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Contents
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Section 1: Australian Professional Standards for Teachers
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then able to scope which students arent participating or struggling to keep up with the work.
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Section 2: NSW Quality Teaching Model
1 Intellectual quality
1.1 Deep knowledge
1 2 3 4 5 Comments: No reference to prior learning. But learning is outlined through the outcomes and
student learning is developed through the worksheet used at the beginning of the lesson.
1.5 Metalanguage
1 2 3 4 5 Comments: No real use of Metalanguage used within this lesson plan, language and terms used are
fairly generic
2.2 Engagement
12345 Comments: There are only minor opportunities for disengagement if students are not interested in
the work or the video they may become disengaged. But the teacher needs to recap the video
through discussions at its conclusion, and attempt to grasp the students understanding and learning
from the video.
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3 Significance
3.1 Background knowledge
1 2 3 4 5 Comments: This lesson plan explicitly outlines the learning outcomes of this lesson and where it lies
within the curriculum, but it hasnt built on prior knowledge or learning and therefore is lacking. It
does however lead onto later learning that this teacher can build on for future lessons.
3.4 Inclusivity
12345 Comments: The lesson could have expanded and become a much more inclusive lesson, but rather
opted for a much more individual approach, there could have been more classroom discussions and
inclusivity between all students and teacher. The only minor inclusivity is within the whole class
discussion; the concluding group activity could have been expanded on to involve presentations to
the class to enable problematic knowledge.
3.5 Connectedness
1 2 3 4 5 Comments: Lesson gave a sense of connectedness and allowed for whole class discussion, it could
have expanded on this further through group presentations. But rather opted for maintaining a set
standard approach to this lesson plan.
3.6 Narrative
1 2 3 4 5 Comments: This lesson does draw on an excellent resource to describe the narrative of immigration
for Italians within Australian society, using the narrative of Nino whom is the main character of
the DVD presented to students. The resource then enables students to think about present day
society and how attitudes towards Italians have changed over time.
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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) 4.3 Manage challenging behavior
QT model
1) 2.6 Student direction 2) 2.4 Social support
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Syllabus outcomes Lesson assessment Students learn about the Students learn to analyse
impact of changing written and visual sources,
Migration experiences Questioning government policies on investigating the hardships
(1945 present) throughout the Australias migration faced by Italian migrants in
The waves of lesson to keep the patterns, including post-war Australia.
post-World War II student direction on abolition of the white
migration to Australia, track and engaged. HT5-7. Explains different
Australia policy.
including the influence of contexts, perspectives and
Informal formative
significant world HT5-1. Explains and interpretations of the
events (ACDSEH144) assessment through assesses the historical modern world and
the online and forces and factors that Australia
The contribution of interactive Kahoot shaped the modern
migration to Australias quiz. HT5-9. Applies a range of
world and Australia
changing identity as a relevant historical terms
nation and to its Informal group work HT5-3. Explains and and concepts when
making an
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international assimilation guide. analyses the motives and communicating an
relationships (ACDSEH14 actions of past understanding of the past.
Extension activities
7) individuals and groups
through YouTube in the historical contexts
videos and online that shaped the modern
research via the world and Australia.
museum of Victoria
website regarding HT5-4. Explains and
Italian Immigration. analyses the causes and
effects of events and
Formal Assessment developments in in the
through homework modern world and
via a source analysis Australia.
activity.
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
ICT capability use of YouTube clips and Kahoot Students are completing the topic The Globalising
quiz and Discussion. World, in which students are to investigate one major
global influence that has shaped Australian society. With
Geography capabilities demonstrate European the main focus being Migration experiences (1945-
location and the mass migration and its present).
significance.
Students will have prior knowledge of World War ll and
Critical and creative thinking students to think of how its effects have led to the need for Australian
how Italian migration has changed modern government policy changes to welcome migration, in
Australian society, along with understanding the order to achieve sustainability within the changing world.
past and the difficult nature of their lives. Students will connect these themes with the government
Sustainability- through government policies such policies of populate or perish.
as populate or perish. Students will use their specific skills of critical thinking
by analysing a source and demonstrating how the lives of
those during the period were implicated and how there
have become substantial changes since these times.
