History Curriculum - Professional Task 1

TABLE OF CONTENTS:
Appendix A: Scope & Sequence ....................................................................................................................................................................................................... 1

Appendix B: Concept Map: .............................................................................................................................................................................................................. 2
Appendix C: Assessment Schedule .................................................................................................................................................................................................. 3
Assessment: Execution Notice: ........................................................................................................................................................................................................ 4
Assessment: Notification: ................................................................................................................................................................................................................ 5
Assessment: Marking Guidelines: .................................................................................................................................................................................................... 8
Unit Outline:..................................................................................................................................................................................................................................... 9
Pre-Lesson Plan .............................................................................................................................................................................................................................. 15
Post-Lesson Plan ............................................................................................................................................................................................................................ 23
Justification .................................................................................................................................................................................................................................... 35
References ..................................................................................................................................................................................................................................... 39
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APPENDIX A: SCOPE & SEQUENCE

Course Term 1 Term 2 Term 3 Term 4
Preliminary Topic: Topic: Topic: Students start the HSC
Case Study: Colonisation Case Study: The Indian Core Study: The World at course in this term.
Rivalry in Europe [25%] Mutiny 1857 [25%] the Beginning of the 20th
Case Study outcomes: Outcomes: Century [30%]
P1.1, P1.2, P2.1, P3.1, P3.2, P1.1, P1.2, P2.1, P3.1, P3.2,
P3.3, P3.4, P3.5, P4.1, P4.2 P3.3, P3.4, P3.5, P4.1, P4.2 Outcomes:
P1.1, P1.2, P2.1, P3.1, P3.2,
Historical Investigation: Duration in weeks and P3.3, P3.4, P3.5, P4.1, P4.2
Significant Groups [20%] hours: 8 weeks/30 hours
Possible Outcomes: Duration in weeks and
P1.1, P1.2, P2.1, P3.1, P3.2, hours: 9 weeks/36 hours
P3.3, P3.4, P3.5, P4.1, P4.2
Duration in weeks and

hours: 12 weeks/54 hours
Course Term 4 (year 11) Term 1 Term 2 Term 3
HSC Topic: Topic: Topic: Topic:
Core Study: World War 1 National Studies: Germany International Studies in Personalities in the 20th
1914-1919 [25%] 1918-1939 [25%] Peace & Conflict: Conflict in Century: Leni Riefenstahl
Europe 1935-1945 [25%] 1902-2003 [25%]
Outcomes: Outcomes:
H1.1, H1.2, H3.2, H3.3, H3.4, H1.1, H1.2, H2.1, H3.1, H3.2, Outcomes: Outcomes:
H3.5, H4.1, H4.2 H3.3, H3.4, H3.5, H4.1, H4.2 H1.1, H1.2, H2.1, H3.1, H3.2, H1.1, H1.2, H2.1, H3.1, H3.2,
H3.3, H3.4, H3.5, H4.1, H4.2 H3.3, H3.4, H3.5, H4.1, H4.2
Duration in weeks and Duration in weeks and
hours: 10 weeks/30 hours hours: 10 weeks/30 hours Duration in weeks and Duration in weeks and
hours: 10 weeks/30 hours hours: 10 weeks/30 hours
Student ID: 18139336 Jessica Hayter Modern History Curriculum - Professional Task
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APPENDIX B: CONCEPT MAP:
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APPENDIX C: ASSESSMENT SCHEDULE
Modern History Stage 6 Assessment Schedule

Component: Task 1 Task 2 Task 3 Task 4 Task 5 Weight
Timeline quiz: Historical Indian Society: Core Study: Trial Exam
Europe Investigation: Source WWI Research
Research Essay Compare & Contrast Essay
Due Term 1 Week 5 Due Term 2 Week 1 Due Term 2 Week 9 Due Term 3 Week 8 Term 3
P1.1, P1.2, P2.1, P1.1, P1.2, P3.1, P1.1, P3.2, P3.3, P1.1, P1.2, P2.1,
P1.1, P1.2, P3.2,
P3.1, P3.3, P3.4, P3.3, P3.4, P3.5, P3.4, P3.5, P4.1, P3.2, P3.4, P3.5,
P4.1, P4.2
P3.5, P4.1, P4.2 P4.1, P4.2 P4.2 P4.1, P4.2
Knowledge and
understanding of course 5 5 5 25 40
content
Source-based skills 5 5 5 5 20
Historical inquiry and
5 5 5 5 20
research
Communication of historical
understanding in 5 5 5 5 20
appropriate forms
Marks 15 20 15 20 30 100
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ASSESSMENT: EXECUTION NOTICE:
 The assessment is a take-home assessment to be completed in 2 weeks.
 The due date for this assessment is 28th April 2017.
 Release assessment notification to students on 14th April 2017 (Week 6, Term 3).
 Students must sign the role to acknowledge that they have received the assessment,
and they understand what is required of them.
 Feedback or concerns will be addressed in the following lesson.
 Marks released, with feedback on assessments, approx. mid-May.
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ASSESSMENT: NOTIFICATION:
DUE: 28th April 2017 - Friday Week 8 of Term 3
TOPIC: The World at the Beginning of the 20th Century WEIGHTING: 20%
THE TASK:
Section 1: Using Source A and Source B, judge whether they provide historians with reliable
data on society in Britain during the Industrial Revolution. Submit 350 to 400 words in
Microsoft Word format. Reference both Sources (8 marks).
Section 2: Evaluate how the decline European Monarchy’s power effected different societies.
Select a countries’ perspective. Argue if the country is better off having more democracy, or
not. Address the economy and social structure. Submit 800 to 1000 words, in Microsoft Word
format. Reference at least 5 historical sources (12 marks). Note: Reference list not included
in word count.
SOURCE A:
https://goo.gl/images/UTj0Yu
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SOURCE B:
Betty Harris, age 37: I was married at 23, and went into a colliery when I was married. I
used to weave when about 12 years old; can neither read nor write. I work for Andrew
Knowles, of Little Bolton (Lancs), and make sometimes 7s a week, sometimes not so much. I
am a drawer, and work from 6 in the morning to 6 at night. Stop about an hour at noon to eat
my dinner; have bread and butter for dinner; I get no drink. I have two children, but they are
too young to work. I worked at drawing when I was in the family way. I know a woman who
has gone home and washed herself, taken to her bed, delivered of a child, and gone to work
again under the week.
I have a belt round my waist, and a chain passing between my legs, and I go on my hands and
feet. The road is very steep, and we have to hold by a rope; and when there is no rope, by
anything we can catch hold of. There are six women and about six boys and girls in the pit I
work in; it is very hard work for a woman. The pit is very wet where I work, and the water
comes over our clog-tops always, and I have seen it up to my thighs; it rains in at the roof
terribly. My clothes are wet through almost all day long. I never was ill in my life, but when I
was lying in.
My cousin looks after my children in the day time. I am very tired when I get home at night; I
fall asleep sometimes before I get washed. I am not so strong as I was, and cannot stand my
work so well as I used to.
[…]
“Two Women Miners”, From Great Britain, Parliamentary Papers, 1842, Vol. XV, p. 84, and ibid., Vol. XVII, p. 108. Retrieved from
http://sourcebooks.fordham.edu/mod/1842womenminers.asp
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WHAT DO I NEED TO SUBMIT?:

 Section 1 & 2 addressed in ONE Microsoft word document.
 Reference list MUST have at least 5 sources.
 Source A & Source B do not need to be in reference list.
PLANNING FOR SECTION 2:

 Research broadly.
 Formulate a hypothesis or argument for your essay.
 Select up to 5 sources you will use.
 Research the topic, keeping notes.
 Present the results of your inquiry in the form of an argumentative essay.
 The essay should present a reasoned historical argument supported by evidence from
all the sources (up to 5) you selected.
OUTCOMES TO BE ASSESSED:
SECTION 1:
P3.3 comprehend and analyse sources for their usefulness and reliability
P3.4 identify and account for differing perspectives and interpretations of the past
P4.1 use historical terms and concepts appropriately
P4.2 communicate a knowledge and understanding of historical features and issues, using
appropriate and well-structured oral and written forms
SECTION 2:
P1.1 describe the role of key individuals, groups and events of selected studies from the eighteenth
century to the present
P1.2 investigate and explain the key features and issues of selected studies from the eighteenth
P2.1 identify forces and ideas and explain their significance in contributing to change and
continuity from the eighteenth century to the present
P3.2 locate, select and organise relevant information from different types of sources
P3.3 comprehend and analyse sources for their usefulness and reliability
P3.4 identify and account for differing perspectives and interpretations of the past
P3.5 plan and present the findings of historical investigations, analysing and synthesising
information from different types of sources
P4.1 use historical terms and concepts appropriately
P4.2 communicate a knowledge and understanding of historical features and issues, using
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ASSESSMENT: MARKING GUIDELINES:
Marking Criteria Marks
 Comprehensively analyses the chosen topic area via focus and inquiry questions, using relevant, detailed and specific evidence in a 19-20
clear, well-organised and presented oral presentation.
 Provides detailed, relevant and accurate historical information using a range of appropriate terms and concepts
 Presents sophisticated, well-structured and written source analyses which thoroughly address the issues of reliability and usefulness in
the appropriate text type.
 Effectively references the presentation and provides a Bibliography of sources used.
 Effectively analyses the relative the chosen topic area via focus and inquiry questions, using relevant and reasonably detailed and 16-18
specific evidence in a well-organised and presented oral presentation.
 Provides relevant and accurate historical information using a range of appropriate terms and concepts
 Presents well-structured and written source analyses which thoroughly address the issues of reliability and usefulness in the
appropriate text type
 Effectively references the presentation and provides a Bibliography of sources used.
 Presents some analysis of the chosen topic area via focus and inquiry questions, using some relevant and specific evidence 13-15
 Provides some accurate historical information using some appropriate terms and concepts
 Presents sound source analyses which generally address the issues of reliability and usefulness in the appropriate text types
 References sources used in the presentation and provides an accurate Bibliography.
 Gives some explanation of the chosen topic area, using some relevant evidence 10-12
 Provides some accurate historical information
 Attempts to analyse the selected sources, addressing issues of reliability and usefulness in a limited way
 References some of the sources used and provides a Bibliography.
 Identifies different views of the chosen topic area. 0-9.5

 Includes a limited amount of information and demonstrates some comprehension of basic terms and concepts
 Attempts to analyse the sources, with little evidence of addressing reliability and usefulness
 Lists some sources used in the presentation and gives a limited Bibliography.
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UNIT OUTLINE:
Subject: Modern History Course: Preliminary Number of Weeks: 9
Unit title: The World at the Beginning of the 20th Century
Key Concepts/ Big Ideas The importance of this learning

 Autocracy  ask relevant historical questions about selected studies of the modern world
 Capitalism  locate, select and organise information from different types of sources, including
 Communism information and communication technologies (ICT), to describe and analyse relevant
 Decolonisation features and issues of selected studies of the modern world
 Democracy  analyse the major events and issues relevant to selected studies of the modern world
 Feminism  assess the forces for change and continuity within selected studies of the modern world
 Globalisation  describe and evaluate the role of key individuals and groups in selected studies of the
 Imperialism modern world
 Industrialisation  account for and assess differing perspectives and interpretations of significant events,
 Internationalism people and issues in selected studies of the modern world
 present the findings of investigations on selected studies of the modern world, analysing
 Individual studies concentrating on; their historical and synthesising information from different types of sources
context, liberalism, nationalism, pan-nationalism,  communicate an understanding of relevant concepts, features and issues using appropriate
racism, revolution, sectarianism, self-determination, and well-structured oral and/or written and/or multimedia forms including ICT.
socialism, terrorism, their personal background and the
values and attitudes that influenced their actions,
significant events and achievements, their contribution
to the society and time in which they lived and the
legacy of this contribution
 Events in relation to; factors contributing to the events,

main features of the events, impact of the events on the
history of an individual nation, region and/or the world
as a whole
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Unit context within Scope and Sequence Syllabus Outcomes

Term 3 – Topic: The World at the Beginning of the 20th P1.1 Describe the role of key individuals, groups and events of selected studies from the
Century eighteenth century to the present
P1.2 Investigate and explain the key features and issues of selected studies from the eighteenth
P2.1 Identify forces and ideas and explain their significance in contributing to change and
continuity from the eighteenth century to the present
P3.1 Ask relevant historical questions
P3.2 Locate, select and organise relevant information from different types of sources
P3.3 Comprehend and analyse sources for their usefulness and reliability
P3.4 Identify and account for differing perspectives and interpretations of the past
P3.5 Plan and present the findings of historical investigations, analysing and synthesising
information from different types of sources
P4.1 Use historical terms and concepts appropriately
P4.2 Communicate a knowledge and understanding of historical features and issues, using
Literacy Focus Numeracy Focus

