Contemporary Teacher

Leadership Report
Assignment 1

Prepared by: Ashley Myers 16504569

ABSTRACT
This report had been designed as an evaluation tool for the History Faculty for the Stage 6
topic The World at the Beginning of the 20 th Century. The report has been shaped by
evidence-based research to showcase changes to the unit that will help maximize student
academic success. All below changes have been included based on the current school
discourse, and the work of Wiggin and McTighe's Understanding by Design (UBD).
Table of Contents

COVER PAGE AND ABSTRACT 1

TABLE OF CONTENTS 2

CONTEXT AND GOALS 3

LIST OF RECCOMENDATIONS 4-8

COMPARATIVE TABLE 10-11

CONTEXTUAL REDESIGN OF UNIT 12-29

REFERENCES 31-32

APPENDIX 33-51

APPENDIX 1: SELF REFLECTION TASK 34-35

APPENDIX 2: SOURCE ANALYSIS EXAM 36-43

APPENDIX 3: EXAMPLE OF STUDENT WORKBOOK 44

APPENDIX 4: NAPLAN RESULTS 45

APPENDIX 5: ORIGINAL UNIT OUTLINE 46-51

CONTEXT
As a low socio economic status (SES) co-educational 7-12 school located within the
outskirts of Western Sydney it is important that the programs and units of work that are
executed within our classrooms both recognise and meet the needs of our students, as well
as reflect the community in which we operate. This report has been developed as an
evaluation tool within our History faculty for the Stage 6 unit The World at the Beginning of
the 20th Century.

The subject of History and in particular The World at the Beginning of the 20 th
Century relies heavily on the use of technology for students learning. Being a school that
caters to students of a low SES backgrounds a high proportion of our students do not have
the luxury of having individual devices, and constant access to the Internet in order to
successfully meet the requirements of the current program. Whilst the school has on site two
computer labs with 26 computers in each lab (52 computers total) this number is
unsustainable when it is taken into account the number of students we currently have
enrolled within our school across all years.

In line with the students current inability to effectively engage with this unit of work
due to the limitations of technology access, there is also a noted decrease in student
performance. Through the use of our students NAPLAN results it is agreed by the faculty that
the literacy and numeracy skills of our current students is another main area of concern that
needs to be taken into consideration. Consideration has been given to NAPLAN results due to
the consistent substantially low result that the year 9 students have received yearly since
2008 up until 2016 respectfully (refer Appendix 4: Year 9 NAPLAN Results). Further to this, it
is also agreed upon that insufficient mapping exists within this unit. As such, students are not
provided a roadmap of where the unit will take them. Furthermore, there is also insufficient
detail regarding the learning outcomes to be met, the learning experiences that will take
place to assist in student achievement and how assessment tasks will demonstrate the
achievement of the required outcomes.

Through this report it is agreed that the current programs in effect are no longer
acceptable in meeting our students needs and amendments are to be made to ensure both
teachers and students are provided the opportunity to ensure learning and academic success
within the classroom.

GOALS
In summary this report aims to address the following:

Provide adequate sequencing to ensure students learning is meaningful and logical

Provide equitable learning opportunities for all students
Provide assessments that are relative to the specific learning needs of the schools
discourse
Enhance knowledge acquisition and student engagement through specifically
designed literacy and numeracy strategies
Adopt teacher self reflection to ensure accurate knowledge and skills are being
transferred to students
RECCOMENDATIONS
In conjunction with the dynamic nature of teaching, as new knowledge
becomes available new expertise is required by educators in order to continually
refine and develop their conceptual and pedagogical skills. Understanding by Design
(UBD) offers teachers and schools a three-stage backward design process in order to
improve instructional practices within classrooms (Wiggins and McTighe, 2012). As
educators it is our duty to recognise that teaching is a continually changing
profession, with new demands to ensure, that what we are teaching meets the needs
of our students.
In accordance with Cole (2008) diversification of student learning is a growing trend
within our schools. In order to successfully accommodate diversity within
classrooms, teachers should be refining there teaching practices and strategies as
well as taking on a culturally responsive approach to education. Through this, It is
highly recommended for teachers to construct learning for understanding, rather
than focus purely being content driven (Wedell and Malderez, 2013). As such, this
unit of work has been specifically designed to align with the specific application of
the principles of UBD and is recommended for implementation within the History
faculty.

