17433583- Rachel Heaslip

102086 Designing Teaching & Learning

Assignment 2
Lesson Plan Analysis

Contents
Original Lesson Plan………………………………………………………………….2
Lesson Plan Analysis………………………………………………………………….5
Modified Lesson Plan………………………………………………………………..8
Academic Justification………………………………………………………….….11
References…………………………………………………………………..............14
Learning Portfolio Web Link…………………………………………………….16

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Original Lesson Plan

NSW Education Standards Authority, (2017). Sample Lessons, PDHPE. Retrieved from:
https://educationstandards.nsw.edu.au/wps/wcm/connect/fcba9aef-a8b4-4ec6-98c2-
b12853ddb8e6/pdhpe-sample-lesson-plan.pdf?MOD=AJPERES&CVID=

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Lesson Plan Analysis

102086 Designing Teaching & Learning 1H 2017
Assignment 2: APST and QT Analysis Template

Section 1: Australian Professional Standards for Teachers

Evaluate the lesson plan according to the following Australian Professional Standards for Teachers. Only
standards directly addressed in Designing Teaching & Learning that are relevant to this assignment have
been included. However, this does not mean the other standards are irrelevant to lesson planning and
evaluation more generally.

Evaluation score – 1 (poor) to 5 (excellent)

Comments incl. evidence for evaluation score (2 sentences)

1 Know students and how they learn

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1–2–3–4–5 Comments: There is no mention of the teacher helping any of the students throughout the
lesson, although there is scope to allow for this in the lesson plan.
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1–2–3–4–5 Comments: There is no mention, although there is scope to allow for this in the lesson plan.
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
1–2–3–4–5 Comments: Students are left to read texts and take notes all lesson. Student directed and
does not differentiate for students at all.
1.6 Strategies to support full participation of students with disability
1–2–3–4–5 Comments: No mention of the classroom or type of students or how they would
accommodate for students with a disability or learning disorder.
2 Know the content and how to teach it
2.2 Content selection and organisation
1–2–3–4–5 Comments: Content selection is relevant to the syllabus for the topic. Organisation of
classwork is basic and has much room for improvement. The plan does however mentions
previous lessons and relates them to the current lesson.
2.3 Curriculum, assessment and reporting
1–2–3–4–5 Comments: No form of assessment is present in the lesson plan, but the curriculum content
is mentioned briefly.
2.6 Information and Communication Technology (ICT)
1–2–3–4–5 Comments: The lesson is pen and paper based and only uses textbooks. No form of ICT is
present in the lesson plan.
3 Plan for and implement effective teaching and learning
3.1 Establish challenging learning goals
1–2–3–4–5 Comments: Mentions things to focus on which could be the goals, but is not clear.
3.2 Plan, structure and sequence learning programs
1–2–3–4–5 Comments: Lesson plan builds on previous knowledge, and includes four tasks which are the
same. Does not change the learning method or task.
3.3 Use teaching strategies
1–2–3–4–5 Comments: Teaching strategies are basic and appear to be mainly student directed.
Mentions group work, but again is student directed.
3.4 Select and use resources
1–2–3–4–5 Comments: No ICT used or any other resources besides a textbook and the students’ work
books.
4 Create and maintain supportive and safe learning environments
4.1 Support student participation
1–2–3–4–5 Comments: Student directed lesson and mention of group work may support student
participation but could also cause them to lose focus.
4.2 Manage classroom activities

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1–2–3–4–5 Comments: Little mention of how the classroom will be managed, only mentions group work
as a possibility.
4.3 Manage challenging behaviour
1–2–3–4–5 Comments: No specific mention of managing behaviour. No expectations for the classroom
are given.
4.4 Maintain student safety
1–2–3–4–5 Comments: Tasks involves students remaining at their desks with the teacher watching them.
No safety risks seem present in the lesson.
4.5 Use ICT safely, responsibly and ethically
1–2–3–4–5 Comments: No mention of ICT being used in the lesson.
5 Assess, provide feedback and report on student learning
5.1 Assess student learning
1–2–3–4–5 Comments: There is no mention of assessing the students in the lesson plan. Could be
possible in the recap of prior knowledge, but not made clear.
5.2 Provide feedback to students on their learning
1–2–3–4–5 Comments: Feedback could possibly be provided during discussion of answers, but not clear
on the lesson plan.

Section 2: NSW Quality Teaching Model

Evaluate the lesson plan according to the following NSW Quality Teaching model elements.

