Professional Documents
Culture Documents
Table of contents
Section 5: References.17
Section 7: Appendix...22
Section 1
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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.
explain why Australians enlisted to fight identifies and evaluates the usefulness
in both wars of sources in the historical inquiry
process HT5-5
Retroactive p.141,142
2:10
Introduce Source extract
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Section 2
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.
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1 2 3 4 Comments: Limited use of ICT. The lesson heavily relies on pen and paper. There is high
5 scope for using numerous ICT resources.
4 Create and maintain supportive and safe learning environments
4.1 Support student participation
1 2 3 4 Comments: The entire lesson focuses on individual learning. There is no group or paired
5 work. Class discussion is the only opportunity for class participation.
4.2 Manage classroom activities
1 2 3 4 Comments: The lesson provides clear directions and clearly organises classroom activities.
5
4.3 Manage challenging behaviour
1 2 3 4 Comments: No guidelines are provided to manage challenging behaviour. No expectation
5 of student behaviour is provided.
4.4 Maintain student safety
1 2 3 4 Comments: Student safety issues inside the classroom are not discussed.
5
4.5 Use ICT safely, responsibly and ethically
1 2 3 4 Comments: ICT is used to listen to Menzies speech. ICT is operated by the teacher so it is
5 possibly implied that it is used safely, responsibly and ethically.
5 Assess, provide feedback and report on student learning
5.1 Assess student learning
1 2 3 4 Comments: informal diagnostic And formative assessments are used. There is no formal
5 assessment.
5.2 Provide feedback to students on their learning
1 2 3 4 Comments: Limited feedback is potentially provided after classroom discussion. Individual
5 feedback is not provided.
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
1 Intellectual quality
1.1 Deep knowledge
1 2 3 4 Comments: There is no reference to prior knowledge but learning criteria explicitly stated.
5
1.2 Deep understanding
1 2 3 4 Comments: The lesson is led by the teacher. Limited classroom participation in discussion.
5 There is scope for group or paired work.
1.3 Problematic knowledge
1 2 3 4 Comments: The discussion might include multiple perspectives on the wars but the lesson
5 is scaffolded to provide one perspective
1.4 Higher-order thinking
1 2 3 4 Comments: The writing activity and class discussion can possibly generate higher-order
5 thinking.
1.5 Metalanguage
1 2 3 4 Comments: Limited metalanguage like outline and explain is used.
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5
1.6 Substantive communication
1 2 3 4 Comments: There is limited communication. The only communication is in the form of end
5 of class discussion.
Quality learning environment
2.1 Explicit quality criteria
1 2 3 4 Comments: The plan explicitly states learning outcomes and aims of the lesson.
5
2.2 Engagement
1 2 3 4 Comments: Majority of the lesson is individual based and teacher led. Engagement can be
5 enhanced by group work.
2.3 High expectations
1 2 3 4 Comments: Student expectations are not mentioned.
5
2.4 Social support
1 2 3 4 Comments: Students expected behaviour is not provided. However, class discussion is part
5 of the lesson. It is possible that instructions on giving respect to individual students are
discussed.
2.5 Students self-regulation
1 2 3 4 Comments: There is high scope for students self-regulation as students are required to
5 work individually.
2.6 Student direction
1 2 3 4 Comments: The lesson requires teacher to provide heavy direction. There is limited scope
5 for students to direct their own learning.
3 Significance
3.1 Background knowledge
1 2 3 4 Comments: Syllabus outcomes are mentioned but there is no reference to prior knowledge.
5
3.2 Cultural knowledge
1 2 3 4 Comments: No reference made to other cultures. Although there is scope to include
5 Indigenous perspective.
3.3 Knowledge integration
1 2 3 4 Comments: There is no reference to cross-curriculum possibilities.
5
3.4 Inclusivity
1 2 3 4 Comments: The lesson plan does not include inclusivity.
5
3.5 Connectedness
1 2 3 4 Comments: Writing about personal explanations connects the lesson to the students and
5 their outside world.