Educational best practice is established when there is a successful affiliation

between learning objectives, assessment and instructional strategies (Cole, 2008). At
the beginning of successful pedagogy it is necessary to understand the importance of
mapping tools, which Jacobs (2004) notes has the potential to become the hub for
making decisions about teaching and learning. It is my first recommendation that
mapping tools be introduced to the unit outline and also directly to the students to
provide a guide to the unit of work. Through the use of educational mapping tools
teachers are capable of bringing order to the delivery of classroom content, support
student learning and eliminate the risk of ad-hoc content delivery (Moss and
Brookhart, 2016).
With the importance of educational mapping noted above, the unit outline for The
World at the Beginning of the 20 th Century has been revised to include a detailed
concept map, scope and sequence for the entire year and a copy of the syllabus
pages that are of importance to this unit of work. In line with this, the unit outline
has also been amended to provide explicit instructions for teachers to provide a copy
of the relevant concept map, scope and sequence and syllabus documents to the
students. By providing students with this additional yet significant information
students will be equipped with an understanding of the learning expectations,
assessment details and a visual roadmap to ensure supported and structured
learning.

Teacher evaluation is an integral component in the drive for improvement and

effectiveness of teaching and learning in order to raise educational standards. It is
the belief of Day, Gu and Sammon (2016) that through raising teaching performance
students are most benefited in their ability to obtain substantial learning within their
classrooms. Through effective methods of monitoring and evaluation practices,
school and classroom best practices can be seen and implemented. In conjunction
with this, Tschannen-Moran and Hoy (2001) note the distinction between teacher
self-efficacy and increased student performance. This is showcased as teacher self-
reflection provides teachers with the confidence to inspire students to reach their full
potential. It is strongly recommended that this goes hand in hand with the teacher
self assessments, and that teacher self-assessments be included as a component
within all unit outlines. In accordance with Brookfield (2017) it is suggested that
teachers engage with self-reflection on a reoccurring basis to ensure they are
developing quality-teaching skills. As such, an evaluation template has been included
within the unit outline to act as a prompter for teachers to participate actively in
their pedagogical improvements to support student learning.

Stage 1of UBD prompts us as educators to identify the desired results we

wish to achieve (Wiggins and McTighe, 2012). From this, Wiggins and McTighe attest
that as teachers, we are encouraged to deliberate what we ultimately wish for our
students to achieve within our unit, including what knowledge and skills students will
acquire and what long-term transfer goals are targeted. Despite the original unit
outline listing the outcomes associated with this unit, there is a lack of explicit
instruction on what we should be asking our students and also the depth of
knowledge they should have by the end of this unit. In accordance with Swanson
(2001), meaningful learning is built upon scaffolding and explicit instruction to ensure
students learning is critically focused, sequenced in a logical manner, and broken
down effectively to reduce cognitive overload. With this in mind, it is recommended
that students are supplied with a copy of the syllabus to help guide the students
throughout the unit and what they will be covering.

Stage 2 of UBD encourages us as educators to think like assessors before

developing units of work to ensure what we will be assessing our students on,
reflects the desired outcomes we wish to achieve in stage 1. In line with the research
of Wiggins and McTighe (2012) it is evident that not all assessments are appropriate
for all schools, and it is necessary that teachers choose assessments that align with
the learning goals of their particular students. The original unit outline plans for one
formal assessment as well one informal assessment however; copies of these
assessments were not supplied. In accordance with Wiggins and McTighe, to get the
most out of assessment you need to choose the correct method to make the
assessment as effective as possible (in line with stage 1 desired results). Further to
this Bradley, Seidman and Painchaud (2012) attest that multiple sources of
assessment should be used to accurately interpret what students know and what
students can do. To effectively implement the above recommendations of Bradley,
Seidman, and Painchaud it is highly recommended that the unit outline be modified
to include numerous formal and summative assessments throughout the unit of
work, and these assessments reflect the schools discourse. The assessments that
have been included as Appendix 1 and 2 are derived from an Assessment as
Learning, and an Assessment of Learning which, when implemented correctly
provide the students and teachers with a more accurate description of student
learning and knowledge (Sambell, McDowell and Montgomery, 2013). The Appendix
items 1 and 2 within this report also showcase the scaffolding required within the
assessment tasks to ensure that the literacy and numeracy needs of our students are
taken into consideration when tasks are created and undertaken.