Evaluation score – refer to NSW QTM Classroom Practice Guide for each element
Comments incl. evidence for evaluation score (2 sentences)

1 Intellectual quality
1.1 Deep knowledge
1 – 2 – 3 – 4 – 5 Comments: The topic of drug use is addressed as the focus of the lesson, and in general, they
key concepts and ideas are sustained throughout the lesson.
1.2 Deep understanding
1 – 2 – 3 – 4 – 5 Comments: There is scope for students to demonstrate understanding of the key concepts
during class discussion.
1.3 Problematic knowledge
1 – 2 – 3 – 4 – 5 Comments: The lesson plan involves summarising a text, which does not allow for various
perspectives to be present. Possible perspectives may arise during class discussion.
1.4 Higher-order thinking
1 – 2 – 3 – 4 – 5 Comments: Potentially some higher order thinking may be present during class discussions,
but the lesson is set out to leave all students with the same thoughts.
1.5 Metalanguage
1 – 2 – 3 – 4 – 5 Comments: Little use of metalanguage in the lesson plan, may be used during class
discussion and from the textbook.
1.6 Substantive communication
1 – 2 – 3 – 4 – 5 Comments: Group work needs communication, so the lesson is set up well for that. More
communication from the teacher could be beneficial for students.
Quality learning environment
2.1 Explicit quality criteria
1 – 2 – 3 – 4 – 5 Comments: lesson plan does not explicitly talk about the expected outcomes of the lesson.
2.2 Engagement
1 – 2 – 3 – 4 – 5 Comments: Lesson plan does not mention teacher involvement in most of the tasks, which
may cause the class to be disengaged.
2.3 High expectations
1 – 2 – 3 – 4 – 5 Comments: No expectations are mentioned in the lesson plan.
2.4 Social support
1 – 2 – 3 – 4 – 5 Comments: Possible group work, and class discussions which may be supportive towards
students.
2.5 Students’ self-regulation

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1–2–3–4–5 Comments: Lesson is simple, allowing for students to regulate themselves. There are no risks
involved in the plan, which should lead to a smoothly run lesson.
2.6 Student direction
1 – 2 – 3 – 4 – 5 Comments: There are opportunities for students to direct their learning as the lesson is
highly student centred.
3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – 5 Comments: Students’ background knowledge is mentioned at the start of the lesson and is
connected to the substance of the lesson, and the content relates to out-of-school
background knowledge.
3.2 Cultural knowledge
1 – 2 – 3 – 4 – 5 Comments: There is no mention of cultural knowledge in the lesson.
3.3 Knowledge integration
1 – 2 – 3 – 4 – 5 Comments: There is no mention or direction of cross- curricular subject integration.
3.4 Inclusivity
1 – 2 – 3 – 4 – 5 Comments: The lesson is set up to be inclusive of all students, but is not specifically
mentioned at all.
3.5 Connectedness
1 – 2 – 3 – 4 – 5 Comments: The lesson involves some elements to encourage connectedness to the outside
world.
3.6 Narrative
1 – 2 – 3 – 4 – 5 Comments: No mention of personal stories, case studies, or other narrative techniques.

Section 3: Identifying Areas for Improvement

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

APST
1) 2.6 Information and Communication Technology (ICT) 2) 5.1 Assess student learning
QT model
1) 3.2 Cultural Knowledge 2) 3.6 Narrative

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Modified Lesson Plan

Topic area: PDH/PE Stage of Learner: 4 Syllabus Pages: 26-27

Date: 16/5/2017 Location Booked: Computer Lesson Number: 3/5

Room
Time: 60 minutes Total Number of students: 24 Printing/preparation:
24 revision quiz papers

Outcomes Assessment Students learn about Students learn to

4.6 A student describes Informal assessment Drug Use describe the short-term and
the nature of health and via revision quiz  the classification of long-term effects of:
analyses how health drugs, eg stimulants, misuse of prescribed and
issues may impact on Questioning depressants, non-prescribed
young people. throughout lesson to hallucinogens medications, tobacco,
ensure students stay  short-term and long- alcohol and cannabis.
focused term effects of drugs
on health and
Informal quiz at the wellbeing
end of the lesson to
see how much
information students
retained
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
 Learning anatomical and physiological  Students will be identifying the names and
terminology, applicable in science classifications of drugs and will be researching
 ICT capability- using the computers for the short and long term effects of drugs use
research which follows the previous lesson- drug use and
 Critical thinking- class discussion its effect on the human body
 Literacy- writing up answers from the  Students will be learning and using anatomical
board and presenting their researching and physiological terminology
findings to the class

Time Teaching and learning actions Organisation Centred

T/S
Intro Recap of drugs and body systems and Teacher:
important organs Organise the quiz questions Teacher- for
5 minutes 1. Which bodily system involves moving and the format of the quiz. the
blood around your body? introduction
2. What is a drug? Student: of the quiz
3. Name two methods for taking drugs? Prepare for the quiz.
4. Who should you call if you suspect Student-
someone has had a drug overdose? Resources: during the
5. Which bodily system is home to lungs Previous lesson plan and the quiz
and diaphragm? textbook used in previous
6. What organ in responsible for excreting lessons to develop
waste from blood? appropriate questions.
7. How many people try and quit smoking
each year?
8. True or false, taking drugs can affect all
organs in the body?