3.6 Narrative
1 2 3 4 Comments: Narrative is used in the form of Menzies speech and students personal
5 expectations. The plan has scope to include soldiers perspectives and stories.
Identify the two APST standards and two NSW QT model elements you are targeting for
improvement.
APST
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1) 1.5 Differentiate teaching to meet the specific 2) 2.6 Information and Communication
learning needs of students across the full range of Technology.
abilities
QT model
1) 1.3 Problematic knowledge. 2) 3.1 Background knowledge.
Section 3
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Retroactive p.141,142
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Cross Curriculum themes & General Explicit subject specific concepts and skills
capabilities
The aim of this lesson is for students to gain an
- Indigenous history included understanding of Australias involvement in
WW2. An analysis of PM Menzies
- ICT capabilities- Online images and YouTube announcement and declaration of War.
clip.
Students will also engage with several sources
- Creative thinking- Use of sketches and letter which have positive and negative perspective
(homework ) to explain reasons for enlistment. towards war and enlistment. After an
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- Literacy- Using sources to evaluate reasons for examination of all sources, students will describe
enlistment. their own feelings and attitudes towards the War.
T/S
1:55-2:00 Roll Call and Discussion (Class Teacher: Teacher marks the roll and starts Student
activity) a discussion about world wars. Teacher
5 minutes allows students to engage with each other.
A general discussion about WW1 After marking the roll, teacher briefly
and WW2. introduces the days lesson.
A general recap of wars timeline Student: Students settle down and prepare
for the lesson. Students participate in the
Introduction of the days lesson
discussion and demonstrate their prior
knowledge.
2:00-2:10 Speech analysis (Class activity) Teacher: sets up the browser to play the Student
speech
10 minutes Using link 1 students listen to the
announcement of PM Menzies. Link1: http://www.ww2australia.gov.au/
(approx.: 4mins duration). After the
speech is over, there is a discussion Discusses the speech after it is finished.
about the speech where teacher After the speech is finished, teacher sets
explains any difficult words or up the word document to show images of
phrases. While there is a discussion soldiers and recruitment posters.
of the speech; teacher shows images
of recruitment posters and soldiers Student: Listen to the speech and follow it
during the war (Indigenous and non- along in their textbook.
Indigenous; see appendix 1).
Student view images of soldiers and
participate in the discussion.
2:10-2:15 Video Clip Teacher: sets up the browser to play the Student
video clip.
5 minutes Students view the YouTube clip
Romance of War and make notes
of reasons given for enlistment.
Student: Watch the video clip and make
notes.
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Link 2: https://www.youtube.com/watch?
v=KdyenJs3xrg
2:15:2:30 Group Activity Teacher: Divides the class into groups and Student
handouts source.
15 minutes After watching the video students
undertake a group activity. Handouts A3 sheets of paper, coloured
pens and pencils.
Step 1: Divide the class in 5 groups
of 5. Give each group a different Teacher supervises discussions to ensure
source document (see appendix 3). students are not distracted and stay on
Teacher can divide the group as task.
follows:
After initial planning of sketches, teacher
Group 1: A Catholic bishops ensures each group gets a chance to
response. respectfully perform their sketch.
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Reflection
What have I learned about the teaching and learning process when preparing this lesson?
In this lesson plan, I incorporated differentiation and the use of ICT. ICT can allow students
to visualise concepts they are learning about while differentiation can provides opportunities
I have incorporated a group activity. Along with this, I used a range of videos and images.
This adapted the plan to cater to a range of learning needs. For this assessment, I went online
and had a look at Menzies speech (see appendix 2) and I thought it was also very important
for teacher to explain some of the words in Menzies speech as he used some complex words.
This aids students with limited English language background who might be unfamiliar with
difficult words.
This lesson plan can easily be easily modified in terms of the use of technology. For example,
in a school where individual student has access to Ipads or laptops, students can view sources
and images on individual devices. If teacher is the only one with access to technology,
teacher can print out sources (like in this lesson plan). Finally, in a school with no access to
technology, teacher can find any other sources from history textbooks.
