17994936 Aamina Younis

Unit: 102086 Designing Teaching &

Learning

Lesson Plan Analysis

Contents:

Original Lesson Plan

Lesson Plan Analysis
Modified Lesson Plan
Academic Justification
Reference List
Learning Portfolio Web Link URL
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Kokoda
Year 10 History (world war II)

Australian curriculum Learning objectives

• ACDSEH1081The experiences of Australians during World War II (such as Prisoners

of War (POWs), the Battle of Britain, Kokoda, the Fall of Singapore)

Resources required

• Australians at War – The Thin Khaki Line2 (Duration: 2.01) Note: this clip contains
mild coarse language.
• Kokoda Front Line!3 (Duration: 1.58)

Lesson outcome: Students gain an initial understanding of the experiences of Australian

soldiers involved in Kokoda.

Lesson outline:

1. Commence lesson by introducing the focus on the experience of Australians involved

in the Battle of Kokoda and prompting students to remember their previous work on
this battle. Highlight the fact that the clips which students are going to watch are
products of a context in which notions of race were viewed quite differently to now,
and may appear to them to be racist.
2. Show both Kokoda-related captioned video clips. After watching the clips, prompt
students to consider the following in small groups:
i) What do these clips tell us about the experiences of soldiers on the Kokoda trail?
ii) Compare the two different representations of these experiences in the two clips.
Identify how their different intentions, as well as the years in which they were
released, affect the representation.
3. Play the videos for students again.
4. Students complete answers to the above questions in their workbooks.
5. Volunteer students share their responses. These should be used as the stimulus for a
whole class discussion.

Homework/extension

Students explore the Australian Government’s Kokoda website4 to further develop their
understanding of the event. Students should be encouraged to consider the interviews with
Kokoda veterans and their accompanying transcripts. Students can profile a specific Kokoda
veteran, detailing their role at Kokoda and their overall experience.

Opportunity for further activity

1
http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACDSEH108
2
http://aso.gov.au/titles/tv/australians-at-war/clip1/
3
http://aso.gov.au/titles/newsreels/kokoda-front-line/clip1/
4
http://kokoda.commemoration.gov.au/
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It has been said that Kokoda is to World War II as Gallipoli is to World War 1. Students
investigate this statement and develop a well-researched opinion on the matter.