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9. Is drug use more dangerous during
teenage years or older?
10. True or false, being around drug users
but not actually using drugs is safe?
Teacher-
Review of quiz questions. review of the
5 minutes quiz

Body Teacher:
2 minutes Introduce todays lesson: Drug Use Organise the class Teacher
Inform students on what they will be Identify expectations for the
learning about and their tasks for the lesson. lesson including:
What they will learn:  quiet group work
 Short and long term effects of drug  raising hands to answer
use questions
 Different types of drugs and the  safe and focused
effects they have on the body computer work
Tasks in pairs:
 Researching drug types Student:
 Researching short and long term Organise their workspace
effects and find a partner to work
 Revision game at the end of the with.
lesson
Resources:
Computers, websites
Task One Teacher:
5 minutes Brainstorming activity. Write the students’ answers Teacher to
Ask the students to identify the names and on the board. introduce the
types of drugs that they know of without task
using the computers. Student: N/A
Student-
At minimum- alcohol, cocaine, ecstasy, Resources: during the
heroin, LSD, magic mushrooms, medication, markers task
tobacco, cannabis, methamphetamine,
inhalants, ketamine

Task Two Teacher:

15 minutes Teacher will assign each pair a name of a Assigning each pair with the Teacher-
drug and will ask students to use the drug to research. assigning the
internet to research that drug. Teacher will organise the tasks
Students will be asked to find out: white board with each drug
 the classification of the drug name and will write the Students-
 any nicknames the drug has students’ answers on the researching
 how it is used board. the task
 if it is legal or illegal
15 minutes  the short and long term effects it can Student: Student-
have on the body Organise which website to presenting
 the culture the drug is most commonly use and what information their research
used in they find appropriate. to the class
 a case study or story of someone who Organise their time
has experienced the drug appropriately.
Organise their workbooks.

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Each pair will share their findings with the Resources:

class and the teacher will write them on the Computers, markers
board. Students will be asked if they know of resources, workbooks
any people who have had these experiences
and are encouraged to share their stories
where possible.
After all answers are on the board, students
will copy the information into their
workbooks.
Conclusion Teacher:
10 minutes The lesson will be summed up by a revision Organise revision questions Teacher-
quiz, where the teacher will ask questions during the time when the asking the
and the students will answer by raising their students are writing in their quiz questions
hand. workbooks.
The questions will be based off of the Use the white board as a Student-
research that the students did earlier in the scoreboard. answering the
lesson. questions
The teacher will select the first pair who Student:
raise their hand and if they are correct, they Turning off the computers
will receive a point. When the bell rings, the and packing up their
pair with the most amount of points will be belongings.
the winner.
Resources:
Revision questions, markers

Reflection
What have I learned about the teaching and learning process when preparing this lesson?
Whilst preparing this lesson plan, I have learnt that each lesson I prepare will need to be
adapted to accommodate for the students that are in the class and the content that needs be
taught. I have learnt that each lesson needs time to be planned to ensure students are given
the best chance to learn. I have learnt that some content may be confronting to teach and for
students to learn, and I know that I need be careful in the ways that I teach and how I control
the classroom during these lessons. I have learnt the importance of the APST standards and
the QT model in my planning and will make sure that I am always referring to these in the
future. I found it valuable to incorporate ICT into the lesson, to expand students’ knowledge
and use of resources. Adding informal quizzes to the lesson plan allows me to assess student
knowledge and gain feedback on my teaching methods.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

4.6 A student describes the Informal assessment via revision quizzes at the beginning
nature of health and analyses and end of the lesson, and a formal assessment after all the
how health issues may lessons for the topic had been taught.
impact on young people.

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?
They key risk issues in the lesson include ICT risks and ensuring students know how to use
the computers correctly and that they stay on task.

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Academic Justification
The lesson plan meets the syllabus outcomes, but is quite simple. There is much room

for improvement, in accordance to the Australian Professional Teaching Standards

(Australian Institute for Teaching and School Leadership [AITSL], 2014) for Information

and Communication Technologies (ICT) to be integrated into the lesson and

assessment of learning to be performed.

