102086 Designing Teaching and Learning

Assignment 2
Lesson Plan Analysis

By Jarod Leis - 18071434

Contents:

Original Lesson Plan pg.2

Lesson Plan Analysis pg.4

Modified Lesson Plan pg.8

Academic Justification pg.14

References pg.17

Learning Portfolio Web Link pg.18

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Original Lesson Plan
LESSON: CLASS: Yr. 9HIS TOPIC: Prime Minister, Robert Menzies announces
Australia’s involvement in WW II UNIT OF WORK: WW2
SUBJECT: History
LESSON AIM: The aim of this lesson is for students to gain an understanding of Australia’s
involvement in WW2. An analysis of PM Menzies’ announcement and declaration of War.
Students will describe their own feelings and attitudes towards the War.

Student Outcomes Syllabus Outcomes

 explain why Australians enlisted to fight
in both wars
 identifies and evaluates the
usefulness of sources in the historical
inquiry process HT5-5
 selects and uses appropriate oral,
written, visual and digital forms to
communicate effectively about the
past for different audiences HT5-10

Student previous knowledge / skills / Resources

attitudes Prime Minister, Robert Menzies
announces Australia’s involvement in WW
II. http://www.ww2australia.gov.au/

Retroactive p.141,142
TIME LESSON CONTENT TEACHING / LEARNING ASSESSMENT
STAGE STRATEGIES / HWK
1:55 Roll call

2:00 Instruct Global map Students are to complete the

students of table outlining the Allies and Axis
lesson information – Retroactive p.141
2:10 outcome. Source extract
7.2.2 p.142 Using the link
Introduce http://www.ww2australia.gov.au/
2:20 next activity students listen to the
announcement of PM Menzies.
(approx: 4mins duration)

Students are required to write (2)

2:35 paragraphs explaining to their
family why they are enlisting in
Close/revise the Australian army.(10 mins)
Using Retroactive p. 141 as a
reference (excerpt of Menzies
announcement)

2
 Class discussion: Teacher to
nominate 2 or 3 students to read
out their explanations.

Teacher guided lesson. Providing

background information.
Emphasis on the ‘Rats of Tobruk”.
EVALUATION FOLLOW UP – CONTENT FOLLOW UP -
What worked well …. The Australian 6th Division. The STUDENTS
Mediterranean, The Middle East
and North Africa.
What needs improving ….
Teacher guided lesson. Providing
background information.
Emphasis on the ‘Rats of Tobruk”.
Source: This lesson plan was sourced from the website Australian Curriculum
Lessons and is targeted for year 9 students studying history.
http://www.australiancurriculumlessons.com.au/2015/08/01/yr-9-history-
lesson-robert-menzies-announces-australias-involvement-in-ww2/

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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– Comments: No mention of teacher assistance throughout the lesson
5
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1–2–3–4– Comments: No mention of strategies within the lesson plan.
5
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
1–2–3–4– Comments: Different activities are set which range from evaluation to note taking and
5 outlining.

1.6 Strategies to support full participation of students with disability

1 – 2 – 3 – 4 – Comments: Not mentioned within the lesson plan
5
2 Know the content and how to teach it
2.2 Content selection and organisation
1–2–3–4– Comments: Lesson plan fails to show where the learning is up to as there is lack of recap
5 and background knowledge. Topic is relevant to the unit of work.

2.3 Curriculum, assessment and reporting

1–2–3–4– Comments: Lack of informal assessment and lack of reporting by the students.
5
2.6 Information and Communication Technology (ICT)
1–2–3–4– Comments: Lesson is primarily based on using pen and paper however, there is room within
5 the lesson plan to integrate more of a ICT approach.

3 Plan for and implement effective teaching and learning

3.1 Establish challenging learning goals
1–2–3–4– Comments: Learning goals are established in writing the two paragraphs and the table
5 however they could be more challenging.

3.2 Plan, structure and sequence learning programs

1–2–3–4– Comments: There is an apparent structure and plan with the lesson plan however could be
5 improved upon.

3.3 Use teaching strategies

1–2–3–4– Comments: Primarily teacher led with independent work the core focus of the lesson.
5
3.4 Select and use resources
1–2–3–4– Comments: Only resource that is used is the textbook however, there is room to include
5 multiple resources throughout the lesson.