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pages.
https://museumvictoria.com.au/origins/h
istory.aspx?pid=32
https://www.youtube.com/watch?
v=7xlt1J5HRsM&spfreload=10
https://create.kahoot.it/#public/kahoots?
filter=1&tags=italian%20immigration
%20to%20australia
Teacher goes through answers for Teacher: Teacher is to equally (by Teacher/
worksheet: Teacher is to open up individually going around the room) Student
worksheet on the Smart Board ask students for their answers, engage
5 minutes projector and begin going through with all students equally, whilst
the answers with students on the placing answers onto the smart board
Smart Board Projector. Target how projector for a visual reinforcement
Humour/Satire is employed as a for struggling students. Teacher is to
technique to communicate political be engaging and empathetic in
messages. (Teacher is to note any receiving responses.
students with diverse needs such as
linguistically and disability and
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focus on these students needs). Student: Students are to raise their
hands and discuss their answers in an
informal assessment formative style
to the teacher.
Resources: Smart Board Projector
and
http://www.capthat.com.au/resources/
post-war-immigration
Class Discussion: Teacher Teacher: Teacher is to remind
facilitates discussion on the students where this information fits in
following questions as a reflection within the curriculum, although it
activity from worksheet. Remind may seem basic to those students
students all views and opinions are whom are excelling, the information Teacher
10 welcome and to focus on equally is important and very relevant.
minutes engaging in all students, ranging Teacher is to lead informal formative
from those struggling to those classroom discussion. Teacher is to
excelling. watch for struggling students and
those whom arent engaged with the
A. How have attitudes towards content and ask for their answers and
Italians changed? opinion on the questions. Displaying
B. What role does Italian food
alertness will aid teachers classroom
play in contemporary
management and minimise
Australia? (For struggling
disruptions by keeping students
students, ask if they can
engaged.
name any Italian meals that
they enjoy). Student: Are to answer questions
teacher has raised; students are
encouraged to ask their own
questions on the subject. Students are
also encouraged to make connections
to other KLA units, such as food
technology, English and science as
teacher uses examples of influential
Italian migrants within Australia.
Resources: Smart Board Projector
Theyre a weird mob (film Teacher: Teacher is to use closed
viewing the first 20 minutes). captions when presenting the film to Student
Students are to take notes in their cater to the diverse needs of students. (ICT/film)
20 workbooks/ Ipads and Mind map Teacher is also to reinforce to
Minutes their ideas based around the students they are welcome to put their
following questions. hand up at any time during the film
and the teacher will come and assist
1. What are the characteristics them, this is targeted at students who
of an Australian in this may not be able to understand or
Film? keep up with the pace of the film.
2. How do Australians in the
1960s compare to Student: students are to remain quiet
Australians of Today, think during the film and take down notes,
about the personal qualities they understand the teacher is
as well as the physical available if they have any questions
surrounds and technology? regarding the film or if they are
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Conclusion Just before the bell goes, teacher is Teacher: conclude the lesson with
to outline the expected homework some final points about migrants
to be completed; this is a source within Australia. Ask they students if
analysis and due by the next lesson. they have any final questions, and
Teacher is to differentiate here then outline the required homework.
enable an inclusive learning by
differentiating homework for
students with learning difficulties Student: students are to ask any
and linguistics. Asking these questions if they have any, then to
students to attempt the required write down in their workbook the
homework and to come and ask the homework due by the next lesson.
teacher for help if they get stuck or
dont understand.
Resources:
http://www.hyperhistory.org/images/a
ssets/pdf/secondary_resources_unit3.p
df
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
There is such an extensive amount of preparation and prior work that needs to be attended to
before a lesson can begin, through the modification of this lesson plan I have found that even
small details are required to ensure that a lesson is to run smoothly. With this in mind it is
key to running and maintaining a strong lesson that all parts of the quality teaching model
and Australian professional teaching standards are adhered to. Without a set plan and
sequence to the lesson students will become disengaged and often misbehave, leading to time
outcomes.
