Assessment 2

Assignment 2: Portfolio
artefacts and critical

reflection
SECONDARY CURRICULUM 2: GEOGRAPHY
Assignment 2: Portfolio artefacts and critical reflection
Contents
Lesson Plan #1
Lesson Plan #2
Lesson Plan #3
Justification
Appendix A: Scope and Sequence
Appendix B: Concept Map
1|Page
Lesson Plan #1
Topic area: Geography Stage of Learner: Year 12 Syllabus Pages: 26-28
Date: Location Booked: Classroom Lesson Number: 20/40
Printing/preparation
Time: 60 minutes Total Number of students: 20
Outcomes Assessment Students learn about Students learn to
Syllabus outcomes Informal Mega cities Investigate and

assessment communicate
H1 explains the changing • the nature,
geographically by
nature, spatial patterns and - Verbal character and
interaction of ecosystems, responses spatial • asking and
urban places, and economic - Written distribution of addressing
activity responses mega cities in the geographical
developing world questions such as
H5 evaluates environmental
• the challenges of - what are the
management strategies in
living in mega challenges of
terms of ecological
cities such as living in mega
sustainability
housing, traffic cities?
H6 evaluates the impacts of, infrastructure, - what is a
and responses of people to, water and power world city and
environmental change supplies, why are they
sanitation so important?
H12 explains geographical
services, - what will the
patterns, processes and
employment, and city be like in
future trends through
other social and the future?
appropriate case studies and
health issues
illustrative examples
H13 communicates complex

geographical information,
ideas, and issues effectively,
using appropriate written
and/or oral, cartographic,
and graphic forms.
Cross Curriculum Themes: Explicit subject specific concepts and skills
- Sustainability - place
- Asia and Australia’s engagement with Asia - space
- environment
- change
General capabilities
- sustainability
2|Page
- literacy
- numeracy
- informational and communication technology
- critical and creative thinking
- ethical understanding
- intercultural understanding
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order

This refers to pedagogy focused on producing deep understanding thinking
1.2 Deep
of important, substantive concepts, skills and ideas. Such pedagogy
understanding 1.5 Metalanguage
treats knowledge as something that requires active construction and
requires students to engage in higher-order thinking and to 1.3 Problematic 1.6 Substantive
communicate substantively about what they are learning. knowledge communication
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support

This refers to pedagogy that creates classrooms where students and criteria
2.5 Students’ self
teachers work productively in an environment clearly focused on
2.2 Engagement regulation
learning. Such pedagogy sets high and explicit expectations and
develops positive relationships between teacher and students and 2.3 High Expectations 2.6 Student
among students. direction
Significance 3.1 Background 3.4 Inclusivity

This refers to pedagogy that helps make learning more meaningful knowledge
3.5 Connectedness
and important to students. Such pedagogy draws clear connections
3.2 Cultural
with students’ prior knowledge and identities, with contexts outside 3.6 Narrative
knowledge
of the classroom, and with multiple ways of knowing all cultural
perspective. 3.3 Knowledge
integration
How the quality teaching elements you have identified are achieved within the lesson.
Teaching Indicators of presence in the lesson

element
Deep In this lesson, there is a clear connectedness between previous lessons been taught.
Knowledge There is a use of revision questions and activities which require students to draw on
previous knowledge they have learnt to answer the questions and activities within this
lesson. Through this it is endeavoured that students will have a greater change of
learning as they understand the small concepts, in order to grasp the larger concepts.
Explicit In this lesson, there are clear criteria’s which are set which students may follow.
Quality Before all activities, the teacher explains what is required of the student within each
Criteria
3|Page
activity. This allows students to know what is happening and therefore are able to
meet the outcomes for the lesson better.
Background In this lesson, the inclusion of mind-mapping activities, enable the student to use
knowledge background knowledge they must demonstrate what they do and do not know about
the unit. This enables the teacher to make adjustments to the lesson if needed.
4|Page
Teaching and learning Centred

Time Organisation
actions T/S
5 - Greet students Teacher: The teacher will welcome the T

