, as Gillies (2003) argues the use

of collaborative learning strategies can be extremely useful in

differentiating activities to meet all student needs. This is because of the

enhanced socialisation amongst peers with differing backgrounds,

experiences and abilities. Downing and Eichinger (2003) suggest that

students who suffer from disabilities are afforded many benefits from

tasks that use inclusive strategies because they allow for these students

to engage with the tasks in ways that cater to their specific needs, which

in the case of my revised lesson plan allow students to use images and

illustrations to inform and engage all students regardless of language

barriers, disabilities or cognitive abilities. Furthermore, Gillies (2003)

suggests that disabled students as a result of collaborative learning

strategies improve their communication and motor skills. In fact, it is

argued by Gillies (2003) that group work also allows for greater

12
Ethan Sais 17974628 DTL Assessment Task 2

communication, self-esteem and achievement outcomes within

delinquent and disengaged youth.

Blatchford, Kutnick, Baines and Galton emphasise the role of

knowledge-based constructivism and effort-based learning (2003,

p.154) that are essential to creating strategies for students that are

intrinsically motivating and thereby making full use of the social

pedagogic potential of the classroom (Blatchford, 2003, p.154). They

look at group work or groupings (Blatchford, et al., 2003, p.155) as a

way of shifting the ownership and control of learning to the students

themselves. Evidently group work also provides teachers with the

opportunity to draw upon student-to-student pedagogy and its ability to

provide students with the opportunity to build their understandings of a

topic upon each others knowledge. Blatchford et. al. (2003) explores this

notion through Vygotskys zone of proximal development that highlights

the gaps of a students knowledge that can be expanded through teacher

guidance (Alves, 2014). In this case student peer relations can act as a

catalyst for students to develop their understanding and fill the gaps in

their knowledge in a more direct, relevant and meaningful way

(Blatchford, 2003).

I have attempted to address the deep knowledge aspect of the

quality teaching framework by introducing tasks that inform key concepts

surrounding historical knowledge. These include understanding past

perspectives and its influence on the modern day, in a highly relatable

13
Ethan Sais 17974628 DTL Assessment Task 2

and meaningful way. This is addressed in my revised lesson plan through

the more relevant use of ICT. Heemskerk et al. (2012) suggests that ICT

offers teachers the opportunity to individualise and differentiate their

lessons. According to Brooks et. al. (2014) use of ICT in the classroom is

not being used to it full potential as a tool to foster student-centred

learning situations based on the Piagean notion of student understanding

developed through exploratory engagement with material rather than a

focus on teacher instruction, that has placed ICT use as a compliment to

traditional resources. Therefore, my approach to incorporating ICT within

my revised lesson plan is intertwined with group work, as Brooks et. al.

suggests that a far better use of ICT in the classroom is through a

computer-supported collaborative learning (CSCL) (Brooks et. al., 2014)

framework, allowing students to partake in learning activities that actively

engage them in the exploration of topics and problems using ICT.

14
Ethan Sais 17974628 DTL Assessment Task 2

References
Alves, P.F. (2014). Vygotsky and Piaget: Scientific concepts. Rusian
Psychological Society , 7(3), 24-34. doi:10.11621/pir.2014.0303

Australian Curriculum. (2017). General Capabilities - Introduction.


Retrieved May 2017, from
http://www.australiancurriculum.edu.au/generalcapabilities/overvie
w/introduction

Australian Curriculum Lessons. (2013). Yr 9 History Lesson Robert


Menzies Announces Australias involvement in WW2. Retrieved May
2017, from Australian Curriculum Lessons History:
http://www.australiancurriculumlessons.com.au/2015/08/01/yr-9-
history-lesson-robert-menzies-announces-australias-involvement-in-
ww2/

Australian Government Department of Veterans' Affairs. (n.d.). War


Declared. Retrieved May 2017, from Australia's War 1939-1945:
http://www.ww2australia.gov.au/wardeclared/

Blatchford, P., Kutnick, P., Baines, E., & Galton M.,. (2003). Toward a social
pedagogy of classroom group work. International Journal of
Educational Research, 39, 153-172. doi:10.1016/S0883-
0355(03)00078-8

Brooks, E.P., Borum, N. & Rosenrn, T. (2014). Designing Creative


Pedagogies Through the Use of ICT in Secondary Education.
Procedia - Social and Behavioral Sciences, 112, 35-46.
doi:10.1016/j.sbspro.2014.01.1137

15
Ethan Sais 17974628 DTL Assessment Task 2

Downing, J.E., & Eichinger, J. (2003). Creating learning opportunities for


students with severe disabilities in inclusive classrooms. Teaching
Exceptional Children;, 36(1), 26-31. Retrieved May 2017

Gillies, R.M. (2003). Structuring cooperative group work in classrooms.


International Journal of Educational Research, 39, 35-49.
doi:10.1016/S0883-0355(03)00072-7

Gore, J. . (2007). IMPROVING PEDAGOGY: The challenges of moving


teachers to>vard higher levels ofquality teaching. In J. &. Butcher,
Making a difference: Challenges for teachers, teaching and teacher
education (pp. 15-33). Sense Publishers. Retrieved May 2017

Heemskerk, I., Volman, M., Admiraal, W., & Dam, G.T. (2012).
Inclusiveness of ICT in secondary education: students appreciation
of ICT tools. International Journal of Inclusive Education, 16(2), 155-
170. doi:10.1080/13603111003674560

Menzies Foundation. (n.d.). 1939 - Sir Robert Menzies . Retrieved May


2017, from Menzies Virtual Museum:
http://menziesvirtualmuseum.org.au/the-1930s/1939

NSW Educational Standards Authority. (2013). History K-10 Syllabus.


Retrieved May 2017, from NSW Syllabus for the Australian
Curriculum:
http://syllabus.nesa.nsw.edu.au/assets/historyk10/downloads/histor
yk10_full.pdf

Learning Portfolio Web Link

Ethan Sais

Student number: 17974628

Link:

16
Ethan Sais 17974628 DTL Assessment Task 2

17