4
 4 Create and maintain supportive and safe learning environments
4.1 Support student participation
1–2–3–4– Comments: No group or paired work and mostly individual work.
5
4.2 Manage classroom activities
1–2–3–4– Comments: Clear lesson structure and is mostly teacher driven and led.
5
4.3 Manage challenging behaviour
1–2–3–4– Comments: Behaviour management not mentioned
5
4.4 Maintain student safety
1–2–3–4– Comments: No mention to student safety
5
4.5 Use ICT safely, responsibly and ethically
1–2–3–4– Comments: No reference to ICT use within the lesson plan
5
5 Assess, provide feedback and report on student learning
5.1 Assess student learning
1–2–3–4– Comments: Informal formative assessment is used at the end of the lesson however not all
5 students have the opportunity to have their work assessed.

5.2 Provide feedback to students on their learning

1–2–3–4– Comments: Feedback is potentially available to the students who present however not
5 everyone presents therefore not everyone will receive feedback

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 – Comments: No reference has been made to prior knowledge or skills on the topic. This
5 would be beneficial in determining the level of work that should be expected. Lesson plan
does introduce a topic that is relevant to the syllabus.

1.2 Deep understanding

1 – 2 – 3 – 4 – Comments: Lesson is predominately led by the teacher however; students have the ability
5 to demonstrate their knowledge with their presentation.

1.3 Problematic knowledge

1 – 2 – 3 – 4 – Comments: Lesson is set out to achieve a result and whilst multiple perspectives will be
5 heard with the presentations the answers would be very similar for everyone.

1.4 Higher-order thinking

1 – 2 – 3 – 4 – Comments: When constructing the paragraphs students have to explain to their parents
5 why they are enlisting to war using their own interpretation of the information provided.

1.5 Metalanguage
1 – 2 – 3 – 4 – Comments: Little discussion about language and how texts work. A greater analysis of PM
5 Menzies speech can increase this score.

1.6 Substantive communication

5
 1–2–3–4– Comments: Some level of substantive communication and interaction however; only a few
5 students are required to give an oral presentation and no further discussion is mentioned.

Quality learning environment

2.1 Explicit quality criteria
1 – 2 – 3 – 4 – Comments: No statements are made regarding the quality of work.
5
2.2 Engagement
1 – 2 – 3 – 4 – Comments: The lesson appears to be engaging however, no mention of periodic checks by
5 the teacher for quality work. Disengagement can arise with the two paragraph main
activity.

2.3 High expectations

1 – 2 – 3 – 4 – Comments: No statements are made regarding the expectations of the work required. Only
5 a few students are required to produce work to the class.

2.4 Social support

1 – 2 – 3 – 4 – Comments: No statements are made regarding social support
5
2.5 Students’ self-regulation
1 – 2 – 3 – 4 – Comments: No mention in regulation of behaviour and how the lesson has proceeded.
5
2.6 Student direction
1 – 2 – 3 – 4 – Comments: No evidence of student direction as all aspects of the lesson is controlled by the
5 teacher.

3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – Comments: Students background knowledge is not mentioned and the lesson can be
5 completed without prior knowledge.

3.2 Cultural knowledge

1 – 2 – 3 – 4 – Comments: Cultural knowledge is treated in a superficial manner and may be linked with
5 the individual response.

3.3 Knowledge integration

1 – 2 – 3 – 4 – Comments: Multiple topics are covered within the lesson. Beginning with an allied/axis
5 activity and then transitions to a speech analysis and narrative exercise.

3.4 Inclusivity
1–2–3–4– Comments: Inclusivity is hardly mentioned within the lesson plan and only an opportunity
5 for 2-3 students to present their work.

3.5 Connectedness
1 – 2 – 3 – 4 – Comments: The connection between knowledge and situation outside the classroom is
5 evident as the activity whilst in today’s society may be different still has relevance.

3.6 Narrative
1–2–3–4– Comments: Narrative is used throughout the lesson and in particular basing the main
5 activity on a speech further adds to its significance.

Section 3: Identifying Areas for Improvement

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

APST

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1) 2.6 Information and Communication Technology (ICT) 2) 3.1 Establish challenging learning goals
QT model
1) 3.4 Inclusivity 2) 3.6 Narrative

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 Lesson Plan

Topic area: Stage of Learner: Syllabus Pages:

History Stage 4 ACDSEH021, ACDSEH095,
ACDSEH024
Date: Location Booked: Lesson Number: 3 /3
29/04/2017 General Classroom
Time: 60 minutes Total Number of students Printing/preparation
24 -Retroactive Textbook
-30 worksheets with a table on
one side of the paper and
the extended response question on the
other side.