- Mark the roll students into the class and ask them to
find a seat. Once all students are in their
seat, the teacher will mark the roll
Student: Students will come into the

class quietly and find a seat. They will
respond to the teacher when they hear
their name called.
Resources: Student attendance sheet
10 - Recap of previous Teacher: The teacher will give the T

lesson students some examples of ideas they
learnt about Singapore in the previous
lesson. The teacher will write them on
the board and then ask the students to
answer them.
Examples include:
- Explain the population and

spatial patterns of people
15 - Explain the climate
- Identify the dominant cultures
- Analyse the health and
healthcare systems
- Evaluate the growth of
population in last 30 years
- Explain changing nature of
Singapore and evaluate the
impacts these have on people
5|Page
20 - Evaluate the environmental

management strategies
Differentiation:
- Think, pair, share

- Buddy system
- Could using computers within
activity
- Could use audio task
Student: Students will listen to the

teacher’s instructions and give answers
to the questions on the previous lessons.
Resources: Whiteboard, marker,

workbooks, pens
25 - Video on Teacher: The teacher will inform the T/S

megacities students they are watching a video on
megacities and are expected to take
https://www.ted.com/talk notes throughout. The teacher will give
s/parag_khanna_how_me students sometime after the video to
gacities_are_changing_th finish their notes, students may wish to
30 e_map_of_the_world/tra watch the video again on their computer
nscript?language=en#t- but they will need to use headphones if
35416 they do so. The teacher will identify
that these notes will help them in
following activities.
35 Differentiation:
- Think, pair, share

- Buddy system
- Printed version of website
instead of computer version
- Could use audio within the
40
website
Student: Students will watch the video

on megacities and take thorough notes
6|Page
45 throughout. They will need to be quiet

when they ae watching the video.
Resources: Computer, headphones,

video, projector, workbooks, pens
50 - Class discussion Teacher: The students will lead a class S

about the video discussion and provide some
information they learnt from the video.
The teacher will facilitate the
discussion. The teacher will write the
students answers on the board and
inform students to write down any new
information they did not have.
Examples of prompting questions

include:
- What was identified in the video

would happen in 2030?
- How is the would globally
55 connecting?
- Evaluate the implications of this
change?
Student: Students will participate in the

class discussion and provide
information on what they learnt from
the video. Students will write down
notes on information that other students
gave
Resources: Whiteboard, marker,

workbooks, pens
60 - Pack up and leave Teacher: The teacher will ask if the T

students have any questions from the
lesson. Once all questions have been
answered the teacher will inform
students to pack up.
7|Page
Student: Students will ask any

questions they have from the lesson and
listen to other students’ questions and
answers. Students will pack up when
asked. Students will leave when they
are told after the bell has gone.
Resources: -
8|Page
Reflection
What have I learned about the teaching and learning process when preparing this
lesson?
In the creation of this lesson of have learnt that it is difficult to create lessons without
understanding the prior knowledge of the students within the class. I have learnt that
teachers therefore, need to create ways to gain this information before they start a new
concept of a unit. Therefore, in creating this lesson, I including this in the beginning
stages of the lesson. The lesson, therefore, was built from if they had this previous
knowledge about the topic, as they have learnt about it in previous lesson. However, if
this lesson if students did not understand the beginning activity, the lesson would be
altered to meet the student’s needs.
How am I measuring the outcomes of this lesson?
Learning Outcome Method of measurement and recording
H1 explains the changing Measurement: Feedback, note taking and discussion

nature, spatial patterns activities
and interaction of
ecosystems, urban
Recording: Levels of feedback, note taking and
places, and economic
participation in class discussion
activity
H5 evaluates Measurement: Feedback, note taking and discussion

environmental activities
management strategies
in terms of ecological
sustainability
H6 evaluates the impacts Measurement: Feedback, note taking and discussion

of, and responses of activities
people to, environmental
change
H12 explains geographical Measurement: Feedback and discussion activities

Recording: Levels of feedback and participation in
appropriate case studies
class discussion
and illustrative
examples
9|Page
H13 communicates Measurement: Feedback and discussion activities

complex geographical
information, ideas, and
Recording: Levels of feedback and participation in
issues effectively, using
class discussion
appropriate written
and/or oral, cartographic
and graphic forms.
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
2.2.1 Organise content into an The lesson will use teaching strategies which
effective learning and teaching allow students to draw on previous knowledge
sequence. they have learnt about topic.
2.6.1 Implement teaching Students in this lesson will have the opportunity
strategies for using ICT to to use ICT and multiple forms of presentation.
expand curriculum learning Using videos as a form of ICT will enable
opportunities for students. students with different styles of learning to have a
greater engagement in these tasks.
4.2.1 Demonstrate the capacity The lesson gives students clear instructions and
to organise classroom activities clear directions of what is required in each
and provide clear directions. activity.
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?
Ensure that all power points within the classroom are safe and cannot cause harm to
any individual
Ensure that the classroom is kept at the optimal temperature for all individuals
Ensure all bags in the classroom are stored safely so that no one will trip over
10 | P a g e
Ensure the sure room is kept clean with no risk
Ensure students know the processes of an emergency and where the emergency
exits are located in the classroom
Ensure the equipment used is up to date and by the standards
Ensure that in activities if students do not want to answer personal questions they
can sit out of the question.
References (In APA)