SOURCE: http://www.capthat.com.au/resources/lesson-plans/history
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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
1–2–3–4– Comments: Not mentioned in the lesson plan. Although a consideration of different
5 notions of race and context that may be different to the students is highlighted.
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1 – 2 – 3 – 4 – Comments: No mention of Aboriginals and Torres Strait Islander students or
5 strategies.
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of
abilities
1 – 2 – 3 – 4 – Comments: The lesson plan has no mention of specific strategies to meet the specific
5 learning needs of students with a range of abilities.
1.6 Strategies to support full participation of students with disability
1 – 2 – 3 – 4 – Comments: Not mentioned at all in the lesson plan even though there is scope to
5 include strategies for students with disability.
2 Know the content and how to teach it
2.2 Content selection and organisation
1 – 2 – 3 – 4 – Comments: No overview of content therefore, this lesson plan does not outline where the
5 students learning is up to in the unit. In the lesson outline, there is mention of students
previous work however does not clearly outline what the students have learned
previously.
2.3 Curriculum, assessment and reporting
1 – 2 – 3 – 4 – Comments: The class discussion of student's responses at the end of the lesson is an
5 example of informal formative assessment for this lesson. Remembering previous work
could have included oral questioning to conduct an informal diagnostic assessment.
2.6 Information and Communication Technology (ICT)
1 – 2 – 3 – 4 – Comments: Lesson is based on watching two clips about the topic followed by pen and
5 paper. Showing the clips twice is mentioned in this lesson. There is scope for students to
engage in their own research in this lesson.
3 Plan for and implement effective teaching and learning
3.1 Establish challenging learning goals
1 – 2 – 3 – 4 – Comments: Only one outcome (goal) is mentioned in this lesson plan but could be
5 more challenging.
3.2 Plan, structure and sequence learning programs
1 – 2 – 3 – 4 – Comments: Structure of the lesson plan could be improved for an appropriate flow of
5 content. No mention of timings. Although, students build on prior knowledge of topic &
scaffold new knowledge.
3.3 Use teaching strategies
1 – 2 – 3 – 4 – Comments: Teaching strategies include mostly student directed learning that
5 involves viewing clips and working in groups. Teacher is involved in starting the
class discussion. However strategies for diverse students is missing.
3.4 Select and use resources
1 – 2 – 3 – 4 – Comments: Resources are clearly outlined in the lesson plan. The integration of ICT is
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5 present during most of the lesson. There is scope to include student interaction with ICT.
4 Create and maintain supportive and safe learning environments
4.1 Support student participation
1 – 2 – 3 – 4 – Comments: Students build on their knowledge individually by viewing the clips and are
5 put into group work that allows active student participation. Group work may lead
students to lose focus. Teacher needs to be more active and make sure all are particpating.
4.2 Manage classroom activities
1 – 2 – 3 – 4 – Comments: Classroom activities seem to flow from prior knowledge and applying that to
5 new knowledge. Group works and teacher based discussion is detailed.
4.3 Manage challenging behaviour
1 – 2 – 3 – 4 – Comments: No mention of addressing specific challenging behaviours. However, before
5 viewing the clips, the teacher highlights the content of the clips that may lead students to
behave differently.
4.4 Maintain student safety
1 – 2 – 3 – 4 – Comments: No mention of student safety. The clips include some mild course language
5 and could have an effect on students. Teacher should take into consideration student
sensitivity.
4.5 Use ICT safely, responsibly and ethically
1 – 2 – 3 – 4 – Comments: ICT based lesson, with teacher in control. However, the content of the
5 clips may affect some students and teacher should make note or highlight this clearly.
5 Assess, provide feedback and report on student learning
5.1 Assess student learning
1 – 2 – 3 – 4 – Comments: Teacher is assessing the learning of students through the two informal
5 assessments conducted at the start and end of lesson.
5.2 Provide feedback to students on their learning
1 – 2 – 3 – 4 – Comments: End of class discussion leads to feedback on their responses. Not
5 individually based feedback but a general feedback on the actual class.