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes
HT4-5
- Identifies the meaning,
purpose and context of
historical sources
HT5-10
- Selects and uses appropriate
oral, written, visual and digital
forms to communicate
effectively about the past for
different audiences
Lesson assessment Students gain an understanding Students learn to analysis PM
of Australia’s involvement in Menzies announcement and
Informal formative WW2. They also learn about declaration of war. Students also
assessment via Kahoot Prime Minister Menzies describe own feelings and
Quiz announcement and declaration attitudes towards war.
of War.
Two paragraph letter to Syllabus
family and compulsory Syllabus HT5-10
submission online ACDSEH024: Explain why - Selects and uses appropriate
ensures students that Australians enlisted to fight in oral, written, visual and digital
their work must be both ways forms to communicate effectively
completed about the past for different
audiences

Cross Curriculum themes & General
capabilities
ICT capabilities – Kahoot, PM speech online
Literacy – Writing up a letter to the parents
Explicit subject specific concepts and skills
Students are completing the depth study
“Australians at War: World Wars I and II (1914-
1918, 1939-1945). Students would have prior
knowledge as Australia as a nation and the Asia-
Pacific region from content taught in previous
stages. The core element of the lesson involves
students writing a letter to their parents stating the
reasons why they are joining the war. This requires
students to apply the knowledge that they’ve learnt
and produce a work that has not just a narrative
voice but a tone from someone during WWII.

Time Teaching and learning actions Organisation Centred

T/S
Intro Roll Call / Prayer Teacher: Call out the roll. Ask for Teacher
Student volunteer to lead in short prayer. a volunteer for the prayer whilst
5 mins setting up the projector and open
up the Kahoot link.

8

Body Recap of last lesson – Kahoot quiz
Q. Events leading up to WW2
10 mins Q. Who declared war on who
Q. Responses from various significant figures
Etc.
Worksheet (front page)
10 mins Referring to the Retroactive textbook p.141 complete
the Allies and Axis table on the first page.
PM Speech
Using the link http://www.ww2australia.gov.au/
students listen to the announcement of PM Menzies
15 mins Worksheet (back page)
Type two paragraphs explaining to their family why
they are enlisting in the Australian army.
Using retroactive p.141 as a reference
Encourage pair work if assistance is required
Discussion/ Submission
15mins Teacher to nominate 2 or 3 students to read out their
explanations. Everyone required to submit their
response to Moodle for the teacher to review and
provide feedback.
Student: Student: Students settle
in and say prayer. Then they
answer when their name is called
out for the roll.
Resources: Projector, laptop
Teacher: Instructs students to Student
form groups of 4 and open up a
laptop or tablet and open up
Kahoot. Reminds students that
this is all prior knowledge.
Student: Forms groups and takes
out smart device and opens up
Kahoot.
Resources: Laptop/Tablet and
Projector
Teacher: Hands out worksheet Student
and tells students to refer to the
textbook to help fill in the table.
Student: Refer to the text book
and own knowledge to fill out the
table. Ask teacher for assistance if
required.
Resources: Retrospective text
book, worksheet
Teacher: Instruct students to Student
listen to the audio of PM Menzies
announcement. Tell students to
follow the instructions of the back
page of the work sheet and use it
for working out their individual
response suggest pair work if extra
assistance is required. This activity
is to be completed on
laptops/tablets and to be
submitted online.
Student: Listen to the audio of
PM Menzies announcement and
begin to form ideas for the
activity. Begin to work on the
activity whilst also referring to the
textbook.
Resources: Teachers laptop with
loud speakers, Worksheet,
Textbook
Teacher: Encourage students to Student
volunteer to read their response,
if no one volunteers then
nominate 2 or 3 students. Also
encourage further discussion
based on the content of
responses. Instruct students
through moodle to submit their
response.
Student: A few students are to
read out their response for the
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 activity. It is encouraged that they
ask questions if any queries arise
and are to be mindful of their
peers presenting.

Resources: Worksheet,
Laptop/tablet
Conclusion Recap/ Revise Teacher: Once presentations are Teacher/Student
Recap key areas of discussion on the board. finished ask the students to
explain key points that they have
learnt from this lesson. This allows
those who may have missed
something to be made aware of it
as well as a refresher to things
learnt at the beginning of the
lesson.