Australian Institute for Teaching and School leadership. (2011). Australian
professional standards for teachers. Retrieved from
http://www.aitsl.edu.au/docs/default-source/apst-
resources/australian_professional_standard_for_teachers_final.pdf
Board of Studies, Teaching and Educational Standards NSW. (2009). Personal
Development, Health and Physical Education Stage 6 Syllabus. Retrieved
from https://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/pdhpe-st6-
syl-from2010.pdf
Resources Attached:
You must list all the resources that you have created or found in this space.
https://www.ted.com/talks/parag_khanna_how_megacities_are_changing_the_map_of
_the_world/transcript?language=en#t-35416
11 | P a g e
Lesson Plan #2

Syllabus outcomes Informal World cities Investigate and

H5 evaluates environmental • the nature,
geographically by
management strategies in - Verbal character, and
terms of ecological responses spatial distribution • asking and
sustainability - Written of world cities addressing
responses • the role of world geographical
H6 evaluates the impacts of,
to the cities as powerful questions such as
and responses of people to,
discussion centres of economic - what is a
environmental change
board and cultural world city and
H8 plans geographical authority why are they
inquiries to analyse and • the operation of so important?
synthesise information from global networks - what will the
a variety of sources H9 • the relationships of city be like in
evaluates geographical dominance and the future?
information and sources for dependence
usefulness, validity, and between world
Use geographical
reliability cities and other
skills and tools such
urban centres and
H10 applies maps, graphs and as
the changing role of
statistics, photographs, and
regional centres and • calculating
fieldwork to analyse and
the demise of the population
integrate data in
small town. density using
geographical contexts
maps of a large
H11 applies mathematical city
Urban dynamics
ideas and techniques to • constructing a
analyse geographical data • the urban dynamics transect to show
of change: land use change
suburbanisation, in a local area
exurbanisation, • interpreting
counter trends from
urbanisation, logarithmic and
decentralisation, semilogarithmic
consolidation, data about the
12 | P a g e
H13 communicates complex urban decay, urban growth of mega

geographical information, renewal, urban cities
ideas, and issues effectively, village, spatial
using appropriate written exclusion
and graphic forms.
- Asia and Australia’s engagement with Asia - space
- environment
- change
- sustainability
- literacy
- numeracy
- informational and communication
technology
Intellectual Quality 1.1 Deep 1.4 Higher-order

This refers to pedagogy focused on producing deep understanding knowledge thinking
1.2 Deep 1.5 Metalanguage
understanding
requires students to engage in higher-order thinking and to 1.6 Substantive
communicate substantively about what they are learning. 1.3 Problematic communication
knowledge

develops positive relationships between teacher and students and 2.3 High 2.6 Student direction
among students. Expectations

3.5 Connectedness
3.2 Cultural
knowledge
integration
13 | P a g e
Teaching Indicators of presence in the lesson

element
Problematic In this lesson the tasks require students to explore different perspectives of the topic
knowledge of the lesson. This will allow then to identify greater amounts of knowledge of
relative understanding of the task.
Social support In this lesson, students will be working in groups to complete the required task. This
has been incorporated into the lesson, as students are seen to have a greater learning
experience when they working with other peers.
Inclusivity In this lesson, students have the opportunity to participate in multiple activities. This
is done in all activities to keep the attention of students for the entire duration of the
class.
14 | P a g e

Time Organisation
actions T/S

- Mark the roll students into the class and ask them to find a
seat. Once all students are in their seat, the
teacher will mark the roll
Student: Students will come into the class

quietly and find a seat. They will respond to
the teacher when they hear their name called
10 - Online site focus Teacher: The teacher will ask students to T/S
open their computers and go to the website
provided. The teacher will inform students to
http://www.cityofsydney.n
become familiar with the website and learn
sw.gov.au/
about the city of Sydney. They will need to
post facts they have learnt about Sydney on
the lessons discussion board.
Differentiation:
- Working in pairs to complete the task

- Printed version of website instead of
15
computer version
- Could use audio within the website
Student: Students will use their computers

and access the city of Sydney website and
read information about Sydney and its
development
Resources: Computers
15 | P a g e
20 - Website discussion Teacher: The teacher will inform students to S

board on access the UN website. The teacher will then
write questions on the board and ask students
http://www.un.org/en/inde to answer them and post them in an online
x.html discussion board
The questions include:
- Explain three ways in which the UN