At the core of the revisions for the current unit outline it is essential to take
into consideration the demographics of which this school operates, and the students
the school caters to. Consisting of predominately low SES students it is imperative
that the methods of teaching reflect the needs of our students (Brookfield, 2017).
The current unit outline poses unrealistic tasks, as most of the schools students
would not be able to afford individual devices, or have constant access to the
Internet. Even with the use of the schools two computer labs the prospect of
students being able to access these rooms as much as required by the current unit
outline is quite unachievable. The noticed decrease in student performance,
especially in correlation with the students Year 9 NAPLAN tests prove the necessity to
reevaluate and redesign components of the current unit outline to take into account
the literacy and numeracy skills of our students. Through proactive measures of
interpreting the finely grained data on student performance, we as educators are
able to investigate classroom teaching strategies as well as the strength of school
programs (Barker, Weir, McDonnell, 2016). It is therefore my recommendation that
the unit outline be revised based on the NAPLAN data available on our students to
ensure the tasks that we expect our students to undertake, are challenging yet
achievable.

By refining the current unit outline to focus more on overcoming the

adversity faced by these students being a minority within the education system
Devlin (2011) states students have the ability of greater educational achievement.
In order to achieve a greater sense of educational achievement for these students it
is imperative that the unit outline be redesigned to decrease the dependence on
online teaching resources and use more hands on tangible functions of learning. As
such, a recommendation of using school created workbooks, as well as textbooks is
decidedly suggested to allow students to the opportunity to interact with important
literature and resources in a more accessible format (refer Appendix 3). Although
student workbooks are main factor of change within the unit outline it is also
recommended that an annual review take place to discuss any changes to funding
and/or school demographics that may make online learning a more viable option as
technology rich learning environments enable students to achieve high quality
learning outcomes (MCEETYA, 2008).

While there are various recommendations to be implemented within the unit

of work, it needs to be mentioned that a number of strengths from the original unit
outline will be retained and implemented within the new proposed unit outline. The
original unit outline included numerous opportunities for collaborative group work
and student presentations. Bobek, Way, and Casillas (2017) attest to the value that
lies within group work, showcasing the benefits it provides in developing students
social skills, as well as the ability to develop critical interpersonal skills. Further to
this, Jardine and Shell-Gellasch (2011) state that learning values of historical activities
can be enhanced when explored and presented by the students, rather than being
presented to the students.

The included recommendations provide evidence-based approaches to

navigate required changes of the unit outline The World at the Beginning of the 20 th
Century. Through the inclusion of these strategies it is firmly believed that they will
significantly improve the learning and outcomes for students. Through the inclusion
of mapping tools both teachers and students are equipped with documentation that
provides integral insight on the learning that will take place, as well as the goals
associated with the learning. Through an increase of quality outcome driven
assessments conducted both formally and informally we, as educators are able to
obtain an unequivocal picture of our students progressive learning, as well as
provide students with multiple avenues to showcase their leaning and development
throughout the duration of the unit. Reverting the student learning back to a
predominately hands on textbook and workbook based method from the previous
ICT heavy method provides all students the equal ability to achieve and succeed
within this unit. Through continuous teacher reflection and self-evaluation teachers
are able to accurately improve teaching and learning, as well as having a positive
impact on student achievement levels (Milanowski, 2004). It is therefore highly
recommended that in line with the research this report puts forward that redesigning
the unit outline will provide students and teachers with a more suitable and
achievable unit of work.
 COMPARATIVE TABLE:
Areas for concern
Lack of literacy adaptations to the unit.
There is no scope and sequence or
concept map included within the
current program.
Unit of work has been created based
on students who have continual access
to technology and devices.
Suggested alterations
Inclusion of a Glossary of terms and a definition booklet for History
Jargon will assist students in developing their literacy skills.
Avoid handing out long source scripts and focus on short written
sources to allow all students the ability to read and engage with the
content.
The inclusion of a scope and sequence should be designed and
implemented as an effective teaching and learning tool as it
summarizes the sequence in which the unit of work is to be taught.
A concept map being included would assist as it is a representation
of the learners knowledge, and am important tool for judging the
appropriateness of learning objectives as well as how to improve
instruction.
Represent learners knowledge
This unit needs to be redesigned to primarily deliver its content
through textbooks, printouts and student workbooks rather than ICT
methods.
ICT can still be used as a secondary method of teaching but must be
booked in advance.
Supporting Evidence to justify
alterations
Todays classrooms exist as an area of diverse cultural
and linguist student needs. This showcases the
importance of instructional strategies being present
within the classroom to ensure all students regardless of
their academic level can engage with the content.
(Halliday, 2004).
In accordance with Ausubel 1968 (cited in Novak, 2010),
the most important single factor that influences a
students learning is what they already know. By
engaging in meaningful learning up front students are
privy to consciously making ties between relevant new
information and concepts they already hold.
Kift (2009) suggests that Low Socio Economical Status
Students can be supported through inclusive curriculum
design. Kift continues that it is pertinent that the
availability of appropriate technology and connectivity
be looked at to ensure student equality.