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: Students are required to use their previous work knowledge.
5
1.2 Deep understanding
1 – 2 – 3 – 4 – Comments: Viewing the clip and the group work leads students to demonstrate deep
5 understanding of key concepts. The class discussion can also open up wider questions for
a deeper understanding.
1.3 Problematic knowledge
1 – 2 – 3 – 4 – Comments: Clip contains content of race in a different context then now. This part
5 involves comparing different perspectives and is open to questioning based on student
assumptions.
1.4 Higher-order thinking
1 – 2 – 3 – 4 – Comments: The clip content allows students to demonstrate higher-order thinking as the
5 concept of race is explored. The group work also allows students to undertake a process
of high-order thinking.
1.5 Metalanguage
1 – 2 – 3 – 4 – Comments: Experiences, notions of race, racism, and Australian soldiers are examples of
5 the metalanguage used. Teacher also explains and gets students to start thinking about
these concepts.
1.6 Substantive communication
1 – 2 – 3 – 4 – Comments: The lesson involves ongoing communication with students via group
5 work and teacher communicates via the class discussion. Though groups who may
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finish earlier could use guidance.
Quality learning environment
2.1 Explicit quality criteria
1–2–3–4– Comments: There is no evidence of explicit quality criteria in the lesson. The outcome covers
5 the criteria but there is no evidence of the criteria being discussed and reinforced during the
lesson.
2.2 Engagement
1–2–3–4– Comments: Most of the lesson is engagement between students and teacher. Although there
5 could be disengagement while the group work as students can tend to lose focus if they are
not on task.
2.3 High expectations
1 – 2 – 3 – 4 – Comments: Expectations surrounding the clip content is clearly outlined. Through
5 different lessons processes, it appears students are adhering to the expectations. Could be
thoroughly reinforced.
2.4 Social support
1 – 2 – 3 – 4 – Comments: Group work can be seen as a setting for social support. The teacher provides
5 some social support before viewing the clips.
2.5 Students’ self-regulation
1 – 2 – 3 – 4 – Comments: No mention of student self-regulations or behaviour. However, the teacher
5 provides an outline before the clips that could have been aimed to regulate student's
behaviour.
2.6 Student direction
1–2–3–4– Comments: The viewing of the clip and group work is based on student directions. With
5 teacher's approval, the students work together and for some part of the lesson they are teacher
dependent.
3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – Comments: The students are asked to remember and incorporate their previous
5 knowledge on the battle. This however could be consistently incorporated into the lesson.
3.2 Cultural knowledge
1 – 2 – 3 – 4 – Comments: Minimal reference made about the Kokoda track while discussing the
5 involvement of Australia in the battle. There is scope to talk about the different cultures
during the war as it is a necessity while discussing war.
3.3 Knowledge integration
1 – 2 – 3 – 4 – Comments: There are connections made between topics/subject areas such as the
5 concept of race and the representation of race back then and now.
3.4 Inclusivity
1 – 2 – 3 – 4 – Comments: No mention of inclusivity in this lesson plan. There is scope for
5 incorporating an inclusive lesson.
3.5 Connectedness
1 – 2 – 3 – 4 – Comments: Student connectedness through group work where students can incorporate
5 each other's ideas. Class discussion leads the class to connect and connect with the
experiences of the soldiers.
3.6 Narrative
1 – 2 – 3 – 4 – Comments: The narrative of the battle of Kokoda is the main focus of this lesson.
5 Students are required to understand the narrative of Australia's involvement in the battle.
Section 3: Identifying Areas for Improvement

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

APST
1) 1.3 Students with diverse linguistic, cultural, 2) 1.4 Strategies for teaching Aboriginal and
religious and socioeconomic backgrounds Torres Strait Islander students
QT model
1) 1.1 Deep knowledge 2) 3.4 Inclusivity
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Lesson Plan

Topic area: Stage of Learner: Stage 5 Syllabus Pages: 76

History (World War II)
Date: Location Booked: Lesson Number: 2/6
9/05/2017 Classroom with ICT equipment
for both teacher and students
(i.e. Computer Lab)
Time: 60 minutes Total Number of students Printing/preparation
20 - Video Clips
- Scaffolding Venn diagram
worksheet

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson assessment
 Students learn  Students gain an
 Explains different Informal about significant initial
contexts, experiences of understanding of
assessment
perspectives and Australians the experiences of
interpretations of conducted through
brainstorming at during World Australian
the modern world
the beginning of War II ( such as soldiers involved
and Australia
(HT5-7) the lesson Prisoners of War in Kokoda
(POWs), the
 Applies a range of Extra questions Battle of Britain,
relevant historical provided Kokoda, the Fall
terms and throughout the of Singapore)
concepts when lesson for students
communicating an who are ahead of
understanding of
schedule
the past (HT5-9)

 Selects and uses Examples:

appropriate oral, What issues of race
written, visual and can you see in the
digital forms to clips?
communicate Compare the
effectively about notions of race in
the past for the clips to today's
different concept of race.
audiences (HT5-
10)

 Significant events
and experiences of
Australian at war
(ACDSEH108)
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Cross Curriculum themes & General Explicit subject specific concepts and skills
capabilities
 Different perspectives
 Aboriginal and Torres Strait Islander  Empathetic understanding
histories and cultures  Significance
 Research
General capabilities:  Explanation and communication
 Critical and creative thinking: question
to think about while viewing the clips,
group task discussions, class discussion
 Ethical understanding: Students learn
about the experiences of soldiers
 Information and communication
technology capabilities (ICT): lesson
focused on the clips and group task
research
 Intercultural understanding: students
learn about the world war and the
countries involved in this particular
battle
 Literacy: Venn diagram results and
students will formulate the answers to
the questions given