25 works to make the world a better
place
- What achievements have the un
accomplished over the last 5 years?
- How does the UN help refugees?
- What have they done that has directly
affected Australia?
30
Differentiation:

computer version
35 Student: Students will answer the questions

using their computers and then post their
answers into the online discussion board
Resources: Computers, website link,

discussion board link, whiteboard, marker
40 - Use of online Teacher: The teacher will inform students to S

resource find the website provided. The teacher will
inform students they are to use the city of
http://www.un.org/sustaina Sydney website and the information found
bledevelopment/sustainabl on it and then use the online resource to
e-development-goals/ evaluate Sydney in the areas provided.
Students are to complete this task in groups
45
of 4
Differentiation:
sw.gov.au/
16 | P a g e
50 - Working individually to complete the

task
computer version
55 Student: Students will use the online

resource and the city of Sydney website to
evaluate Sydney. Students will work together
in their groups and put their answers on their
computers
Resources: Computers, website links

students have any questions from the lesson.
Once all questions have been answered the
teacher will inform students to pack up
Student: Students will ask any questions

they have from the lesson and listen to other
students’ questions and answers. Students
will pack up when asked. Students will leave
when they are told after the bell has gone.
Resources: -
17 | P a g e
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
In planning this lesson, I learnt the value of using group work to maximise understanding.
Working together while using resources will enable students to gather more information and
share it with each other. It also allows students to work with others, allowing them to learn
from other students and gain knowledge. Students who work in a positive group, have more
creativity and are more motivated than individual who work individually (Steen & Bemak,
2008). Group work also has the ability to break complex activities into smaller parts, are able
to share diverse perspectives they have, are able to receive social support and encouragement
from students, and are able to develop new approaches to resolving problems (Steen &
Bemak, 2008). Therefore, from the inclusion of group activities it is endeavoured that
students learning will be enhanced.
H5 evaluates environmental Measurement: Data collection and discussion

management strategies in terms of activities
ecological sustainability
Recording: Samples collected and
participation in discussion
H6 evaluates the impacts of, and Measurement: Data collection and discussion
responses of people to, activities
environmental change

H8 plans geographical inquiries to Measurement: Data collection and discussion

analyse and synthesise activities
information from a variety of
sources H9 evaluates
geographical information and
sources for usefulness, validity,
and reliability
H10 applies maps, graphs and Measurement: Data collection and discussion
statistics, photographs, and activities
fieldwork to analyse and integrate
data in geographical contexts
18 | P a g e

H11 applies mathematical ideas and Measurement: Data collection and discussion
techniques to analyse activities
geographical data H12 explains
geographical patterns, processes
and future trends through
H13 communicates complex Measurement: Data collection and discussion

geographical information, ideas, activities
and issues effectively, using
appropriate written and/or oral,
cartographic, and graphic forms.
demonstrating and indicates the evidence from this lesson that should comply with the
standard.
2.2.1 Organise content into In this lesson, activities are organised into a specific
an effective learning and order to maximise the learning of students. Each
teaching sequence. activity will follow on from the previous skills they
have learning and will build upon learning.
2.6.1 Implement teaching In this lesson, students will have the opportunity to
strategies for using ICT to draw on ICT resources. This will allow students to look
expand curriculum learning for their own information and students are therefore the
opportunities for students. facilitators of their own learning.
3.3.1. Include a range of In this lesson, there is the use of multiple teaching
teaching strategies strategies. This enhances the ability for teachings to
meet a greater range of students learning needs.
19 | P a g e
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?
any individual
Ensure students know the processes of an emergency and where the emergency exits
are located in the classroom
Ensure that in activities if students do not want to answer personal questions they can
sit out of the question
References (In APA)

Australian Institute for Teaching and School leadership. (2011). Australian professional
standards for teachers. Retrieved from http://www.aitsl.edu.au/docs/default-
source/apst-resources/australian_professional_standard_for_teachers_final.pdf
Board of Studies, Teaching and Educational Standards NSW. (2009). Personal Development,
Health and Physical Education Stage 6 Syllabus. Retrieved from
https://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/pdhpe-st6-syl-
from2010.pdf
Steen, S., & Bemak, F. (2008). Group work with high school students at risk of school
failure. The Journal for Specialists in Group Work, 33(4), 335-350.
doi:10.1080/01933920802404144
Resources Attached:
http://www.cityofsydney.nsw.gov.au/
http://www.un.org/en/index.html
20 | P a g e
http://www.un.org/sustainabledevelopment/sustainable-development-goals/
21 | P a g e
Lesson Plan #3