Another essential tool is providing a positive and engaging classroom environment, although
this often cannot be planned out and taught through a lesson plan, this is a more natural
element to teaching. It is however essential to plan and leave aside time within your lesson
structure, time to allow for providing equal support to all students, to give those students
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who may need specialised and specific support for general assistance or those students with
learning difficulties. This leads to another element often not noted, this being differentiating
between students, as often focus is on those students who require a more guided and aided
learning style, as a result of this those gifted students whom may be excelling at the topic
may be held behind and not reaching their full potential. Teachers should be catering to all
students, by planning and implementing further activities and different skill sets for the tasks
to adhere to all students needs. By clearly outlining the expectations and standards that the
lesson will follow, students then can grasp an understanding of what is required of them
throughout the lesson along with setting in their own direction. By clearly outlining the
expectations and standards of the class the teacher sets the norms of the classroom
will and wont be tolerated within this classroom, as outlined by this teacher in the
This modification of the lesson plan has really shown how much awareness and task
management teachers require, I found this assignment a lot more challenging than what first
thought. Teachers preparation needs to be at a high level, they need to be prepared for any
circumstance and have back up plans in place for any interference with their original plan.
But by having that complete preparation and ability to modify and adapt any lesson teachers
can maintain their composure, structure and engagement level. Time management is an
essential tool. Students are incredibly diverse and have such different needs, it is a teachers
job to plan for all students needs and follow this structure to adhere to these needs through
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Learning Outcome Method of measurement and recording
Migration Experiences (1945- Students view film Theyre a weird mob and interpret
present) (ACDSEH144) experiences of migrants, students assessed through informal
formative class discussion and group activity leading into
class discussion. WHS
Migration Experiences (1945- Students analyse written and visual sources to investigate What are
present) (ACDSEH144) the hardships faced by Italian migrants in post-war the key
Australia. 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?
There are no real present threats to workplace health and safety within this lesson plan, there
is no requirement of personal protective equipment. Teacher is aware of their professional
responsibilities and has undergone their full and complete training including child protection
training. Teacher should be taking steps to ensure ICT safety and ethics practices are in place
to protect students. Teachers should set out routines and structures that have clear boundaries,
along with developing a non-confrontational behavior management style. Teacher is to be
aware of what procedure and steps should be taken in case of an emergency, internal or
external threat and calmly direct their students on what to do in case of any threat or
emergency.
Academic Justification
The original lesson plan, although covering basic requirements to a lesson and gave the
teacher generic pieces of learning materials. The original lesson plan was standard and basic,
having several gaps that implicated its usefulness and didnt cover the essential needs of the
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Australian Professional Standards for Teachers (AITSL, 2016) within several areas including
Along with this the original lesson plan failed to provide a specific set structure and
sequence. The original lesson plan also failed to provide one of the core elements to a
The areas that have been a core focus to amending this original lesson plan are those that
ensure a lesson runs smoothly and one that provides its students with the most support and
opportunities to reach their learning outcomes. Neill (2015) outlines that teachers must now
educate such a diverse student body, with students from different cultural and socio-
economic backgrounds with such diverse learning and socio-emotional needs, teachers need
to acquire knowledge, skills and understanding about how to effectively manage all students
core to a teachers success in maintaining a strong support and learning based classroom is
engagement, students who feel supported socially by teachers tend to exhibit greater
compliance with a teachers expectations, which in turn should reduce their involvement in
distractive and deviant behaviours (Wang & Eccles, 2012). Teachers can maintain a students
engagement, which has been noted to reduce disruptive behaviours, in a variety of ways;
these can include a positive social support system between students and teachers, along with
a positive learning environment within the classroom. Another method that is becoming