Time Teaching and learning actions Organisation Centred

Intro
Recap of previous work
5 minutes Teacher prompts students to
think about their previous
work through brainstorming.
Through brainstorming, the
teacher should be able to
conduct an informal
assessment to assess the
knowledge of the students
from previous lesson.
T/S
Teacher: Starts the lesson by Student
introducing brainstorming and
encourage all students to create a mind
map. Draws mind map on the
whiteboard with various student
responses.
Student: Start brainstorming their
previous knowledge of the work.
Create a quick mind map to illustrate
their responses.

Resources: Whiteboard/ Whiteboard

marker
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Body
Teacher introduces the key
7 minutes concepts: experiences and
notions of race highlighting
the importance of the
inclusion of Indigenous
soldiers.
Aamina Younis
Teacher: Teacher explains the Teacher
concepts, writing the important key
points on the whiteboard.
Student: Listening to the teacher and
taking down the notes from the
whiteboard in their exercise book.

Resources:
Whiteboard/Whiteboard markers
Teacher shows class two video Teacher: Hands out worksheet with the Student
10 minutes clips twice. Students must fill Venn Diagram with clear instructions.
out the Venn diagram Teacher needs to make sure everything
provided. Teacher should is scaffolded so students do not go off
make sure that students fill out task. Plays video clips for students
the Venn Diagram based on twice.
the following questions:
The duration of both clips is
1) What do these clips approximately two minutes.
tells us about the
experience of soldiers (NOTE: Teacher should be aware of
on the Kokoda trial? students with diverse backgrounds
2) Compare the two because of the race sensitivity. As the
different video clip contains some mild course
representations of language, teacher should seek out
these experiences in religious or cultural background
the two clips. Identify students to give a warning as they may
how their different be sensitive).
intentions, as well as
the years in which they Student: Students view the clip while
were released, affect filling out the Venn Diagram. View the
the representation. clip a second time making sure they
are filling out their diagram.
Note: Teacher should tell the
class that they will be splitting Resources:
up into groups to discuss their Australians at War – The Thin Khaki
Venn Diagram and questions Line (Duration: 2.01) Note: this clip
after viewing the clips twice. contains mild coarse language.
http://aso.gov.au/titles/tv/australians-
at-war/clip1/

Kokoda Front Line! (Duration: 1.58)

http://aso.gov.au/titles/newsreels/koko
da-front-line/clip1/

Venn Diagram Worksheet (Note:

students already know how to use the
Venn Diagram)
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10 minutes In groups of four, students
share their Venn Diagrams
and discuss the two questions.
1) What do these clips
tells us about the
experience of soldiers
on the Kokoda trial?
2) Compare the two
different
representations of
these experiences in
the two clips. Identify
how their different
intentions, as well as
the years in which they
were released, affect
the representation.
13 minutes Students conduct research on
the internet about Indigenous
soldiers that took park in the
Kokoda trial campaign and
their experience.
(ACHHS168, 186)
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Teacher: Teacher splits students into Student
groups of four while trying to include
at least one Indigenous student into
each group (if possible).
Teacher should implement the Peer
Tutoring Strategy based on the
teacher's knowledge of students with
diverse linguistic, cultural, religious
and socioeconomic backgrounds. That
is to pair high performing students
with students who may be struggling
because of various reasons.
Teacher should walk around the
classroom ensuring that the students
are focused on the task at hand and
assist the students where needed.
Teacher should also give the Peer
Tutoring pairs more scaffolding or any
other students who may be less capable
(i.e. students with diverse
backgrounds)
Student: Working in their groups or in
their peer tutoring pair, students
discuss the questions provided and
share the findings on the Venn
Diagram while writing down the
answers in their exercise books.
Resources: Venn Diagram Worksheet
White board (questions written on it)
Teacher: Teacher gives instructions for Student
the research task, reminding the
students of the time given. Teacher
tells students the importance of
incorporating the experiences of
Indigenous people that also leads to
empathetic and intercultural
understanding of cultures
(ACHHS172). The teacher should
scaffold this task if needed for students
having difficulty using ICT or finding
information. (In this case, teacher can
give out a couple of websites that will
help the students to research i.e.
https://www.dva.gov.au/i-
am/aboriginal-andor-torres-strait-
islander/indigenous-australians-war).
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Conclusion Class discussion
15 minutes Teacher facilitates the class
discussion and students
respond based on what they
discussed in their groups.
Aamina Younis
Student: Students use the computers to
research Indigenous soldiers and their
experiences.
Through this task, students
demonstrate critical thinking,
intercultural understand (GC) while
using technology to enrich their
knowledge.
Resources: Computers for students
Teacher: Teacher scaffolds and guides Teacher
the class discussion making sure that and
the discussion does not go off task. Student
Making sure students are sharing their
findings.
Student: Students sharing their
answers and views based on their
group discussion and research task.
Resources: Whiteboard
Reflection
What have I learned about the teaching and learning process when preparing this lesson?