The analysis of different sources in oral, graphic and Understanding Timelines & Mapping concepts
written forms in a wide range of specific learning
materials.
Differentiation
Questions must increase in difficulty that enhance higher order thinking skills.
EALD students to have extra scaffolding for lesson content.
ICT will be utilised extensively. Websites and archived sources will be more readily available to students, who may not have formed good research skills
yet.
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Week/ Syllabus Content Teaching and Learning Resources Adjustments

Sequence Strategies including
assessment for learning.
Week 1-2 Syllabus:  Mainly recap of Case  Youtube: Crash Course Channel  EALD: Will
6 lessons P1.1, P2.1, P3.2 Study:  Task 7 from http://yr11modernhistory.weebly.com/the- receive more
- Group work to put world-at-the-beginning-of-the-20th-century.html scaffolding in
Topic: Imperialism: Imperialist countries  Textbook: Retrospective Modern History for Stage 6: preparation
Recap Term 1 - into Timeline. Chapter 10 for Debate.
Case Study - Group work to colour  Other Pictures:  ICT: Student
code a world map in - Europe depicted as animals fighting over China: laptops to
Key concepts: correct Imperial https://goo.gl/images/yur0gV engage with
- Impacts colours. - Map with colonies: https://goo.gl/images/3vsR3P online
- Reasons for  Assign two students to one - Britain as an Octopus: resources. In
- Rivalries in imperialist country; ie. https://goo.gl/images/WBWkdb addition,
Europe Britain, Spain (approx. 16 - Africa as robbed of resources: recap means
students to be countries) https://goo.gl/images/qLvOsp playing
etc. One student assigned  Group identity cards Pros/Cons: Britain, Netherlands, Kahoot.
to Pros of Imperialism & Portugal, Spain, France, Belgium, Germany & Italy  Give the
other student to Cons of GAT students
Imperialism. Debate the lesser
against the rest of class known/more
who are the colonised difficult
natives. countries in
 Quiz at end of unit Debate.
Week 2-3 Syllabus:  Key group Britain  Instruction Powerpoint for the creative writing task  EALD:
10 lessons P1.1, P1.2, P2.1, P3.1, Industrial Revolution.  Youtube: Crash Course Channel Movies and
P3.5  Comparison between Rich  Textbook: Retrospective: Chapter 10 images from
& Poor Society now &  Photos: web to aid in
Topic: European society then - Child Labour: scaffolding
1700s to 1900s – Rich &  Students to investigate own https://goo.gl/images/fjhto6  ICT:
Poor images, texts or clips  Other Pictures: Engaging
 Contextualise the material - Poverty: with online
Key concepts: from above lesson. https://goo.gl/images/NZU5bO resources.
- Industrialisation - Capitalist Pyramid:
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- Urbanisation  Write a diary entry of a https://goo.gl/images/NCXgnh  Create space

- Societal changes factory worker in Britain - Cartoon of class fashion: in more
for Rich & Poor during the Industrial https://goo.gl/images/9CY0EJ lessons for
Revolution - Women & Children factory work students to
 Quiz at end of unit https://goo.gl/images/BnQkZw find images,
- Painting of Factory: texts or clips
https://goo.gl/images/QrCvxt of their own
 Diary entries: and
http://industrialchangeovertime.weebly.com/diary- contextualise
entries.html  Quiz
 Create multiple choice questions for quiz increases in
difficulty
towards the
end
Week 4-6 Syllabus:  Sorting and ordering class  Youtube: Crash Course Channel  EALD: Extra
8 lessons P1.1, P1.2, P2.1, P3.2, to put political happenings  Textbook: Retrospective Modern History for Stage 6: scaffolding
P3.5, P4.2 into a timeline Chapter 10 for group
 Table group case study on  Other Pictures: work
Topic: European politics Revolutions. Present - Church & State separation:  ICT: Student
1700s to 1900s – details and discuss at the https://goo.gl/images/pYYdsM laptops to
Societal structure change end how they differ and - Storming of the Bastille 1789 engage with
& forms of government how they are similar. https://goo.gl/images/hC3OAL online
changing  Pre-assessment lesson - Money is power: resources.
including political https://goo.gl/images/nuEEgH  Make
Key concepts: presentation of  Diary entries: http://www.encyclopedia.com/social- formation of
- Monarchy revolutionary ideas to the sciences/encyclopedias-almanacs-transcripts-and- groups
ending public in order to gain a maps/women-19th-century-primary-sources interesting.
- Revolutions following.  Timeline activity: create butcher paper worksheet.  Quiz
- Working Class  Quiz at end of unit  Explicit instructions for revolutionary presentations. increases in
Politics
 Group identity cards: France, Germany, Italy, Austrian difficulty
- Anarchism Empire.
 Create multiple choice questions for quiz
Week 7-8 Syllabus:  Provide definitions of key  Glossary from Syllabus  EALD:
8 lessons concepts to students and  Youtube: Crash Course Channel Glossary
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P1.2, P2.1, P3.3, P3.4, have them fill in the  Textbook: Retrospective: Chapter 10 given to
P4.1 blanks.  Pictures: students who
 Textbook analysis to - Nationalism: Uncle Sam wants you may not
Topic: Rise of discuss Nationalism vs https://goo.gl/images/gxuJlM know
Internationalism Internationalism. - Globalisation: Spread of brand: definitions.
 Explicit case studies of https://goo.gl/images/Og34OL  ICT: Videos
Key concepts: each terminology, to gain - Propaganda = bad: and images to
- Nationalism insight into its contextual https://goo.gl/images/7md87Y be used in
- Internationalism usage and meaning.  Create multiple choice questions for quiz teaching
- Globalisation  Allow one lesson for lessons
- Liberalism assessment feedback –  Quiz
Post-lesson. increases in
 Quiz at end of unit difficulty
Week 9 Syllabus:  Textbook work on  Powerpoint to guide discussion on M.A.N.I.A.  EALD:

4 lessons P1.1, P1.2, P2.1, P3.1, Assassination details.  Textbook: Retrospective: Chapter 10 Scaffolding
P3.3, P3.4, Compare to Primary  Photos: of lessons to
Sources available. - Battleground: have more
Topic: Causes of WWI  Discuss M.A.N.I.A. in https://goo.gl/images/On8cHK spoken
Key concepts: depth and analyse personal - Following through the trenches: interaction
- Short Term reflections on the causes of https://goo.gl/images/Mo5sGM rather than
- Long Term WWI.  Other Pictures: written.
 Quiz at end of unit - Artwork of Alliances:  ICT: Student
http://www.imgbase.info/images/safe- laptops to
wallpapers/military/world_war_1/17759_world_ engage with
war_1.jpg online
- Newspaper article on the assassination of Franz resources.
Ferdinand:  Quiz = harder
https://goo.gl/images/Td7RNH
- M.A.N.I.A:
https://goo.gl/images/Z0zkC9
- Alliances in a cartoon:
https://goo.gl/images/223gq5
 Create multiple choice questions for quiz
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Assessment Details – Term 3 Outcomes

P1.1 Describe the role of key individuals, groups and events of selected studies from the eighteenth
Notice to go out 14th April 2017, century to the present
Monday Week 6, Term 3 P1.2 Investigate and explain the key features and issues of selected studies from the eighteenth century to
the present
Due: 28th April 2017 - Friday Week 8, Term 3 P2.1 Identify forces and ideas and explain their significance in contributing to change and continuity from
Topic: The World at the Beginning of the 20th C the eighteenth century to the present
P3.1 Ask relevant historical questions
Worth: 20% P3.2 Locate, select and organise relevant information from different types of sources
Section 1: Society during Industrial Revolution P3.3 Comprehend and analyse sources for their usefulness and reliability
Section 2: Political Change: End of Monarchy P3.4 Identify and account for differing perspectives and interpretations of the past
P3.5 Plan and present the findings of historical investigations, analysing and synthesising information
from different types of sources
P4.1 Use historical terms and concepts appropriately
P4.2 Communicate a knowledge and understanding of historical features and issues, using appropriate
and well-structured oral and written forms
Evaluation of the Learning and Teaching Indicators of Learning

 Quiz at the end of each topic  Quiz provides the teacher with formative assessment data on their student’s understanding
 Role Play - Debate in week 2  Provides formative assessment on key syllabus knowledge
 Class discussion on Revolution  Formative assessment to show student understanding and knowledge
 Creative Writing task  Test student understanding and empathic connection
 Preliminary HSC Exam  Summative assessment where students respond to different questions within total Preliminary
course.
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PRE-LESSON PLAN
Topic area: Stage of Learner: Syllabus Pages:

Politics 1700-1900: Preliminary Stage 6 24-25
Revolution against Monarchy
Date: Location Booked: Lesson Number:

13th April 2017 Classroom AB.12 7/8
Time: How many students Printing/preparation

60 minutes 25 students Worksheets
Outcomes Assessment Students learn about Students learn to
P1.2 Formative assessment  European Society  analyse the major events

based on the - Rich and issues relevant to
P2.1
worksheets they - Poor selected studies of the
P3.4 complete and the  Politics modern world
arguments they use to - Anarchism  assess the forces for
P3.5 persuade me that a change and continuity
- Forms of
P4.2 revolution should take government within selected studies
place. - Democracy of the modern world
Worksheet can be - Liberalism  account for and assess
kept for file.  Long Term causes of differing perspectives
WWI and interpretations of
significant events,
people and issues in
selected studies of the
modern world
 present the findings of
investigations on
selected studies of the
modern world, analysing
and synthesising
information from
different types of
sources
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Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
Literacy – through textbook task and writing clearly  Similarities and differences in
revolutionary atmospheres.
Intercultural Understanding - through empathic task
 Contextual data matters.
Critical and Creative Thinking – through research to gain  Successes and failures.
insight into what key historical figures might have been  Key historical figures and events.
thinking at the time they did something big.
Personal & Social Capability – through speaking in front
of class, and creating a persuasive argument.
Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge
1.2 Deep understanding
This refers to pedagogy focused on producing deep understanding of important, 1.3 Problematic knowledge
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.4 Higher-order thinking
that requires active construction and requires students to engage in higher-order 1.5 Metalanguage
thinking and to communicate substantively about what they are learning. 1.6 Substantive communication
Quality Learning Environment 2.1 Explicit quality criteria

2.2 Engagement
This refers to pedagogy that creates classrooms where students and teachers work 2.3 High Expectations
productively in an environment clearly focused on learning. Such pedagogy sets high 2.4 Social Support
and explicit expectations and develops positive relationships between teacher and 2.5 Students’ self regulation
students and among students. 2.6 Student direction
Significance 3.1 Background knowledge

3.2 Cultural knowledge
This refers to pedagogy that helps make learning more meaningful and important to 3.3 Knowledge integration
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.4 Inclusivity
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.5 Connectedness
cultural perspective. 3.6 Narrative
How the quality teaching elements you have identified are achieved within the lesson.
Teaching element Indicators of presence in the lesson
Higher order thinking Students are required to research the area of French Revolution and argue why a
revolution is needed. This involves interpreting the text and putting it into
persuasive dialogue. This is also an exercise in critical engagement with historical
texts.
High expectations Students must use pre-existing skills to dissect the historical information. The
worksheet aids in direction, but having students make their own mind up is key.
Background knowledge Every student will have at least some European background. Political upheaval in
their home countries may have resulted in their ancestors coming to Australia.
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Time Teaching and learning actions Organisation Centred T/S
11:00 - Get settled Teacher: Mark roll Teacher