Standards 2.6 and 4.5 are addressed by integrating ICT into the lesson plan and by

moving the lesson to the computer rooms to accommodate for students so they can

perform research using the computers. ICT was not used in the original lesson plan,

and as it is considered a general skill (NSW Education Standards Authority [NESA],

2017), so it was considered as an important factor to include. ICT has been shown to

positively affect student learning when used correctly and safely. The modification to

include ICT in the new lesson plan will increase student’ understanding of the

importance of ICT and will provide them with the chance to gain a deeper

understanding of the topic of drug use by being provided with a new domain of

information (Skryabin, Zhang, Liu, & Zhang, 2015). In regards to using ICT safely,

responsibly and ethically, students will be informed of their expectations when using

ICT at the beginning of the lesson and will be reminded of these expectations if

needed. By having the students work in pairs, students with disabilities or who need

differentiation in their learning may be supported by their partner and by using the

computers (Skyrabin et al., 2015 & Marsh, Clarke, & Pittaway, 2014).

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Standards 2.3 and 5.1 are addressed by introducing informal assessments to the lesson

plan. Informal assessments usually involve testing the students in the standard

classroom setting, usually by means of questions or quiz, to gather an understanding of

how each student is progressing in their learning, without placing them in exam like

conditions (Marsh et al., 2014, & Australian Curriculum, Assessment and Reporting

Authority [ACARA], 2016). The addition of an informal exam at both the beginning and

the end of the lesson will allow the teacher to know where students are before

teaching the lesson and to assess how much information they retained during the

lesson. Assessments are an important part of teaching as they provide teachers with

information about their students’ learning abilities, and they can also gather feedback

on their own teaching strategies, allowing them to develop into a greater teacher

(ACARA, 2016).

Working with the NSW Quality Teaching Model (Department of Education and

Training, 2003), modifications have been made to the lesson to include cultural

knowledge and narrative, which were both non-existent in the original lesson plan.

To incorporate element 3.6- narrative, the task of finding a case study or personal

story of someone who experienced drug use was added. The addition of this task will

push students to research for an interesting story and to have an open mind when

reading about the personal issues these people have experienced (Shulman, &

Shulman, 2009). Getting the students to share these stories will link them to these

people outside of the classroom, therefore increasing the students’ use of narrative in

the classroom (Shulman & Shulman, 2009 & Department of Education and Training,

2003).

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Element 3.2- Cultural knowledge will be expanded through student’ research by adding

the task of finding the cultural background that most commonly use each drug, and by

asking students to share any stories they have of people who have experienced drug

problems. Students will be encouraged to use statistics to answer this task, which will

improve their overall understanding of drug use in specific cultures and are

encouraged to share their stories to the class, allowing students to learn from each

other and develop a deeper cultural understanding (Teaching Australia, 2008).

Every modification that was made to the original lesson plan was done so in

accordance to the APST and the NSW Quality Teaching Framework. The decision to

basically rewrite the entire lesson was done so to improve the learning environment

and quality of work for the students. The lesson plan is suitable for any teacher to pick

up and use which was also a big factor that was taken into consideration when

deciding on the modifications (Department of Education and Training, 2003).

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Reference List
Australian Curriculum, Assessment and Reporting Authority (2016). Curriculum.

Retrieved from: http://www.acara.edu.au/curriculum

Australian Institute for Teaching and School Leadership (2014). Australian professional

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

professional-standards-for-teachers

Department of Education and Training Professional Support and Curriculum

Directorate (2003). Quality teaching in NSW public schools. Retrieved from:

http://www.darcymoore.net/wp-content/uploads/2012/02/qt_EPSColor.pdf

Marsh, C. J., Clarke, M., & Pittaway, S. (2014). Marsh’s becoming a teacher (6th ed.).

Frenchs Forest, Australia: Pearson Australia

NSW Education Standards Authority (2017). Personal Development, Health and

Physical Education (PDHPE) 7-10 syllabus. Retrieved from:

http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-

areas/pdhpe/pdhpe-7-10

Shulman, L., & Shulman, J. (2009). How and what teachers learn: A shifting

perspective. Journal of Education, 189(2), 1-8. Doi: 10.1080/0022027032000148298

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Skryabin, M., Zhang, J., Liu, L., & Zhang, D. (2015). How the ICT development level and

usage influence student achievement in reading, mathematics, and science. Computers

and Education, 85, 49-58. doi:10.1016/j.compedu.2015.02.004

Teaching Australia (2008). The case for establishing a national centre for pedagogy.

Retrieved from: http://www.aitsl.edu.au/docs/default-source/default-document-

library/the_case_for_establishing_a_national_centre_for_pedagogy.pdf?sfvrsn=8

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Learning Portfolio Web Link

http://raheaslip.weebly.com/

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