Student: Students are

encouraged to reflect on what
they had learnt this lesson and
provide examples to the teacher.

Resources: Whiteboard

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18071434 Lesson Plan Analysis Jarod Leis
Reflection
What have I learned about the teaching and learning process when preparing this lesson?

Initially I found that the original lesson plan was an adequate way to teach the lesson.

However, with incorporating group work which encouraged inclusivity along with ICT

components I discovered that the lesson plan could be enhanced and enriched. Both of

these components could be included within the lesson plan without a significant alteration

of the original lesson plan. By incorporating both of these elements it subsequently

improved other areas of the APST and the NSW QT which creates a more enriched lesson.

However, by implementing these changes I also had to consider the possible learning

difficulties and the challenges that may arise and how I can limit these impacting the lesson.

For example; introducing ICT elements such as Moodle and Kahoot ultimately has a

significant impact on the scope of teaching yet opens up the factor of distractions along

with the risk of damaging expensive resources. These factors can be reduced by

implementing the appropriate measures however cannot be completely ruled out. Whilst

negative factors exist the positive factors are quite significant in providing a more enriched

lesson. This is shown through Moodle the open source learning platform which additional

material can be added by the teacher to help assist students who may be struggling and

also for students who are looking for some extra content to help broaden their knowledge.

Ultimately, this assignment has been significantly more than just editing one or two things

of a lesson plan. This assignment has enlightened me on just how much detail needs to be

put into each and every lesson. Furthermore, a lesson plan is something that can have

endless possibilities and constructing a well thought out and valuable lesson should be a

goal for all educators. This assignment has also given me a greater understanding and

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18071434 Lesson Plan Analysis Jarod Leis
appreciation to the standards and quality teaching model and just how in depth both of

these documents are.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

HT4-5 Informal formative assessment through the Kahoot quiz
and also through listening to the Menzies speech.
Ht5-10 Informal formative assessment through analysing the
Menzies speech and communicating information to the
students’ parents in the form of a letter.

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?

The significant risk that is involved within the lesson is the incorporation of ICT and

access to the internet. Before the laptops or tablets are turned on, risk is involved

with the level of care that must be shown towards the technology. These items are

expensive to replace and should be treated with care to avoid damage especially if

they are to be shared with multiple students and classrooms. To reduce this the

teacher should inform the students to take extra care with the technology and to

keep their table clear of any food or drink items. Access to the internet also can

create risk although schools usually have strict settings on the types of websites that

are available to access. To reduce this risk if browser limitations are not active then

speaking to the appropriate person to implement this would be the first step.

Secondly, informing students to behave and be sensible with the technology and for

the teacher to do general checks around the classroom to make sure everyone is on

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18071434 Lesson Plan Analysis Jarod Leis
topic. This can also be achieved through classroom management software which

allow the teacher to supervise all student’s laptops from their own laptop.

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18071434 Lesson Plan Analysis Jarod Leis

Academic Justification

The original lesson plan created for a stage four history class had adequate content and

simple teaching and learning strategies. However; referring to both the Australian

Professional Standards for Teachers (APST) (AITSL,2016) and the NSW Quality Teaching

Model (NSW QTM) (Ladwig & Gore, 2003) there is significant areas for the lesson plan to be

improved and developed to assist students with learning difficulties and also create a more

inclusive learning environment.

Standard 2.6 in the APST which focusses on the incorporation of ICT elements within the

classroom was significantly lacking on the original lesson plan. Technology not just within

schools but in everyday life is rapidly evolving and there is an ever present need for ongoing

research in the learning environment (Chandra, Briskey, 2012, p.74). On top of listening to

the PM Robert Menzies speech, the updated lesson plan includes two elements of

technology which is the incorporation of Moodle and Kahoot. Moodle is an open source

learning platform that allows the teacher to observe how students are progressing yet also

allows students to access content from the comfort of their own homes and outside of

school (Cavus, Uzunboylu, Ibrahim, 2007, p.302). Including Moodle within the lesson plan

enables teachers a larger scope to distribute content to students. This is important as a

wide variety of distractions may present itself within a school year such as sport carnivals

and on a more personal level unforeseen circumstances.