- Mark roll centred
5min Student: Textbooks out
- Instruct students to turn the textbook pages on the
French Revolution Resources: Retrospective
Textbooks, student notebooks,
student pens, roll
11:05 - Since students have already read the chapter on Teacher: Ask questions to judge Teacher
the French Revolution, ask formative questions to comprehension. centred
5min
gain insights into student comprehension.
Student: Attentive, use of
previous lesson notes
Resources: Retrospective
Textbook
11:10 - Have students line up by birthdate. Using jigsaw Teacher: Group students. Hand Student
strategy, place students into groups of 3. out worksheets, walk around and centred
20min
- Provide expectations for the days lesson, which is answer questions
to utilise the textbook and pretend to be a French
Student: Ask questions of
citizen in 1789.
worksheet if needed.
- Prepare to persuade teacher of the need to revolt
using examples from textbook. Resources: Worksheet
- Fill out worksheets
11:30 - Presentation time: Select a group of students to Teacher: Passive, interjecting Student
present first: Give them assistance to provide the only at the end to correct or lead. centred
25min
class with a correct example to follow on from Record formative assessment.
(scaffolded).
Student: Speak to persuade
teacher of the need to revolt
Resources: Worksheet, textbook,
notes, teacher records
11:55 - Summary of lesson: One source – many different Teacher: Record the 3 things Teacher
responses! students say they learnt today centred
5min
- Ask students for 3 things they learnt from the
Student: Answer 3 things in
lesson, before they can leave for lunch.
summary of the days lesson
Resources: Teacher record,
worksheets.
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What have I learned about the teaching & learning process when preparing the lesson?
Student centred learning has been proven to be the best for student learning (Spooner, 2015). By getting
students to gather their own information from a textbook, the teacher is encouraging interpretation and
contextual curiosity. This will encourage students to ask relevant historical questions, which is syllabus
dot point 3.1 (BOSTES, 2009).
Formative assessments are there so a teacher can get feedback from students regarding their unit
comprehension. This lesson is key to their assessment tasks in arguing an historical point of view,
formative assessment is vital to judge whether there needs to be another pre-assessment lesson plan on
the topic.
How am I measuring the outcomes of this lesson?
Learning Outcome Method of measurement and recording

P1.2 investigate and explain the Teacher informally notes, in teacher record, how well students
key features and issues of use key figures to further their own cause. ie. How “Marie
selected studies from the Antoinette is using all our money”, or why we should follow
eighteenth century to the present “Robespierre” and the enlightened thinkers.
P2.1 identify forces and ideas Teacher informally judges how well students are able to
and explain their significance in contextualise the French Revolution. Keeping notes in teacher
contributing to change and record.
continuity from the eighteenth
P3.4 identify and account for In teacher record, teacher informally marks students use of
differing perspectives and empathic perspective.
interpretations of the past
P3.5 plan and present the Confidence in knowledge and use of historical language is
findings of historical informally noted in teacher record for later.
investigations, analysing and
synthesising information from
different types of sources
P4.2 communicate a knowledge
and understanding of historical
features and issues, using
appropriate and well-structured
oral and written forms
P a g e | 19
Other considerations
Complete the table blow by inserting the AISTL graduate standards that you are demonstrating and
indicates the evidence from this lesson that should comply with the standard.
Graduate Standards Evidence within this lesson

5.1 Multiple occasions where a teacher can complete formative assessment on student
Assess Student comprehension. Opens up the possibility of another class designated to the
Learning understanding of what is expected in the assessment task.
4.1 All students will learn information from this lesson to help them with their
Support Student assessment tasks. They must work together to complete the sharing task
Participation successfully.
2.2 Students gather knowledge from the textbook on the French Revolution, but use it
Content Selection & to create new empathic understanding, which will help them in their upcoming
Organisation assessment task.
1.2 I have had this class for a year and know that they are able to support each other,
Understand How and are capable of this task. They learn best when given the opportunity to
Students Learn interpret and relay information in their own way.
Work Health & Safety: 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?
As students move around the room to present their persuasive speeches, they must be aware of the
following;
 Chairs not pushed in

 Laptop charging cables across pathways
 Other students’ movements
 Standard 4.4 – Maintain Student Safety; visible in the established respect amongst peers within
the classroom. There will be no heckling or misbehaviour during presentations.
P a g e | 20
References for Pre-Lesson plan:
ACARA: Australian Curriculum, Assessment and Reporting Authority. (n.d.). General Capabilities.
Retrieved March 22, 2017, from https://www.acara.edu.au/curriculum/general-capabilities
Anderso, M., Keese, I., & Low, A. (2007). Chapter 10: The World at the Beginning of the 20th
Century. In Retrospective Year 11 Modern History. Australia: John Wiley & Sons.
Australian Curriculum Assessment and Reporting Authority. (2016). Cross Curriculum Priorities.
Retrieved from Curriculum: http://www.acara.edu.au/curriculum/cross-curriculum-priorities
Australian Institute for Teaching and School Leadership. (2016). Graduate Teacher Standards.
Retrieved from Australian Professional Standards for Teachers:
http://www.aitsl.edu.au/australian-professional-standards-for-
teachers/standards/list?c=graduate
Blessinger, P., & Carfora, J. M. (2014). Innovative Approaches to Teaching & Learning: An
Introduction to Inquiry Based Learning for Faculty & Institutional Development. In Inquiry
Based Learning for Faculty & Institutional Development (pp. 3-21). Emerald Group
Publishing.
Ecclestone, K. (2010). Transforming Formative Assessment in Lifelong Learning. McGraw Hill