Through this teaching and learning process of preparing and modifying a original lesson plan, I

have learned a lot about the standards under which the lesson plans are created. The APST and

NSW QT model are so important and every teacher needs to make sure they are incorporating these

standards in their pedagogies and lesson plans. This assessment has enabled me to understand the

teaching process much better and has increased my knowledge on how to incorporate standards into

my own lesson plans. As I am constantly learning new processes as a future teacher, this process

has set me on the right path. Incorporating the modifications was not easy but using the syllabus as

a guidance and academic research, it became easier to modify.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Applies a range of Informal assessment through brainstorming and Venn
relevant historical Diagram
terms and concepts
when communicating
an understanding of
the past (HT5-9)
Significant events and Through viewing the clips, group work and research
experiences of task on Indigenous soldiers and their experience
Australian at war
(ACDSEH108)

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?
The risk issues that may arise in this lesson is the safety of using the computers (ICT
resource) for the research task. The teacher must walk around and be aware of what
the students are researching on the internet. Another issue that may arise is the
sensitivity of certain students when viewing the clips and discussing the concept of
race. This is where the teacher must be aware of the diverse students in the classroom
so she can address this issue or a warning to the students.

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Academic Justification

The Stage 10 History Lesson Plan was modified to meet two standards of APST and two standards

of the NSW Quality Teaching Model. The original lesson plan was not sufficient enough in

incorporating the Australian Professional Standards for Teachers or the Quality Teaching Model.

The following will provide a justification as to why the lesson plan was modified.

Addressing the standard 1.3 and 1.4 of the APST was important because the lesson plan did not

address students with diverse linguistic, cultural, religious and socioeconomic backgrounds. It is

crucial that teachers know their students and how they learn. Therefore, they need to have

knowledge about cultural diversity or any religious and socioeconomic background which is

beyond just being aware of differences. It is important for teachers to know the facts, and the

differences between cultures in order to ensure classroom practices do not offend, discriminate or

single out any culture in any way. The lesson plan was modified in respect to diverse students. The

content in the video clips shown in class such as the mild coarse language, may be sensitive to

many students in respect to their culture or religious background. Therefore, the modified lesson

plan included support and warning from the teacher to these students. The teacher must be aware of

sensitive issues that may upset or offend a student. It also makes a huge difference if teachers are

aware of the diversity in their class in order for them to present the correct information to the

population of diverse students. Sometimes the knowledge that teachers contain may be based upon

what they hear through the media or popular culture (Gay, 2002). If teachers have an informed

approach to diversity in the classroom, they can ensure culturally responsive teaching (Gay, 2002).