Standard 3.1 in the APST focusses on establishing challenging learning goals and this can be

improved in conjunction with the incorporation of ICT in the lesson plan. Moodle in this

lesson plan is used to submit class work so that the teacher can assess each individual work

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18071434 Lesson Plan Analysis Jarod Leis
and provide feedback. The importance of feedback is more than just reviewing

performance it also is fundamental in building a positive rapport between teacher and

student (Perez, Fuentealba, De La Barra, Rojas & Cisternas, 2013, p.150-151). Upon

delivering a larger database for teachers to distribute material, Moodle can also be used to

encourage students who are high achieving to participate in extra content that can

challenge their thinking. If a teacher identifies a student/s with a high achieving potential,

then they shouldn’t limit their potential but offer any resource necessary to help grow it.

The teacher can set additional material and suggest to the whole class to attempt them.

Moodle can also be used to help students with possible learning difficulties which

addresses standard one of the APST. This can also be addressed within the classroom

however, with the introduction of an online learning management system students may be

inclined to access materials that can assist them in an environment of their choosing and

whenever they please. Furthermore, the internet opens up a wide range of interactive

features and new learning mediums such as audio, video and graphic (Young, 2003, p. 448)

that may assist students who experience difficulties in a traditional classroom setting.

The NSW QTM (Ludwig & Gore, 2003) endeavours to encourage development of all

students regardless of background and learning capabilities. Two standards that can be

improved from the original lesson plan is standard 3.4 which is Inclusivity and standard 3.6

which is narrative. Inclusivity specifically refers to recognising and valuing students

regardless of social background or learning capabilities (Ludwig & Gore, 2003) and including

Kahoot into the lesson plan is a fun and interactive way to improve this. Kahoot “promotes

discussion and pedagogical impact whether players are in the same room or on the other

side of the globe” (Kahoot, 2017) and involves answering a set of premade questions and

works well in groups. By playing this fun recap activity at the start of the lesson it not only

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18071434 Lesson Plan Analysis Jarod Leis
refreshes students memories but also achieves a sense of inclusiveness as everyone can be

involved and everyone can contribute to their group or team.

Standard 3.6 in the NSW QTM focusses on narrative and its use is significant when stories

that are either written or told help bring knowledge to students within the classroom

(Ludwig & Gore, 2003). This can be included within Moodle and the teacher can advise

students that when they are completing the two paragraph letter that examples of letters

from soldiers from World War Two are accessible to read. This can generate ideas for

students and may further enhance their responses. By providing this it can subsequently

increase Standard 1.1 and Standard 1.2 as students are provided primary sources that can

help demonstrate their understanding of central ideas and concepts through first-hand

experience (Ludwig & Gore, 2003).

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18071434 Lesson Plan Analysis Jarod Leis

References
AITSL. (2016). Australian Professional Standards for Teachers. Retrieved from
http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list

Cavus, N & Uzunboylu, H & Ibrahim, D. (2007). Assessing the success rate of students using a
learning management system together with a collaborative tool in web-based teaching of
programming languages. Journal of Educational Computing Research, 36 (3), 301-321.
doi: 10.2190/T728-G676-4N18-6871

Chandra, V & Briskey, J. (2012). ICT driven pedagogies and its impact on learning outcomes
in high school mathematics, International Journal of Pedagogies and Learning, 7 (1), 73-83.
doi: 10.5172/ijpl.2012.7.1.73

Kahoot. (2017). How it works. Retrieved 7th May 2017. https://getkahoot.com/how-it-works

Ludwig, J., & Gore, J. (2003). Quality Teaching in NSW Public Schools A classroom practice
guide Retrieved from http://web1.muirfield-
h.schools.nsw.edu.au/technology/Programs/Template/Quality%20Teaching%20Guide.pdf

Perez, RC & Fuentealba, MM & De La Barra, MM & Rojas, JS & Cisternas, MT. (2013). The
impact of explicit feedback on EFL high school students engaged in writing tasks, Profile, 15
(2), 149-163.
http://search.proquest.com.ezproxy.uws.edu.au/docview/1677616240?accountid=36155&r
fr_id=info%3Axri%2Fsid%3Aprimo

Young, SSC. (2003). Integrating ICT into second language educating in a vocational high
school, Journal of Computer Assisted Learning, 19 (1), 447-461. doi: 10.1046/j.0266-
4909.2003.00049.x

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