Syllabus outcomes Informal Mega cities Investigate and

H5 evaluates environmental • the nature,
geographically by
management strategies in - Verbal character, and
terms of ecological responses spatial • asking and
sustainability - Written distribution of addressing
responses mega cities in the geographical
H6 evaluates the impacts of,
- Completed developing world questions such as
and responses of people
worksheets • the challenges of - what are the
to, environmental change
living in mega challenges of
H8 plans geographical cities such as living in mega
inquiries to analyse and housing, traffic cities?
synthesise information infrastructure, - what is a world
from a variety of sources water and power city and why are
supplies, they so
H9 evaluates geographical
sanitation important?
information and sources
services, - what will the city
for usefulness, validity,
employment, and be like in the
and reliability
other social and future?
H10 applies maps, graphs health issues
and statistics, • the responses to
Use geographical skills
photographs, and these challenges
and tools such as
fieldwork to analyse and such as self-help
integrate data in projects, • calculating
geographical contexts community self- population density
government, using maps of a
cooperation from large city
NGOs, urban • constructing a
protest, and the transect to show
operations of land use change in a
and illustrative examples
informal local area
H13 communicates economies • interpreting trends
complex geographical from logarithmic
information, ideas, and and semilogarithmic
22 | P a g e
issues effectively, using data about the

appropriate written growth of mega
and/or oral, cartographic, cities
and graphic forms.
- Asia and Australia’s engagement with - space
Asia - environment
- change
- sustainability
- literacy
- numeracy
- informational and communication
technology
Intellectual Quality 1.1 Deep 1.4 Higher-order

This refers to pedagogy focused on producing deep understanding knowledge thinking
1.2 Deep 1.5 Metalanguage
understanding
requires students to engage in higher-order thinking and to 1.6 Substantive
communicate substantively about what they are learning. 1.3 Problematic communication
knowledge

develops positive relationships between teacher and students and 2.3 High 2.6 Student direction
among students. Expectations

3.5 Connectedness
3.2 Cultural
knowledge
integration
23 | P a g e
Teaching
Indicators of presence in the lesson
element
In this lesson, there will be a high amount of communications between both

Substantive
students and teacher, and students with students. They will participation in
communication
multiple activities which will enable this communication to take place.
In this lesson, students will draw on knowledge they have leant and links them to
Engagement
relational example which they would know and be more interested in.
In this lesson, students will have the opportunity to be involved in all activities
within the lesson. All students will complete task and will be involved with other
Inclusivity
students. The lesson also incorporates differentiation in order to include all
different students learning needs
24 | P a g e

Time Organisation
actions T/S

- Mark the roll students into the class and ask them to find a
seat. Once all students are in their seat, the
teacher will mark the roll
Student: Students will come into the class

quietly and find a seat. They will respond to
the teacher when they hear their name called
10 - Review of previous Teacher: The teacher will ask the class what T
lesson they learnt about the previous lesson. This
will encourage students to remember
previous content as it will link to this lesson
Student: Students will say what they learnt

in the previous lesson and listen to other
students’ answers
Resources:
15 - Case study Teacher: The teacher will inform students to S

use their computers and go to the website
provided. The teacher will hand out a
http://www.bbc.com/future
worksheet and ask the students to complete
/story/20150402-can-
the questions from information found on the
cities-become-too-big
website.
Differentiation:
25 | P a g e
20 - Working in pairs to complete the task

- Working in groups to complete the
task
computer version
- Have a class discussion
25
Student: Students will use the information
on the website and answer the questions on
their computer
Resources: Computer, worksheets, pens
30 - Strategies for Teacher: The teacher will put the students S

improvement into groups of 4. The teacher will inform the
groups of their area of focus. The teacher
will tell the students they must work together
to create a strategy to improve their focus
sw.gov.au/
area in the city of Sydney. They will use the
knowledge they have gathered from this
lesson and the previous lessons. They can
also use their computers to access the all the
websites used.
35 Area of focus:
- Quality of living
- Gender equality
- Quality education
- Climate action
Differentiation:
26 | P a g e
40 - Working individually to complete the

task
computer version
Student: Students will work together in their

group and develop a strategy for their focus
area. Students will write down their strategy.
Resources: Computer, website links,

workbooks, pens
45 - Group presentation Teacher: The teacher will ask the groups to S

of strategy present their strategies to the class. Each
group will have a turn to present their
strategy and all students will be given a
chance to share.
Differentiation:
50 - PowerPoint to present information