Education.
Ferlazzo, L., & Sypnieski, K. H. (2012). The ESL/ELL Teacher's Survival Guide. John Wiley & Sons.
Retrieved from https://www.cultofpedagogy.com/supporting-esl-students-mainstream-
classroom/
Haydn, T. (2013). Introduction. In T. Haydn, Using New Technologies to Enhance Teaching and
Learning in History (pp. 1-5). Taylor & Francis.
Leat, D., Thomas, U., & Reid, A. (2014). Reframing Relationships Between Teachers, Students & the
Curriculum - The Phenomenon of 'Hybridisation' in IBL. In P. Blessinger, & J. M. Carfora,
Inquiry Based Learning for Faculty and Institutional Development (pp. 101-118). Emerald
Group Publishing.
Lindisfarne Anglican Grammer School. (n.d.). Modern History Preliminary Assessment Booklet. p.5-6.
Retrieved March 22, 2017
Modern History vUWS page. (n.d.). A.D.A.M.A.N.T framework. Retrieved March 22, 2017, from
vUWS: www.vuws.westernsydney.edu.au
Nicol, D. J., & McFarlane-Dick, D. (2005). Formative Assessment and Self-Regulated Learning: A
Model and Seven Principles of Goof Feedback Practice. Publication by Studies in Higher
Education, 1-19. Retrieved March 22, 2017, from
http://www.psy.gla.ac.uk/~steve/rap/docs/nicol.dmd.pdf
P a g e | 21
Northmead High School. (n.d.). Imperialism Workbook. Northmead, NSW, Australia: Halloway Centre
for Academic Excellence.
NSW Board of Studies. (2009). Modern History Syllabus Stage 6. NSW, Australia.
NSW Board of Studies. (2009). Support Material for Modern History Stage 6 Syllabus. NSW.
NSW Board of Studies. (n.d.). Section 2: BOSTES Requirements for Stage 6 Assessment. Retrieved
March 22, 2017, from Board of Studies:
http://www.boardofstudies.nsw.edu.au/hsc_assessment_policies/hsc_assessment_std_ref_
fwk.html#section2
NSW Department of Education and Communities. (2014, Oct). What Works Best: Evidence Based
Practices to Help Improve NSW Student Performance. Retrieved March 22, 2017, from
www.vuws.westernsydney.edu.au
NSW Department of Education and Training. (2003). Retrieved from Quality teaching in NSW public
schools: A classroom practice guide.
Safework NSW. (n.d.). NSW Government. Retrieved March 22, 2017, from Managing Safety in the
Workplace: Your Responsibilities: http://www.safework.nsw.gov.au/health-and-
safety/manage-workplace-safety/your-responsibilities
Spooner, E. (2015). Student Centred Learning. In Interactive Student Centred Learning: A Cooperative
Approach to Learning (pp. 71-107). London: Rowman & Littlefield Publishers.
The World at the Beginning of the 20th Century. (n.d.). Retrieved March 22, 2017, from Year 11
Modern History: Weebly: http://yr11modernhistory.weebly.com/the-world-at-the-
beginning-of-the-20th-century.html
Wagga Wagga Christian College. (2017). Senior School Assessment Handbooks. Retrieved March 22,
2017, from Wagga Wagga Christian College:
http://www.waggachristian.nsw.edu.au/#!Senior%20School%20-
%20Assessment%20Handbooks
Wiggins, G. P., & McTighe, J. (2005). Understanding by Design. USA: Pearson Educational.
Williams, B., Brown, T., & Benson, R. (2012). Feedback in the Digital Environment. In D. Boud, & E.
Molloy, Feedback in Higher and Professional Education: Understanding it and Doing it Well.
Taylor & Francis.
Wilson, L. O. (2017). Understanding the New Version of Blooms Taxonomy. Retrieved March 22,
2017, from The Second Principle: http://thesecondprinciple.com/teaching-
essentials/beyond-bloom-cognitive-taxonomy-revised/
P a g e | 22
Resources for Pre-Lesson plan:
P a g e | 23
POST-LESSON PLAN
Topic area: Stage of Learner: Syllabus Pages:

Rise of Internationalism Preliminary Stage 6 24-25
Date: Location Booked: Lesson Number:

5th May 2017 Classroom AB.12
8/8
Time: How many students Printing/preparation

60 minutes 25 students Powerpoint
Print handout for activity
Outcomes Assessment Students learn about Students learn to
P1.2 Formal Summative  Rise of Internationalism  ask relevant historical questions

assessment feedback. - Nationalism about selected studies of the
P3.1
- Internationalism modern world
Informal formative
P3.3 - Globalisation  analyse the major events and
assessment of
- Liberalism issues relevant to selected
P4.2 students’ engagement.
studies of the modern world
 assess the forces for change and
continuity within selected
studies of the modern world
 describe and evaluate the role of
key individuals and groups in
selected studies of the modern
world
 communicate an understanding
of relevant concepts, features
and issues using appropriate and
well-structured oral and/or
written and/or multimedia forms
including ICT.
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
Literacy – through textbook task and writing clearly  Writing Skills Syllabus 4.2.
 Source Based Skills
Critical and Creative Thinking – through the learning of
essay connecting points.
P a g e | 24
Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge
1.2 Deep understanding
This refers to pedagogy focused on producing deep understanding of important, 1.3 Problematic knowledge
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.4 Higher-order thinking
that requires active construction and requires students to engage in higher-order 1.5 Metalanguage
thinking and to communicate substantively about what they are learning. 1.6 Substantive communication
Quality Learning Environment 2.1 Explicit quality criteria

2.2 Engagement
This refers to pedagogy that creates classrooms where students and teachers work 2.3 High Expectations
productively in an environment clearly focused on learning. Such pedagogy sets high 2.4 Social Support
and explicit expectations and develops positive relationships between teacher and 2.5 Students’ self-regulation
students and among students. 2.6 Student direction
Significance 3.1 Background knowledge

3.2 Cultural knowledge
This refers to pedagogy that helps make learning more meaningful and important to 3.3 Knowledge integration
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.4 Inclusivity
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.5 Connectedness
cultural perspective. 3.6 Narrative
How the quality teaching elements you have identified are achieved within the lesson.
Teaching element Indicators of presence in the lesson
Substantive Communication Students will be doing revision on syllabus 4.2. There will be for the teacher
to communicate the need for revision. The classroom must be open and
relational in order to successfully revise the source based skills.
Explicit Quality Criteria This teacher centred class provides students with the structure to absorb the
feedback from the assessment successfully. The handout for class will reflect
explicit expectations of outcomes.
Students self-regulation Students are expected to self-regulate their learning in this lesson. The
teacher has heavily scaffolded the lesson, but for learning to occur, students
must engage with the work. The fact that the lesson is based on feedback
should be a head turner for students.
Connectedness The teacher must make it known how this lesson is directly connected to the
students possible HSC. The teacher is systematically addressing the weak
areas of study to better students’ overall results. By outlining this at the
beginning of the lesson, students will remain attentive.
P a g e | 25
Time Teaching and learning actions Organisation Centred T/S
10:05 - Prepare for lesson Teacher: Mark roll, prepare Teacher

- Mark roll computer for lesson. Instruct centred
5min
students to prepare ICT.
Student: Sit, take out ICT (ipads,
laptops, cell-phones)
Resources: roll, smartboard,
powerpoints.
10:10 - Hand back assessments. Teacher: Return student Teacher

- Discuss Assessment Feedback. assessments with marks. centred
10min
- Slide to outline post-assessment lesson. Computer/smartboard. Providing
constructive criticism of
assessment feedback. Answering
questions.
Student: Note-taking. Questions.
Resources: Powerpoint with
feedback dot points. Powerpoint
with lesson criteria.
10:20 - Students are to select their own 2 sources on Teacher: Instruct students to Teacher
Internationalism using ICT. utilise technology to select two centred
15min
- Must be academic sources: from school’s sources.
accepted online library links.
Student: Researching from the
school’s online library of
acceptable links. Notebooks out.
Resources: Student ICT,
notebooks & pens, slide with
instructions.
10:35 - Students are to take a stance, and answer the Teacher: Handouts. Explicit Teacher
following question: instructions for task – exam centred
25min
conditions. Maintain on task.
Assess whether the selected sources are helpful for
historians studying Internationalism? Consider the Student: Planning, then writing
perspective of both sources, and the reliability of
each. Resources: printed handouts,
powerpoint.
- Using framework on handout, write for 25min.
10:58 - TIMES UP. Teacher: Stop writing. Ask how Teacher