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Finally, perhaps the most challenging aspect was the time. I had another activity I wanted to
incorporate (which explicitly included indigenous perspectives) but the lesson was only 40
minutes. Overall, I enjoyed modifying the lesson plan and this assessment taught me about
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?
Physical risks: Standard rules of classroom apply to this lesson. Students must sit on their
seats or walk around carefully.
Psychological risks: This lesson requires teacher to show images of indigenous people who
might be deceased. The teacher must warn students about this before opening the website. If
any student feels upset about the images, they can consult the teacher after the lesson.
Section 4
Academic Justification
At a first glance, this lesson plan seemed comprehensive however after a critical
analysis; there is scope for some improvements. The modifications are done based on APST
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standards 1.5 and 2.6 (AISTL, 2011) and NSW QT model elements 1.3 and 3.1 (Department
activity and different summative assessment. Each student has their own ability to absorb and
understand a concept. Since students have a unique learning profile, it is important for teacher
(Tomlinson, 2001). Class rooms can be differentiated through processes and student readiness
knowledge, understanding and skills and can be achieved through collaborative learning
requires students to work in teams where each student is responsible for their part in the final
sketch. It enables students to further improve their understanding of a concept because they
try to explain their views to others or argue their point of view Department for Education and
Skills, 2004). By being a part of a group, students also develop their social and team working
skills (Department for Education and Skills, 2004). Furthermore, differentiation through
student readiness is achieved through the homework. As Levi (2008) says that homework
does not need to be same for every student as each student has their own ability, interest, and
way they want to show their learning. The homework for this lesson plan requires students to
use different mediums (e.g. songs, letters, poems, etc) to convey their ideas. This makes
The lesson plan is modified to increase the use of ICT (2.6 and 4.5). The modified
lesson plan requires the teacher to open a video from YouTube (Smith, 2009) and show
students images of recruitment posters and soldiers. These online resources will be a valuable
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catalyst for learning. Callow and Orlando (2015) suggest that there is a direct correlation
between learning and technology and that technology can enhance learning. Students who
have access to technology show an increase in achievement and their attitude towards
have a larger scope to promote collaborative work between students (Schacter, 1999).
However, using technology can also have some difficulties. Sometimes, while using
technology, education can be neglected (Schacter, 1999). Therefore, it is the task of the
teacher to ensure that technology is used ethically (4.5). In this modified lesson plan, teacher
has the control of ICT and it is expected from teachers to use it safely and ethically. But if
any ICT is used by the students, students should be monitored closely to ensure ICT is used
The first NSW Quality model element addressed is 1.3. The original lesson plan is
focused primarily on a positive perspective which comes from the government. Problematic
knowledge is added in the form of societys various perspectives on the wars (e.g. Church,
labour, ordinary men and woman) (Ryebuck Media, 2013). These perspectives are conflicting
and it requires students to critically evaluate sources to make their own judgements. Students
beneficial in numerous ways. It requires students to explain and understand concepts that are
different from each other (Barton and Levstik, 2004). Students also reflect on the sources to
differentiate between their own perspective and the perspective of the historical source which
aids in their cognitive development (Barton and Levstik, 2004). Furthermore, by analysing
multiple perspectives, students can develop feelings of empathy towards the historical
characters and events (Field, 2001). By exploring different perspectives, students can
understand and appreciate others experiences and reasons for enlisting or not enlisting.