Teachers need to be aware that while they may be differentiating their lessons or strategies, it

should not focus or deliver to the inferior or dominant learning experience (Westwood, 2011).The

modification made to fit under the standard 1.4, the strategies for teaching Aboriginal and Torres

13
Strait Islander students reflects on Westwood's (2011) approach. The original lesson plan did not

include anything about the Indigenous culture even though as a History lesson plan it should

incorporate Indigenous aspect as a cross-curriculum priority in the Syllabus. An effective pedagogy

to incorporate Indigenous studies in the modified lesson plan was for the students to conduct their

own ICT research about Indigenous soldiers and their involvement in the Kokoda battle campaign.

This strategy gets all students involved in Indigenous history and allows Indigenous students not to

feel like the inferior. This activity ensures a balance in both cultures. Harkins (1990) refers to

Indigenous students feeling shy that could lead to academic failure. This activity links to the NSW

Quality Teaching Model standard 3.4.

If it is possible to incorporate the Peer Tutoring Strategy in the classroom, the teacher can

implement this to achieve an inclusive classroom in respect to QT standard 3.4 of inclusivity. The

lesson plan was modified to include this strategy in addition to the group work. This is because

Indigenous students may feel more comfortable expressing their views while working in a pair

rather than a larger group. This allows all diverse students, not only Indigenous to voice their views

on the topic. Psychologist Vygotsky advocated the effectiveness of this strategy as it allows

autonomous learning (Urbano, 2011). This strategy allows intercultural understanding and

empathic understanding between students which allows for a deeper understanding of the key

concepts of the subject. This strategy has also been proven to be effective for students who have

low self-esteem or struggle with communication skills (Killen, 2013). Therefore, this strategy can

be seen effective under the standard of 3.4 as it leads for an inclusive classroom and environment.

The last modification to the lesson plan relates back to the whole lesson. Under the QT standard 1.1

deep knowledge, brainstorming the student's previous knowledge was incorporated. For students to

gain a deeper level of knowledge in the classroom, the class activities and the interactions between

14
the students generates a deeper understanding. For example, tasks should require students to

formulate their own explanations and ideas to set questions (Hacker, 2000). The teacher scaffolds

all the material so students do not go off task leads to a deeper understanding because they stay

focused on the set task. During the video clips, the use of the Venn diagram was incorporates to

assist students to draw out the similarities and differences while thinking about the proposed

questions in order to gain a deeper knowledge. This engages students in deeper understanding of

the topic because it is not simple viewing the video and answering questions but rather it gets them

thinking into the elements of the video and they form answers based on that analysis.

15
 References

Gay, G. (2002). Preparing for Culturally Responsive Teaching. Journal of Teacher Education, 53

(2), 106-116. Retrieved from

http://journals.sagepub.com.ezproxy.uws.edu.au/doi/pdf/10.1177/0022487102053002003

Hacker, J. D., Niedherhauser, S. D. (2000). Promoting Deep and Durable Learning in the Online

Classroom. New Directions for Teaching and Learning, 84, 53- 63. Retrieved

from http://onlinelibrary.wiley.com.ezproxy.uws.edu.au/doi/10.1002/tl.848/epdf

Harkins, J. (1990). Shame and shyness in the Aboriginal classroom: A case for practical semantics.

Australian Journal of Linguistics, 10(2), 293-306. Doi: 10.1080/07268609008599445.

Killen, R. (2013). Effective Teaching Strategies: Lessons from Research and Practice (6th Ed.).

South Melbourne: Cengage Learning Australia.

Urbano, L., (2011). Scaffolding and Peer-learning: Thinking about Vygotsky's ‘Zone of Proximal

Development’, Montessori Muddle: http://MontessoriMuddle.org/

Westwood, P. (2001). Differentiation’ as a strategy for inclusive classroom practice: Some

difficulties identified. Australian Journal of Learning Disabilities, 6(1), 5-11. Retrieved

from http://dx.doi.org.ezproxy.uws.edu.au/10.1080/19404150109546651

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Learning Portfolio Web Link URL: http://ayounis.weebly.com

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