- Summary of lesson: Did the students find it easier students went. Instruct students to centred
2min
to complete a source analysis with framework? self-evaluate their work for
- For home-work self-evaluate the writing. Does it homework using framework.
connect ideas and still answer the question?
Student: Pack up. Take handout.
Resources: NIL.
P a g e | 26
What have I learned about the teaching and learning process when preparing this lesson?
This revision lesson is necessary for students to build upon their construction of source based writing.
The purpose of the lesson is to address how students link their resources to answer the question. The
first hurdle in inserting a revision lesson into the programming was to decide which content lesson could
afford to lose the hour lesson.
The lesson was scaffolded extensively, so that students would have explicit quality criteria (Quality
Teaching, 2003) to achieve what was outlined for this revision lesson. The priority outcome for the
lesson was an improvement on Syllabus dot point 4.2 – “communicate a knowledge and understanding
of historical features and issues, using appropriate and well-structured oral and written forms”
(BOSTES, 2009).
By supplying the formal summative assessment feedback to students, they can work on areas judged to
be in need of revision by the teacher. This will aid students in progressing academically.
How am I measuring the outcomes of this lesson?
Learning Outcome Method of measurement and recording

P3.1 ask relevant historical Informal formative assessment of students’ research choices.
questions Students need to ask themselves in their research what is a good
‘relevant historical’ source for this task.
P3.3 comprehend and analyse In the students’ own ICT research, they must be analysing sources
sources for their usefulness for their usefulness and reliability as an historical source. They
and reliability won’t know the question, and so need to cover all bases.
P4.2 communicate a Teachers will informally record the student’s ability to work on
knowledge and understanding writing, based on the framework scaffolded by the teacher.
of historical features and Students will also self-evaluate their work based on what the
issues, using appropriate and scaffold is asking.
well-structured oral and
written forms
AITSL Graduate Standards:
Graduate Standards Evidence within this lesson

2.5 Students must be able to write lengthy essays, using analytical and
Literacy & evaluative skills. HSC papers generally require in depth answers using
Numeracy strategies essay writing skills. By giving the students constructive criticism, they
will improve their academic success.
3.2 This lesson was judged necessary by the teacher, due to the poor writing
Plan, structure & skills of students in the assessment task. The revision lesson had to be
sequence learning inserted into the program, as there was previously no allowance for this.
programs One hour lesson content had to be replaced with revision of skills.
4.2 The teacher is in full control of this lesson from beginning to end.
Manage classroom Students are provided with clear direction and feedback. There is room for
activities students to ask questions, but there are explicit instructions provided.
P a g e | 27
5.4 The whole lesson is based on the need for post-assessment feedback.
Interpret student Students need to have scaffolded lessons on their historical essay writing.
data
Work Health & Safety:

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?
Students should be physically safe within the classroom within this lesson format, as they remain seated.
However, using ICT might invite students to go to websites they shouldn’t. The usual safety ideals are
as follows:
 Sit on chairs safely

 Laptop charging cables across pathways
References for Post-Lesson:

Publishing.