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The second NSW Quality model element addressed is 3.1. In the original lesson plan,
there was no mention of students background knowledge (3.1). This was modified by
including a discussion about the wars and a general recap of wars timeline. By holding this
discussion, teacher can get a general idea of students prior knowledge about the topic which
is important since prior knowledge can either promote or obstruct students learning
(Ambrose, Bridges, DiPietro, Lovett & Norman, 2010). There has been significant research
which validates the relationship between prior knowledge and students success (Marzano,
Gaddy & Dean, 2000; Smith, Lee, & Newmann, 2001). Furthermore, if preconceived
discouraged from learning (Campbell & Campbell, 2009). If students are able to connect
what they are learning with prior knowledge, they integrate the content efficiently, form new
Section 5
References
Aboriginal soldiers from their special all volunteer platoon at No 9 camp, Wangaratta
https://www.awm.gov.au/collection/P02140.005
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Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M.C., Norman. M.K. (2010). How
http://www.australiancurriculumlessons.com.au/2015/08/01/yr-9-history-lesson-
robert-menzies-announces-australias-involvement-in-ww2/
Australian War Memorial (n.d.). Prime Minister Robert G. Menzies: wartime broadcast.
Barton, K. & Levstik, L. (2004). Teaching History for the Common Good. New Jersey,
Bomer Command [Image]. (1942, May 8). Retrieved May 3, 2017, from
http://www.ww2australia.gov.au/raaf/g_bomber.html
engagement for students from low socio-economic backgrounds with implications for
Campbell, L. & Campbell, B. (2009). Mindful Learning: 101 Proven Strategies for Student
Department for Education and Skills. (2004). Pedagogy in Practice: Teaching and Learning
http://learning.gov.wales/docs/learningwales/publications/130423-pedagogy-and-
practice-teaching-and-learning-in-secondary-schools-en.pdf
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Department of Education and Training. (2003). Quality Teaching in NSW Public Schools.
Retrieved from
http://www.darcymoore.net/wp-content/uploads/2012/02/qt_EPSColor.pdf
Field, S. L. (2001). Perspectives and Elementary Social Studies: Practice and Promise. In O.
L. Davis Jr., E. A. Yeager & S. J. Foster (Eds.), Historical Empathy and Perspective
God Bless Daddy: 45,000 Australian fathers are fighting. Will you help? [Image]. (1914-
https://www.awm.gov.au/collection/ARTV00075/
https://www.awm.gov.au/collection/ARTV08046/
Levi, H.M. (2008). Meeting the Needs of All Students through Differentiated Instruction:
http://www.wou.edu/~tbolsta/web/texbook/24_Meeting_the_Needs.pdf
Marzano, R.J., Gaddy, B.B., Dean, C. (2000). What works in Classroom Instruction.
%20PDF's/whatworks.pdf
Retrieved from
http://www.edugains.ca/resourcesDI/Brochures/DIBrochureOct08.pdf
New South Wales Education Authority [NESA] (n.d.). Outcomes. Retrieved from
http://syllabus.nesa.nsw.edu.au/hsie/history-k10/outcomes-k10/
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Ryebuck Media: Educational Interactive Media. (2013). How did Australians respond to war
1-article-2.pdf
Schacter, J. (1999). The Impact of Education Technology on Student Achievement: What most
http://www.mediachalk.com/ImpactofET.pdf
http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslpubsandjournals/slr/edchoic
e/SLMQ_EffectivenessofTechnologyinSchools_InfoPower.pdf
Smith, J., Lee, V., & Newmann, F. (2001). Instruction and achievement in Chicago
Smith, M. (2009). Romance of war,1st Anzac Day WW1 Australia ANZAC New Zealand.
The Australian Institute for Teaching and School Leadership [AISTL]. (2011). Australian
http://www.aitsl.edu.au/docs/default-source/apst-resources/Australian_professional_
standard_for _teachers_final.pdf
ed). Virginia, United States of America: Association for Supervision and Curriculum
Development.
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Section 6
http://rkaur1.weebly.com/
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Section 7
Appendix
Appendix 1:
Australian Soldiers
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Aboriginal soldiers from their special all volunteer platoon at No 9 camp, Wangaratta,
Victoria, World War II. Retrieved from https://www.awm.gov.au/collection/P02140.005
Recruitment Posters:
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God bless Daddy: 45,000 Australian fathers are fighting. Will you help?, WWI. Retrieved
from https://www.awm.gov.au/collection/ARTV00075/
Appendix 2:
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