Unit outline does not successfully allow
students the opportunity to engage
with threshold concept and
metalanguage specific to this unit of
history
The unit outline is incomplete and
doesnt have a natural flow
Limited opportunities for assessment
included within the unit
No evidence of teacher self evaluation
Ensure an introduction to unit is undertaken at the start of this unit
of work. This allows students to familliarise themselves with the
metalanguage they will be engaging with regularly throughout this
unit, as well as give the students a better understanding of the
content and concepts that will be covered.
Redesign the unit outline to include the missing syllabus pints to
allow students the ability to learn in a meaningful and sequential
order. As well as this it is important to reorganise the topics in which
the students will learn to ensure there is a flow throughout the unit
so students can keep up with the order in which events occurred.
It is imperative that a variety of methods for learning assessment be
included and executed throughout the unit of work
The inclusion of self-assessment evaluation will assist the teacher to
understand how lessons run, were outcomes achieved and any areas
that need to be revisited or revised.
It is essential for teachers to include opportunities
especially at the beginning of a unit of work language
workshops to support students content acquisition
(Fortune and Tedick, 2014). Archer and Hughes (2011)
continue that it is imperitive for teachers to carefully
select words that are based on essential curriculum
content that are; unknown, content critical, useful for
the future and difficulty to obtain independently.
The first key tenet of the Ubd framework is established
under the premise of learning being enhanced when
teachers think purposely about curriculum planning
(Wiggins and McTighe, 2006).
Too often educators rely on 1 or 2 forms of assessment.
Wiggins and McTighe (2006) highlight the need of
variety in assessment as variety provides a good
measurement of student understanding.
Through self-evaluation teachers have more clarity on
the impact they have on student learning. More so,
teachers are also able to determine through self-
evaluation, where their efforts need to be focused in
order to promote teacher effectiveness. (Danielson,
2011).
CONTEXTUAL REDESIGN OF UNIT Please note all changes are highlighted in YELLOW
Completed Stage 6 scope and Sequence: (included for teacher and student use throughout the course not just the unit).
Completed Stage 6 Concept Map: (included for teacher & student use throughout the unit to showcase what areas will be encountered
throughout the unit).
Completed Stage 6 Copy of NESAs Syllabus (included for teacher and student use
throughout the course (not just the unit).
 Yr11 World At the beginning of the 20th century
Total Weeks 8
Principal focus: Students lay the foundations for their twentieth-century studies by investigating the forces and
ideas for change and continuity that shaped the early twentieth- century world using the methods of historical
inquiry.

Outcomes

Students:
P1.1 describe the role of key individuals, groups and events of selected studies from the eighteenth century to the
present
P1.2 investigate and explain the key features and issues of selected studies from the eighteenth century to the
present
P2.1 identify forces and ideas and explain their significance in contributing to change and continuity from the
eighteenth century to the present
P3.1 ask relevant historical questions
P3.2 locate, select and organise relevant information from different types of sources
P3.3 comprehend and analyse sources for their usefulness and reliability
P3.4 identify and account for differing perspectives and interpretations of the past
P3.5 plan and present the findings of historical investigations, analysing and synthesising information from
different types of sources
P4.1 use historical terms and concepts appropriately
P4.2 communicate a knowledge and understanding of historical features and issues using appropriate and well-
structured oral and written forms
Students learn to:

Ask relevant historical questions about the world at the beginning of the twentieth century
Locate, select and organise information from different types of sources, including ICT, to describe and analyse relevant
features and issues of the world at the beginning of the twentieth century
Analyse the major events and issues relevant at the turn of the century
Assess the forces for change and continuity at the turn of the century
Describe and evaluate the role of key individuals and groups at the turn of the century
Evaluate the usefulness and reliability of sources
Account for and assess differing perspectives and interpretations of significant events, people and issues at the beginning
of the twentieth century
Present the findings of investigations on aspects of the period, analysing and synthesising information from different types
of sources
Communicate an understanding of relevant concepts, features and issues using appropriate and well-structured oral
and/or written and/or multimedia forms including ICT.
Students learn about SOME OR ALL of the following:

1 The nature of European society

Rich and poor
Urbanisation and industrialisation
Social change
Forms of government

2 Imperialism
Reasons for the growth of imperialism
Impact of imperialism on Africa and/or Asia and/or the Middle East and/or the Pacific
Colonial rivalries

3 Emerging forces and ideas

Politics of the working class: socialism, trade unionism, Marxism
Anarchism
Nationalism
Internationalism, globalisation
 Democracy, liberalism

4 Causes of World War I

Long-term and short-term causes

Aspects of this study may be integrated in the case studies and/or developed into an historical
investigation.

Key Concepts: The importance of this learning:

Autocracy, capitalism, democracy, terrorism, feminism,
Students lay the foundations for their twentieth-century studies by investigating the forces and ideas for
Globalization, imperialism, industrialization, internationalism,
change and continuity that shaped the early twentieth- century world using the methods of historical
Liberalism, nationalism,
inquiry.

Literacy Focus ICT Focus General Capabilities Formal Assessment Outcomes of Assessment
Indicators of Learning

Interpreting, analysing,
Students will
and weighing evidence; Critical and Creative thinking Students are able to Assessment FOR Learning: Wake P2.1 identify forces and ideas and
engage with
synthesising evidence - answer questions about up / Stand up, Playground explain their significance in contributing
videos,
from a variety of this topic. reconstruction, Quizlet. to Continuity and change from the
websites, and
sources; and developing Ethical Understanding - eighteenth century to the present
online methods
of research
 reasoned and evidence- Information and Students can write Assessment AS Learning: P3.2 locate, select, and organise relevant
this will be
based arguments. communication and extended responses Research Task, Reflection Task. information from different types of
achieved
technology capability - sources
through the use
Students can successfully Assessment OF learning: Source
of the schools
Numeracy Focus Intercultural understanding - analyse sources Analysis in class examination (2 P3.3 comprehend and analyse sources
computer labs.
sections). Task worth: 20% for their usefulness and reliability
Students engage with Literacy -
dates, data and P3.4 identify and account for differing
timelines recognise Numeracy - perspectives and interpretations of the
chronological patterns in past
relationships.
Personal and Social
capability -

Resources:
Video: Textbooks:

Peoples Century: Age of Hope Anderson, M. Keese, I and Lowe, A, Challenge, Change and Continuity:
Modern History Preliminary Course, Jacaranda, 2001

An Introduction to Modern European History 18901914, Access to History Context series,

Nelson Dennett B. and Dixon, S, Key Features of Modern History NSW Preliminary and HSC, 2000

PowerPoints: Miscellaneous:

The Schiefflen Plan (incorporated Student Supplied Workbooks

into student workbook)
July Crisis 1908 1912/13
(incorporated into student
workbook)
Week Students Learn Strategies Outcomes Resources
About
Class discussion to take place to provide students with P.2.1 School provided
Source Skills Testing information on what they will be learning throughout this P.3.2 student
reliability and usefulness of unit. P.3.1 Workbook
sources / introduction to P.3.5
unit of work Students provided with a physical copy of the following P.4.2
documentation; P.4.2 Textbook (Dennis
1. Scope and sequence and Dixon,
2. Concept Map Introduction to
3. Copy of syllabus Modern History
The nature of European 4. Class copy of: The World at the beginning of the 20 th
society Century student workbook (to be used throughout the
1/2 Rich and poor unit). Butches paper /
Urbanisation and Textas
industrialisation Class discussion (recap) of political ideologies on the 20 th
Social change century from socialism to fascism
Forms of Computer Lab
government Students to use Google docs to create and research glossary
of terms Students use school provided textbooks to DVD Age of Hope
construct a Glossary of Terms. The Glossary of terms is to be
completed in their supplied student workbook.