more and more relevant and popular is the use of ICT, Kelleher (2000) outlines that the
major reason that ICT is used in classrooms is that it allows teachers to do their daily tasks
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The original lesson plan covered the basic needs of a lesson, but the original plan was
missing a specific teacher interaction, this plan was generic and standard, it was a teacher led
lesson plan that didnt provide teacher support or interaction, by including numerous
mentions to students of the teachers availability it forms a trend and norm within the
classroom, students become aware of how the classroom is run and managed, they
understand the systems in place and how the teacher runs the class. When this means of
consistency is in place it balances out other systems of norms, such as that of behavior and
learning needs and outcomes, when students understand that there is incentives in place for
them to do well they will try to the best of their abilities, when a teacher doesn't react to the
way that misbehaving students want and the teacher adapts and replaces generic punishments
with, as Neill (2015) shows, by referring challenging behaviours to support classes or special
schools, students are moved from general classrooms to segregated settings leading to the
start of an escalating series of poor life outcomes. But rather if early intervention by teachers
and utilizing positive behavior interventions, that involve academic, social and behavioural
Another key to a successful lesson plan that has attempted to be demonstrated through the
amended lesson plan is the range of differentiating between students, providing extra
learning activities for those gifted students, and providing a supportive and encouraging
nature to those students who require extra assistance, along with this as Hendrickx et al
(2016) outlines is a teachers approach to individual and whole class support, as it is argued
that teachers differ in their extent to which they establish warm, supportive relationships at
these two levels, for example a teacher who shows support to individual students may not be
able to establish this same amount of supportive interactions during who class teaching and
this can go both ways. This interesting view of teachers support may implicate teachers
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general assistance that they can provide; as a result of this many students may lack a
By providing a supportive and positive environment that sets the standard and norms of the
classroom, students can feel safe, wanted and confident in themselves and their teacher. A
supportive, structured lesson plan that attempts to meet challenging behaviours and one that
utilizes the success of ICT resources has been demonstrated within the amendment of the
generic and standard lesson plan that showed no basic teaching needs or aims.
Differentiating between all students needs and guiding students with encouragement to see
them achieve their potential and meet their learning and social outcomes.
Reference List
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Hendrickx, M., Mainhard, M., Boor-Klip, H., Cillessen, A., & Brekelmans, M. (2016).
Social dynamics in the classroom: Teacher support and conflict and the peer ecology.
Teaching And Teacher Education, 53, 30-40. http://dx.doi.org/10.1016/j.tate.2015.10.004
History of Immigrants from Italy. (2017). Origins: Immigrant communities in Victoria.
Retrieved 11 May 2017, from https://museumvictoria.com.au/origins/history.aspx?pid=32
Kahoot quiz. (2017). Kahoot. Retrieved 11 May 2017, from
https://create.kahoot.it/#public/kahoots?filter=1&tags=italian%20immigration%20to
%20australia
Kelleher, R. (2000). A review of recent developments in the use of information
communication technologies (ICT) in science classrooms. Australian Science Teachers
Journal, 46(1), 33-38. Retrieved from https://search.proquest.com/docview/194479749?
accountid=36155
Making Learning Awesome!. (2017). Kahoot!. Retrieved 11 May 2017, from
https://getkahoot.com
Now and then: Italian migrants. (2017). YouTube. Retrieved 11 May 2017, from
https://www.youtube.com/watch?v=7xlt1J5HRsM&spfreload=10
ONeill, S. (2015). Preparing Preservice Teachers for Inclusive Classrooms: Does
Completing Coursework on Managing Challenging Behaviours Increase Their Classroom
Management Sense of Efficacy?. Australasian Journal Of Special Education, 40(02), 117-
140. http://dx.doi.org/10.1017/jse.2015.10
Post-war immigration | Cap that!. (2017). Capthat.com.au. Retrieved 11 May 2017, from
http://www.capthat.com.au/resources/post-war-immigration
Standards | Australian Institute for Teaching and School Leadership. (2017). Aitsl.edu.au.
Retrieved 11 May 2017, from http://www.aitsl.edu.au/australian-professional-standards-for-
teachers/standards/list
Wang, M., & Eccles, J. (2012). Social Support Matters: Longitudinal Effects of Social
Support on Three Dimensions of School Engagement From Middle to High School. Child
Development, 83(3), 877-895. http://dx.doi.org/10.1111/j.1467-8624.2012.01745.x
Weebly Link
http://adamjthompson.weebly.com
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