- Could present in creative ways e.g.
artwork, song, dance
- Could present the information to
smaller groups as the master of the
skill
55 Student: Students will present their strategy

with their group when asked by the teacher.
Students will listen to other groups
strategies.
Resources:

students have any questions from the lesson.
Once all questions have been answered the
teacher will inform students to pack up
27 | P a g e
Student: Students will ask any questions

they have from the lesson and listen to other
students’ questions and answers. Students
will pack up when asked. Students will leave
when they are told after the bell has gone.
Resources: -
28 | P a g e
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
This lessons helped me realise how effective the use of a recap can be to benefit student
learning. As this lesson was a direct follow on from the previous lesson, allocating time to
remember the content from the previous lesson will enable this lesson to run more smoothly
and enhance student learning.
The lesson also taught me how important it is to include differentiation in each activity.
Students are diverse learners and all students have a different learning level and it is essential
that teachers cater for all students’ needs and therefore including possible changes in the
activity will prepare the teacher to help students who find a task too easy or too difficult.
H5 evaluates environmental Measurement: Data collection, discussion activities and

management strategies in group presentation
terms of ecological
sustainability
Recording: Information collected, participation in
discussion and participation in group presentation
H6 evaluates the impacts of, Measurement: Data collection, discussion activities and
and responses of people group presentation
to, environmental change
H8 plans geographical Measurement: Data collection, discussion activities and

inquiries to analyse and group presentation
synthesise information
from a variety of sources
H9 evaluates geographical Measurement: Data collection, discussion activities and

information and sources group presentation
for usefulness, validity,
and reliability
29 | P a g e
H10 applies maps, graphs Measurement: Data collection, discussion activities and
and statistics, group presentation
photographs, and
fieldwork to analyse and
integrate data in
geographical contexts
H12 explains geographical Measurement: Data collection, discussion activities and

patterns, processes and group presentation
and illustrative examples
H13 communicates Measurement: Data collection, discussion activities and

complex geographical group presentation
information, ideas, and
issues effectively, using
appropriate written
and graphic forms.
demonstrating and indicates the evidence from this lesson that should comply with the
standard.
1.2.1 Demonstrate knowledge and In this lesson, there is a clear demonstration and
understanding of physical, social, understanding that students all learn differently.
and intellectual development and Therefore, there is a clear use of multiple
characterises of students and how teaching strategies and differentiation within
these may affect learning. these strategies to meet the needs of diverse
students.
30 | P a g e
2.6.1 Implement teaching strategies In this lesson, students will have the
for using ICT to expand curriculum opportunity to draw on ICT resources. This will
learning opportunities for students. allow students to look for their own information
and students are therefore the facilitators of
their own learning.
3.4.1 Demonstrate knowledge of a In this lesson, there is numerous resources

range of resources, including ICT, which students will use to engage them in their
that engage students in their learning. Students will use these resources to
learning. increase their knowledge about the unit of
work.
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?
any individual
Ensure students know the processes of an emergency and where the emergency exits
are located in the classroom
Ensure that in activities if students do not want to answer personal questions they can
sit out of the question
References (In APA)

Australian Institute for Teaching and School leadership. (2011). Australian professional
standards for teachers. Retrieved from http://www.aitsl.edu.au/docs/default-
source/apst-resources/australian_professional_standard_for_teachers_final.pdf
Board of Studies, Teaching and Educational Standards NSW. (2009). Personal Development,
Health and Physical Education Stage 6 Syllabus. Retrieved from
https://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/pdhpe-st6-syl-
from2010.pdf
31 | P a g e
Resources Attached:
http://www.bbc.com/future/story/20150402-can-cities-become-too-big
32 | P a g e
Case Study Questions
1. What are the causes of the increasing amounts of megacities in the world?
2. What are some of the problems Cairo faces if they continue to develop?
3. How does increasing house and rent prices in London affect the population and the
people living there?
4. What problems does increased development farther away from the city create?
5. How can an abundance of development affect the climate and global warming.?
Reference to Jakarta in your answer.
6. How does increased development affect air pollution and the health of the population?
33 | P a g e
Justification
When creating lesson plans, or any activity for student learning, it is essential to be able to
justify the choices made in this process. As teacher and learning continually changes,
teachers must ensure to be up to date with the latest strategies to maximise learning. Learning
activities must also consider the Board of Studies, Teaching and Educational Standards, and
the Australian Professional Standards for Teaching. Therefore, in order to examine whether
the activities and strategies planned in these lessons will be beneficial to student learning,
they will be justified through academic research.
When developing lessons plans, it is important to sequence the lessons and the activities in
them in a sequence that will be effective to student learning. Effective sequencing can help to
maximise learning, and is also beneficial in aiding the retention of information for students
(Kidwell, Fisher, Braun & Swanson, 2013). Lesson sequence should take Bloom’s Taxonomy
into consideration. Bloom’s Taxonomy is a way of planning lessons by having foundation
skills taught at the beginning allowing students to transfer this information into more
advanced areas (Kidwell et al., 2013). For example, the first lesson was designed to give
students a complete overview by providing a video of the main topic which the students will
be studying. This will allow students to gain knowledge about the area in question before
moving to more complex tasks.
Problem-based learning (PBL) is a pedagogical approach which is used within education.

