When creating lesson plans, it is important that educators use the latest theories, models

and approaches to ensure that they provide students with a high quality learning environment.

There are numerous government publications and standards that teachers need to adhere to and

show evidence of with their programming. One of these is the Quality Teaching Elements (New

South Wales Department of Education and Training, 2008, p. 11). For the two lesson plans

submitted as part of this assignment, the Quality Teaching Elements of Deep Knowledge,

Metalanguage and Explicit Quality Criteria were used to inform the construction of the first lesson

and its plan. For the second lesson plan, the Quality Teaching Element of High Expectations was

focused upon. These elements were incorporated into their respective lesson plans by ensuring

that throughout the planning of both of the lessons, each aspect was analysed against the

appropriate element to ensure that the learning activities met the requirements of the model. The

following reflection will explain how each individual element was addressed throughout both of

the lessons.

Firstly I will discuss how Deep Knowledge, Metalanguage and Explicit Quality Criteria were

addressed in the first lesson plan. This will include providing evidence from the first lesson plan,

and linking this to the Quality Teaching Elements framework.

DEEP KNOWLEDGE

During this lesson students learn about duration, composition and performance. These are

key concepts that have been identified from the Music years 7-10 Syllabus (BOSTES N.S.W, 2003).

Students also look at the relationships between these concepts, such as note values in duration

and how you use those note values in a composition. This is a threshold concept for composition,

as it is needed to compose using western notation. This shows the relationships between the

concepts and how students are analysing them, thus gaining Deep Knowledge.
 At the end of this lesson students are tasked with creating their own composition based

upon certain parameters set by the teacher. These parameters are based around the students

using the content that they have learnt throughout the lesson in their composition. Students

working on these compositions show that they have a deep understanding of the content, rather

than just a superficial understanding. This is because they are using the content and concepts they

have learnt in a practical sense, rather than just copying down notes from the board and reciting

them. This gives students a tangible experience, and students who show they can manipulate and

use the content they have been given to create their own composition are showing deep

understanding.

METALANGUAGE

The next Quality Teaching Element that was used in the construction of my lesson plan was

metalanguage. Metalanguage is the use of specialist language related to a specific subject area,

providing analysis and identification of differing languages surrounding a subject.

The use of note names within my lesson (crotchet, quaver etc) and names of score features

(time signature, barline etc) has students using the language surrounding music and notation.

Students are taught both the British and American note names, thus learning the terminology that

surrounds the content area. Students using this language has them identifying and analysing the

correct term to use from the specialist language that surrounds the content and concepts that are

being studied. This provides evidence of the Quality Teaching Element of Metalanguage.

Students further enhance their understanding of the metalanguage by discussing how the

language works. For example, with students being taught both the American and British names of

notes, there comes with this terminology information as to why the terminology applies. For the
American names, students are taught how the language works, with the teacher explaining how

each note name relates to its duration. For example, a half note (minim in British note names)

lasts for half of a 4/4 bar, and a quarter note (crotchet in British note names) equals a quarter of a

4/4 bar. This shows how students are understanding and using the metalanguage that surrounds

the concepts and content being taught.

EXPLICIT QUALITY CRITERIA

The lesson plan covers the Quality Teaching Element of Explicit Quality Criteria in several ways.

Firstly, the lesson starts with the teacher explaining to students what is expected of them. A high

quality of work and the teacher reiterating that the work they do today is needed for the next

lesson helps students to understand what is expected of them. Student participation in class

activities is another way to provide explicit quality criteria. Getting the whole class to clap the

rhythm provides an inclusive opportunity for all students to participate. This also provides a

reference point through Explicit Quality Criteria informing the development of the lesson. This

reference point is for the students when they are composing their own ostinato at the end of the

lesson. The ostinato they performed as a class provides an example for them, thus showing Explicit

Quality Criteria. This composition also provides students with detailed criteria and parameters for

them to follow. Providing the students with this information allows the teacher to facilitate the

students work in a way that has them providing a high level of work. This in itself shows the

Quality Teaching Element of Explicit Quality Criteria.

I will now discuss how High Expectations was addressed in the second lesson plan. The following

will present evidence from the second lesson plan, linking this to the Quality Teaching Elements

framework.
HIGH EXPECTATIONS

In order to meet the Quality Teaching Element of High Expectations I have incorporated

several different approaches into my lesson plan. The first of these is to provide students with

intellectually challenging content. Composing their own ostinato has provided the students with

the opportunity to explore their creative side through a challenging task. Having them also record

their compositions has them faced with the task of mastering ICT through a new computer

program that is used in the area of music.

High expectations are also present in this lesson through the expectation that students will

hand in a completed recording of their group by the end of the lesson. This means that students

are expected to be on task for the duration of the lesson, showing the teachers high expectations.

Students will also be expected to work cooperatively in groups, with the expectation of creating

quality compositions and recordings, again showing high expectations. Students undertaking this

task are encouraged and supported to set high personal learning goals in order to progress their

learning.

In conclusion, it is important that teachers provide students with high quality learning

opportunities for their students. Educators must ensure that they use theories, models and

approaches that are conclusive to creating a high quality learning environment for their students.

When programming, there are numerous standards and frameworks teachers must use to inform

their practice to ensure this. The Quality Teaching Elements (New South Wales Department of

Education and Training, 2008, p. 11) is one of these, and this was used to inform my two lesson

plans. The elements of Deep Knowledge, Metalanguage and Explicit Quality Criteria were used to

inform my first lesson plan and the element of High Expectations was focused upon for the second

lesson plan. This reflection has provided evidence of how the aforementioned elements have been
incorporated into the two lessons. All aspects of the lesson were analysed against the appropriate

element to ensure that the learning activities met the requirements of the model.

References

AITSL. (2014). Standards | Australian Institute for Teaching and School Leadership. Retrieved

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

BOSTES N.S.W. (2003). Music years 7-10 syllabus. Retrieved from

http://www.boardofstudies.nsw.edu.au/syllabus_sc/music.html

Encyclopaedia Brittanica. (2015). polyrhythm | music | Britannica.com. Retrieved from

https://www.britannica.com/art/polyrhythm

Mac for Musicians. (n.d.). Recording with GarageBand - Mac For Musicians.

Retrieved September 28, 2016, from http://blog.macformusicians.com/garageband-

tutorial/recording/

New South Wales Department of Education and Training. (2008). Quality Teaching to support the

NSW Professional Teaching Standards. Retrieved from

http://dei.eduone.net.au/ashford/DEPASCSCURRICULUM/HSIE%20UNIT/Quality%20T

eaching%20Framework.pdf

NSW Department of Education and Training. (2011). Quality Teaching in NSW Schools: the

pedagogy model applied to design projects. Retrieved from

http://www.curriculumsupport.education.nsw.gov.au/secondary/technology/7_10/technolog

y/prog_tool_template/tm_pedag_design.pdf

Victoria State Government - Education and Training. (2014, February 27). High Expectations.

Retrieved from

http://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/Page

s/highexpect.aspx