Education.
classroom/
P a g e | 28
Group Publishing.
fwk.html#section2
P a g e | 29
Taylor & Francis.
P a g e | 30
Resources for Post-Lesson:
P a g e | 31
P a g e | 32
P a g e | 33
P a g e | 34
P a g e | 35
JUSTIFICATION
My unit outline is a continuum based on the backwards-up theory by Wiggins &
McTighe (2005). My assessment tasks, lesson plans, unit outline and scope and sequence were
aligned and maintained from start to finish. The syllabus outcomes have been the catalyst for
planning and programming, aiming to fit everything in, and have room to contextualise. The
two teaching strategies included, English as an Additional Language/Dialogue, or EALD, and
ICT, have been addressed with literature in this justification. The resources found, are available
and ready to use in any instance the class needs further imagery, or description of events.
Literacy is a predominate part of this overall unit outline, as it is a curriculum
expectation for General Capabilities (ACARA, 2012). In teaching Literacy, alongside history
content, it is important to note that students will be at different levels of understanding.
Considerations have been taken for English as an Additional Language/Dialogue, or EALD
learners; as they are scaffolded to enjoy the same content as the other students (Ferlazzo &
Sypnieski, 2012, p267). Scaffolding includes, the grouping with able students for group work,
and the syllabus glossary for any student upon request. Students are encouraged to work
together to decipher information, as acquiring their own information is found to contribute to
deeper understanding. Students that “take charge of their own understanding”, and physically
participate in class, explaining things in their own way, will have greater benefits for the whole
class’s understanding. (Eccelstone, 2010, p73-75). Peers can sometimes explain things with
better clarity than the teacher, and should be invited to do so on occasion.
Students are generally pretty tech savvy. I have let them utilise these skills to further
their historical understanding. Specifically, in the post-assessment lesson, students are given
15 minutes of ICT time to research sources for the class activity. The teacher is also utilising
technology by creating Microsoft Powerpoint slides, rather than writing illegible handwriting
P a g e | 36
on the chalkboard. The post-assessment lesson contains general class feedback from
assessments in the form of Powerpoint slides. Williams, Brown & Benson (2012) state that by
displaying feedback in this way, it removes the teacher’s power somewhat (p.126). ICT is
championed as an essential tool for teaching history. Haydn states, “It is time to shift our
mindsets away from the notion that technology provides a supplemental teaching tool, and
assume, as with other professions, that technology is essential to successful performance
outcomes (i.e. student learning). To put it simply, effective teaching requires effective
technology use” (Ertmer & Ottenbreit-Leftwich, as cited in Haydn, 2013, p3).
The Scope and Sequence includes many personal choices. I aimed to link studies, to
provide students with the best contextual backgrounds for the following topics. I chose to create
my own Case Study for term 1, as I believe delving into Imperialism extensively will aid
students in contextualising how Australia was colonised. “Context is important for
understanding the progress of and prospects for a pedagogical and/or curriculum innovation”
(Leat, Thomas & Ried, 2014, p.102). They would have studied Australian settlement in Stage
5. However, providing the context to colonisation, will bring students a deeper understanding
of why Indigenous/European relations were so complex in Australia. The curriculum
innovation is evident in the unspoken problematic knowledge accumulated through links with
the past, such as, why Australia was settled the way it was, compared to other colonised
countries, such as New Zealand. By bringing more context to the scope and sequence, it will
build upon students’ prior knowledge, thereby, creating ‘Knowledge Integration’, ‘Cultural
Knowledge’, ‘Problematic Knowledge’, and ‘Deep Understanding’ (NSW DET, (2003). By
providing the contextual knowledge, students are more informed and are able to ask more
historically relevant questions (BOSTES, 2009; Outcome 3.1).
For the pre-assessment lesson, I decided to perfect the students’ analysis skills for the
upcoming assessment. By having students look for their own material from the textbook, it
P a g e | 37
encourages interpretation and evaluation of the sources to be used academically. The teacher
is constantly measuring the students’ capabilities through informal formative assessment to
gauge whether the students are ready for the impending assessment; or if the teacher needed to
implement another lesson based on building the source based skills. The lesson builds the
framework for persuasive argument. Rather than having students be ‘passive accumulators of
knowledge’ (What Works Best, 2014, p.13), they are able to interact with information, and put
their interpretation into a presentation/debate form.
Student centred learning is where the teacher is seen as a colleague in learning, an
“intellectual contributor, and resource of knowledge” (Spooner, 2015, p71). The teacher is in
a position where not only dictating content to students, they build academic skills, through
constructive feedback and explicit instruction. In my post-assessment lesson, the students were
given feedback from the assessment task, and an activity to improve the lacking skills. The
feedback was specific; students could not link two sources to answer one question. Nicol &
McFarlane-Dick, (2005), state that “Teachers ‘transmit’ feedback messages to students about
what is right and wrong in their academic work, about its strengths and weaknesses, and
students use this information to make subsequent improvements” (p.3). Scaffolding was
provided, and students had the opportunity to engage with the feedback, complete their own
research, and practice their writing skills. Teachers can create self-regulated learners by
providing meaningful constructive feedback on assessments and allowing students have control
and autonomy over their learning (What Works Best, 2014, p.14).
The assessment task was set in order to measure all syllabus outcomes, if only slight
references to each. Throughout the year, the teacher has made notes in formative assessment
records that students needed more work on French Revolution content, over the Industrial
Revolution (which are both included in the assessment task). The pre-assessment lesson
covered the French Revolution content, and utilised students’ analysis and evaluative skills to
P a g e | 38
present the textbook information to the teacher, in a way that persuades the listener. This
interpretation is a type of source analysis, that is requested in Section 2 of the assessment. The
post-assessment lesson revisits the students writing skills only, because the content knowledge
exhibited by students in the assessment, was at a high level. This is due to the Wiggins &
McTighe, (2005), ‘understanding by design’ theory, and my programming with the final
learning goals in mind (p.18). The assessment task was designed to meet syllabus outcomes,
and it was taught reasonably well throughout the year, and the only thing to work on in the
post-lesson was writing skills.
P a g e | 39
REFERENCES
Publishing.
Education.
classroom/
P a g e | 40
Group Publishing.
fwk.html#section2
P a g e | 41
Taylor & Francis.

History Curriculum - Professional Task 1

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TABLE OF CONTENTS:

Appendix A: Scope & Sequence ....................................................................................................................................................................................................... 1

APPENDIX A: SCOPE & SEQUENCE

Duration in weeks and

APPENDIX B: CONCEPT MAP:

APPENDIX C: ASSESSMENT SCHEDULE

Modern History Stage 6 Assessment Schedule

ASSESSMENT: EXECUTION NOTICE:

 The assessment is a take-home assessment to be completed in 2 weeks.

 The due date for this assessment is 28th April 2017.

and they understand what is required of them.

 Feedback or concerns will be addressed in the following lesson.

 Marks released, with feedback on assessments, approx. mid-May.

WHAT DO I NEED TO SUBMIT?:

PLANNING FOR SECTION 2:

ASSESSMENT: MARKING GUIDELINES:

Marking Criteria Marks

 Identifies different views of the chosen topic area. 0-9.5

Unit title: The World at the Beginning of the 20th Century

Key Concepts/ Big Ideas The importance of this learning

 Events in relation to; factors contributing to the events,

Unit context within Scope and Sequence Syllabus Outcomes

Literacy Focus Numeracy Focus

Week/ Syllabus Content Teaching and Learning Resources Adjustments

- Urbanisation  Write a diary entry of a https://goo.gl/images/NCXgnh  Create space

Week 9 Syllabus:  Textbook work on  Powerpoint to guide discussion on M.A.N.I.A.  EALD:

Assessment Details – Term 3 Outcomes

Evaluation of the Learning and Teaching Indicators of Learning

Topic area: Stage of Learner: Syllabus Pages:

Date: Location Booked: Lesson Number:

Time: How many students Printing/preparation

Outcomes Assessment Students learn about Students learn to

P1.2 Formative assessment  European Society  analyse the major events

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Quality Learning Environment 2.1 Explicit quality criteria

Significance 3.1 Background knowledge

Time Teaching and learning actions Organisation Centred T/S

11:00 - Get settled Teacher: Mark roll Teacher

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Graduate Standards Evidence within this lesson

 Chairs not pushed in

References for Pre-Lesson plan:

Ecclestone, K. (2010). Transforming Formative Assessment in Lifelong Learning. McGraw Hill

Resources for Pre-Lesson plan:

Topic area: Stage of Learner: Syllabus Pages:

Date: Location Booked: Lesson Number:

Time: How many students Printing/preparation

Outcomes Assessment Students learn about Students learn to

P1.2 Formal Summative  Rise of Internationalism  ask relevant historical questions

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Quality Learning Environment 2.1 Explicit quality criteria

Significance 3.1 Background knowledge

Time Teaching and learning actions Organisation Centred T/S

10:05 - Prepare for lesson Teacher: Mark roll, prepare Teacher

10:10 - Hand back assessments. Teacher: Return student Teacher

10:58 - TIMES UP. Teacher: Stop writing. Ask how Teacher

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

AITSL Graduate Standards:

Graduate Standards Evidence within this lesson

Work Health & Safety:

 Sit on chairs safely