This method allows for active learning to be centred around investigation and resolving
challenges or problems (Wirkala & Kuhn, 2011). This approach allows students to find
multiple answers towards challenges and therefore students work in problem-solving and
self-directed learning skills (Wirkala & Kuhn, 2011). This approach, additionally, adopts the
role of the teacher as the facilitator of student learning, promoting an inquiry based
environment (Wirkala & Kuhn, 2011). In these lesson sequences, there is a combination of
multiple resources. These resources allow for students to investigate a topic and resolve the
challenges they have been given. This allows students to develop their critical thinking and
creative skills whilst also motivating students to want to know more about the topic. This
approach will also endeavour to help increase students’ learning into applicable knowledge to
different topics.
One strategy that is becoming extremely predominant in teaching is incorporating the use of
Information Communication and Technology (ICT) into lessons. ICT provides many benefits
for students, such as providing them with access to information that cannot be found
anywhere else (Fredriksson, Gajek & Jedakog, 2009). Incorporating ICT helps to stimulate
students, helping to enhance attitudes and engagement towards learning (Uluyol & Sahin,
2014). ICT has also been seen to improve academic results, and is also a great way to be
inclusive of all students, including students with different learning needs and students with a
disability (Uluyol & Sahin, 2014). For example, the lessons allow students to use computers
to find information through detailed websites and videos. These resources provide large
amounts of information and will be beneficial to improving student learning.
34 | P a g e
An aspect of education which all teachers must endeavour to include is positive pedagogy.
Pedagogy refers to a method or style of teaching, and positive pedagogy involves having
effective teaching strategies to ensure the inclusion of all students (Waring, 2015). Positive
pedagogy begins with creating a positive environment in the classroom so all students feel
welcome and accepted. If students do not feel welcome, the will struggle to engage in content
and struggle to learn (Waring, 2015). The activities planned in the lessons also ensure that
there is very little time where students will be doing nothing. If students are not completing
activities, they can become distracted, and this can inhibit their own learning and also their
classmates learning. Therefore, in creating these lessons, it was ensured that there would be
enough engaging activities so all students are continually learning and are kept free from
distractions.
Another strategy that was used in the lesson plans was recaps. A recap involves a quick
review of the previous lesson. Recaps aim to help students recall key information that was
learnt in a previous lesson, and also help the teacher to see if students have retained the
content for previous lessons (Kutnick, Blatchford, Clark, Macintyre & Baines, 2005). As the
activities being completed in these lessons carry on into the next lesson, providing a recap at
the beginning of the lesson will enable students to remember what they learnt in the previous
lesson and also provide them with the opportunity to complete the new lessons activities
more effectively (Kutnick, 2005). For example, the students will be using information they
learnt in the previous lesson and applying it in a more challenging way. Therefore, providing
students with an opportunity to recount the previous lesson will ensure they completely
understand the focus area and can excel in the more challenging task.
Another teaching strategy that was demonstrated in the lesson plans was differentiation.
Differentiation refers to creating possible changes to certain activities to allow for students
who might be finding the work too easy, or on the other hand are finding it too difficult.
Rising student diversity is continually growing in schools and this means teachers must
prepare to cater for all students (Doubet & Hockett, 2015). In order to cater for diverse
students, teachers must aim to use differentiated instruction. This means that the teacher
allows for all students to reach curricular goals (Doubet & Hockett, 2015). For example,
possible changes have been included in the lesson plan in many of the activities giving the
teacher the opportunity to change activities to allow certain students a better chance to reach
the goal expected. This will therefore help make the student feel more comfortable and feel a
sense of accomplishment, leading to greater academic results.
35 | P a g e
References:
Doubet, K.J., & Hockett, J.A. (2015). Differentiation in Middle and High School. Virginia,
USA: ASCD.
Fredriksson, U., Gajek, E., & Jedeskog, G. (2009). Ways to use ICT in schools to optimize
the impact on teaching and learning. Acta Didactica Napocensia, 2(4), 21-32.
Retrieved from http://adn.teaching.ro/
Kidwell, L.A., Fisher, D.G., Braun, R.L., & Swanson, D.L (2013). Developing learning
objectives for accounting ethics using Bloom’s taxonomy. Accounting Education,
22(1). doi: 10.1080/09639284.2012.698478
Kutnick, P., Blatchford, P., Clark, H., Macintyre, H., & Baines, E. (2005). Teacher’s
understanding of the relationship between within-class (pupil) grouping and learning
in secondary schools. Educational Research, 47(1), 1-24.
doi:10.1080/0013188042000337532
Uluyol, C., & Sahin, S. (2014). Elementary school teachers’ ICT use in the classroom and
their motivators for ICT. British Journal of Educational Technology, 47(1), 65-75.
doi: 10.1111/bjet.12220
Waring, M. (2015). Understanding pedagogy. New York, USA: Routledge.
Wirkala, C., & Kuhn, D. (2011). Problem-based learning in K-12 education. American
Educational Research Journal, 48(5), 1157-1186. doi:10.3102/0002831211419491
36 | P a g e
Appendix A: Scope and Sequence
Geography - HSC course
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
Topic: People and economic activity

