Lesson Plan Format

Class: Year 9

Date: Time: Start: _______9.45_________
Finish: ______10.30_____________
Key Learning Area: History (Stage 5)

Lesson Topic:
Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):

Students have been studying Australias relationship with Britain in 1914

Syllabus Outcome(s):
One or two only. Please note the syllabus
reference number AND write out in full.



- 5.5:
Identifies and comprehends and
evaluates historical sources







- 5.6
Using sources appropriately in a
historical inquiry




Indicators of Learning for this lesson:
Behaviours that contribute toward achievement of outcome(s).
Quote syllabus numbers. Must be clear, specific, observable.
Curriculum Content Strands may be used as headings.

By the end of this lesson, the students will:
- Recognises a variety of historical resources


- Recognises where Britain fought in WW1


- Uses their understanding about historical sources to
investigate a historical inquiry






Assessment:
Strategies which will be used to assess
learners attainment of learning outcomes.
Should be linked to each learning indicator.


- No formal assessment required-
Teacher makes anecdotal
accounts of student attempts


- Take notice in student confidence and
accuracy in recognition of sources


- Students successfully complete
historical inquiry





Any safety issues to be considered:
No danger present. Hence, no safety issues are
to be considered
Resources:
List resources you used in preparing the lesson AND those used in the lesson implementation.
- Laptop (teacher and student)
- Powerpoint projector
Comment [A1]: 1.5
This demonstrates the way in which I have
planned a lesson taking into account
students prior achievements
Comment [A2]: 2.3
I have developed a lesson plan using the
History syllabus from the Board Of Studies
(Stage 5)
Comment [A3]: 5.1.
These informal, formative assessment
strategies are designed to assess learners
attainment of the intended learning
outcomes
Comment [A4]: 4.4.
This demonstrates my use of strategies to
support students safety.
- Websites that have been used for activity purposes
- Board of Studies (2014) Year 7-10 Syllabus. Sydney: BOS



LESSON SEQUENCE
Lesson Content / Indicators of Learning
(What is Taught):
Note key skills, concepts and values
addressed in each section. Link to your
Indicators of Learning.
Timing
(mins)
Teaching Strategies / Learning Experiences:
(How it is taught)
Write detailed steps showing what the teacher (T) will do and
what students (Ss) will do.
Resources and Organisation:



INTRODUCTION
- Review Australias relationship with
Britain in 1914
- Present a succinct outline of what is
to be covered this lesson





















- Teacher tells students to quietly stand behind their
desks
- Teacher greets and acknowledges students
commends for settled behaviour
- Review the slides on the projector using the previous
lesson and let students ask questions that they are
concerned with in relation to Australias relationship
with Britain in 1914
- Teacher tells the students to raise their hands if they
have an answer
- Teacher begins the lesson and outline what is required
for the students

- Powerpoint projector

DEVELOPMENT

- Recognise a variety of historical
resources (primary and secondary)
- Assess the importance of resources
with regard to Australias
involvement in WW1 in 1914
- Make use of historical sources


35 mins



- Teacher orders students to open up a word document
ie Pages on their laptops
- Students are to log onto the internet and go to this
URL https://www.princeton.edu/~refdesk/primary2.html
- Discuss the website in relation to primary and
secondary sources. Evaluate the reliability of the
sources (10 mins)
- Pages application on
student laptop
- Powerpoint projector


Comment [A5]: 3.4.
This is an example of my use of a range of
teaching resources to engage students in
the learning process
Comment [A6]: 4.2.
This illustrates my knowledge of strategies
to organise classroom activities and provide
clear directions.
Comment [A7]: 3.2. The outline here is
designed to gain students attention and
motivation.
correctly when studying historical
inquiry
- Label a range of historical sources
that are evident of where the
Australian troops fought in WW1 e.g
a letter that was written in the
trenches


































- Directs students to open up document on historical
inquiry and ask students to begin task at hand (15
mins)
- Teacher utilises another document to talk about
different historical sources as evidence of the locations
of where the Australians fought throughout WW1 (10
mins)

CLOSURE
-Establishes an expanding confidence in - Teacher informs students to review and ensure that - Assess development
Comment [A8]: 3.3.
This is an example of how I planned this
lesson using a range of activities to engage
students actively in their learning, while
addressing learning outcomes
recognizing various historical sources and
their importance in explaining Australias
involvement in WW1.


























they have a grasp of the content and what is learnt in
class
- Teacher praises students for their attention and hard
work
- Students pack up
- Teacher dismisses class



(add further pages as required)
Comment [A9]: 2.2.
This demonstrates my use of review
questions to create a lesson closure.
Student Teachers Evaluation (write reflections on the following):

Assessment of Learning Outcomes
To what extent did the learners achieve the intended learning outcomes?




Describe the evidence you have for this.




Outline the follow-up to this lesson for the learners.




_________________________________________________________________________________________
Evaluation of Teaching
Identify the teaching strategies / learning experiences that were most effective. Explain why.




Identify the teaching strategies / learning experiences that were least effective. Explain why.




How appropriate was the timing throughout the various sections of the lesson? Why?




Describe how the selection and use of resources supported learning in the lesson.




Identify what motivated the students. Explain why.




Identify the classroom management strategies that were most effective. Explain why.




What was most satisfying about the lesson?




Based on these reflections, outline the steps you should now take to improve your teaching in future lessons.

Colleague teachers comments: (Reference could be made, for example, to planning and preparation,
knowledge of curriculum, organisation, motivation of pupils, strategies used, interaction with students, classroom
management, catering for individual needs, use of resources, etc.)






























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