Class activity: Students create a 2-metre timeline of the

events that will be discussed throughout this unit of work.
Teacher provides butchers paper, textas, and pieces of
information with dates for students to put together.
NUMERACY TASK
 Students begin a sources research task. Students are
provided with key issues to investigate. Students are
required to work in groups and present to their research to
the class. Students to submit via Google Slides. Students
will work in teams of 2 to complete this task and will work in
the computer lab, which will be booked in advance to
ensure students can complete this task. Assessment as
learning group work.

DVD Age of Hope Students watch this movie and answer

questions based on some of the main changes and main
ideas that took place in the early 20th Century. Students
learning is scaffolded, as the questions are within their
assigned workbook along with details on what section of the
movie they will find the relevant information.

Mapping exercise on the World between the time periods of

1870 and 1900. This activity is to be completed within the
students assigned Workbooks. Students use Textbooks to find
the information required. NUMERACY BASED.

Students construct a timeline on political and international

events that occurred in Europe during the 20 th Century. (Pre
knowledge on what students know)

Students identify the main problems and issues of the working

class in European countries in this period and explain how each
of the following offered solutions: socialism, Marxism,
anarchism, trade unionism Students are to use their
 textbooks to gain information for this activity and use their
provided student workbooks to record the answers.

Students are required to research the changes to women and

their economic value in Europe at this time. Students use
supplied sources. The textual sources provided to the students
have been chosen specifically as they are not text heavy which
allows all students the ability to read the source in its entirety.
Students workbooks also include definitions of Reliability and
Perspective at the top of the page to ensure students know
exactly what they are looking for.

Students start a research task based on the key issues of the

20th Century. Students are supplied with an issue to research
and will present to class. Computer lab to be booked in
order to allow students to undertake the research task.
Students provided with a key issue worksheet to assist with
them having to read through text heavy dialogue and also
make the time in he computer lab quality use time
(Assessment as learning).

Emerging forces and ideas Students are to continue researching these issues At the Computer Lab
Politics of the end of this research task the teacher will collect all group P1.1
working class work on her school provided USB, to be shown and P1.2
including (socialism, discussed in class where there is 1 teacher computer and an P3.1 Teacher
trade unionism, overhead machine P3.2 classroom
Marxism) P3.3 computer for
Anarchism Presentation to class as noted above students work is P3.4 presentations
3 Nationalism saved on their teachers USB and will be uploaded in the P4.1
 Internationalism, classroom for the students to present. P4.2
globalisation School supplied
Democracy, Mock League of Nations meeting group task. Computer student
liberalism Lab to be booked in advance to ensure students can use the workbook
computers for this task. Students are to work in groups of 3-
4, which also frees up more computers for other student
use. Apart from this, teacher provides students a scaffolded Textbook
2-page document of information on their assigned nation to Challenge,
assist with their research. This documents has been change and
scaffolded for the students literacy levels. Students are also continuity
broken up into mixed ability groups to ensure their peers (Keese
assist all students (Assessment as learning). textbook)

Source analysis tasks on the Great Powers of Old Europe

This activity is to be completed in their assigned student
workbook with assistance from their textbooks.

Causes of World War I P.1.1 Computer Lab

Long-term and Students are to find 6 sources which best represent these P.1.2
short-term causes issue for their chosen country. 3 must be primary and 3 P.3.2
must be secondary Computer lab is booked in advance to P.3.4
ensure the students can undertake this task. Students are P.4.1
also supplied by hard copy print out a suggestion list of Reflection Handout
recommended websites to assist them with this task and
4-5 ensure they complete it on time.
School supplied
Students are then to write a reflection on why they chose student
the sources they did. Students to be guided by the acronym workbook
ADAMANT that will be written and explained on the board.
 (This acronym is also in their booklet) Assessment as
learning Handout (of Quizlet
** Please refer to appendix 1 for a copy of the reflection task task)
activity notification. - This task has been specifically modified
as per the students past results and also their results from
their year 9 NAPLAN tests. **

Students are to complete source study analysis on the

causes of WW1. This activity is to be completed in their
assigned student workbook with assistance from their
textbooks. Teacher to give students the pages that they will
find the information on.