Term 1
Outcomes: H1, H4, H5, H6, H7, H8, H9, H10, H11, H12, H13
Topic: People and economic activity Topic: Urban Places
Term 2 Outcomes: H1, H4, H5, H6, H7, H8, Outcomes: H1, H3, H5, H6, H7, H8, H9, H10, H11, H12, H13
H9, H10, H11, H12, H13
Topic: Urban Places Topic: Ecosystems at Risk
Term 3 Outcomes: H1, H3, H5, H6, H7, H8, H9, H10, H11, H12, H13 Outcomes: H1, H2, H5, H6, H7, H8,
H9, H10, H11, H12, H13
Topic: Ecosystems at Risk
Term 4
Outcomes: H1, H2, H5, H6, H7, H8, H9, H10, H11, H12, H13
37 | P a g e
Appendix B: Concept Map
Geography - HSC courses
38 | P a g e

Assessment 2

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Assessment 2

Uploaded by

Copyright:

Available Formats

Assignment 2: Portfolio

artefacts and critical

Appendix A: Scope and Sequence

Appendix B: Concept Map

Topic area: Geography Stage of Learner: Year 12 Syllabus Pages: 26-28

Date: Location Booked: Classroom Lesson Number: 20/40

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Informal Mega cities Investigate and

H13 communicates complex

Cross Curriculum Themes: Explicit subject specific concepts and skills

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order

Quality Learning Environment 2.1 Explicit quality 2.4 Social Support

Significance 3.1 Background 3.4 Inclusivity

Teaching Indicators of presence in the lesson

Teaching and learning Centred

5 - Greet students Teacher: The teacher will welcome the T

Student: Students will come into the

Resources: Student attendance sheet

10 - Recap of previous Teacher: The teacher will give the T

- Explain the population and

20 - Evaluate the environmental

- Think, pair, share

Student: Students will listen to the

Resources: Whiteboard, marker,

25 - Video on Teacher: The teacher will inform the T/S

- Think, pair, share

Student: Students will watch the video

45 throughout. They will need to be quiet

Resources: Computer, headphones,

50 - Class discussion Teacher: The students will lead a class S

Examples of prompting questions

- What was identified in the video

Student: Students will participate in the

Resources: Whiteboard, marker,

60 - Pack up and leave Teacher: The teacher will ask if the T

Student: Students will ask any

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

H1 explains the changing Measurement: Feedback, note taking and discussion

H5 evaluates Measurement: Feedback, note taking and discussion

H6 evaluates the impacts Measurement: Feedback, note taking and discussion

H12 explains geographical Measurement: Feedback and discussion activities

H13 communicates Measurement: Feedback and discussion activities

Graduate Standards Evidence within this lesson

Ensure the sure room is kept clean with no risk

Ensure the equipment used is up to date and by the standards

References (In APA)

Topic area: Geography Stage of Learner: Year 12 Syllabus Pages: 26-28

Date: Location Booked: Classroom Lesson Number: 21/40

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Informal World cities Investigate and

H13 communicates complex urban decay, urban growth of mega

Cross Curriculum Themes: Explicit subject specific concepts and skills

Intellectual Quality 1.1 Deep 1.4 Higher-order

Quality Learning Environment 2.1 Explicit quality 2.4 Social Support

Significance 3.1 Background 3.4 Inclusivity

Teaching Indicators of presence in the lesson

Teaching and learning Centred

5 - Greet students Teacher: The teacher will welcome the T

Student: Students will come into the class

Resources: Student attendance sheet

- Working in pairs to complete the task

Student: Students will use their computers