Wake up stand up re-cap of short/ Long term issues

Assessment for Learning

Quizlet task to determine the knowledge students have

learnt by the half way point of the term Assessment for
Learning
 International Crisis International Crises and the Coming of World War One 1905- P.1.1
1914 P.1.2 Teacher computer to
P.3.2 play video to the class
Introduction video Crash Course Arms Race - played on P.3.4
6 YouTube. - Played on overhead in classroom through teachers P.3.5
computer so all students can view the short YouTube clip. P.4.1 School supplied
student workbook
Students construct a timeline based on their reading about the
Balkan crises and identify major powers and their interests in
the region. The Balkans worksheet is located in the
students prescribed workbook along with space to provide A3 Handout (Map)
their answers.

Map activity: students identify key locations involved in the

Balkan crises 19081912 and 1913. -This task is done as group Past HSC question
work (mixed ability grouping). Students are presented with an handouts (as well as
A3 map and are to highlight the required information and have scaffolds)
a group discussion.

Students read texts on Second Moroccan Crisis and construct Source Analysis
an HSC-style question modeled on past core questions. examination (refer
Students exchange their questions and draft and discuss their appendix 2)
responses Teacher provides scaffold on the essay question as
well as a past response with comments on the paper.

** Source analysis in class examination. Assessment of

learning ** Please refer to appendix for a copy of the Exam
with the relevant changes to assist with the students literacy
 and numeracy needs **

Schiefflen Plan P.1.1 Teacher computer to

In mixed ability groups students plan a German victory. P.1.2 show video
Students assess each groups plan and make conclusions about P.3.1
Germanys strategic dilemma. (Problem Solving) P.3.2 Teacher supplied
7 P.3.4 diagram printouts
Students assess the strengths and weaknesses of the Schlieffen P.4.1
Plan. Students watch a 5-minute video as a class and take notes P.4.2
of the important parts. Students then complete a cloze activity Extended response
within their student workbook. scaffolded paper

Using annotated diagrams, students use the playground to

reconstruct German and French plans for war.

Students to write a response on the German and French plans

for war. Assessment of Learning
 July Crisis Timeline and source activities on the July crisis. Use a table P.1.1 Teacher computer to
with a separate column for each nation involved to P.1.2 watch YouTube video
summarise new developments on each day of the crisis. P.2.1
This task has been scaffolded and is within the student P.3.1
8 supplied workbooks. -NUMERACY TASK P.3.2 School supplied
P.3.4 student workbooks
Assassination in Sarajevo Class views a PowerPoint P.4.1
presentation and speculates about the implications what
might happen next? PowerPoint is played in the classroom for Textbook (Dennis
the entire class. Within student workbooks there are and Dixon,
screenshots of all slides to allow students to interact with the Introduction to
information at home / in their own time as well. Modern History

Song All for you Sophia by Franz Ferdinand what does this
song tell us about this time in history? Students have a break PowerPoint
down of the lyrics in their student workbooks. Class discussion. Presentation
Students are to take notes around the lyrics.

Study Guide on how the assassination of Franz Ferdinand lead

to war. Students use their textbooks for this activity, and write Teacher computer to
the information in their student supplied booklets show song

Textbook Challenge,
change and continuity
(Keese textbook)
 Histography of WW1 Final video summary of WW1 Historians Views Played on P.1.1 Teacher computer to
YouTube within classroom P.1.2 watch YouTube video
P.2.1
Video The Necessary War Students watch this video and P.3.1
9 discuss both the German and British sides to the video. Class P.3.2 Video The Necessary
discussion to follow. P.3.4 War
P.4.1
Teacher introduces issue of conflicting interpretations of the PowerPoint
causes of WWI - As a class, have a discussion on how Presentation
interpretations can skew peoples viewpoints. Teacher
prepares PowerPoint who view is skewed to showcase
some different interpretations and how meaning and Skills booklet
understanding can get lost in translation. (Teacher Lead
Kahoot / Quizlet
Activity).

Skills Work Teacher lead task that focuses on teaching

students how to answer questions through reading sources and
using their own knowledge.

Source Analysis Practice Peer Assessment for learning.

Quizlet / kahoot online practice exam quizzes (Assessments for
learning)
 Exam Week ASSESSMENT OF LEARNING

10
Evaluation: to be completed on a weekly basis.
Reference List

Archer, A., & Hughes, C. (2011). Explicit instruction. New York: Guilford Press.

Bradley, M. J., Seidman, R. H., & Painchaud, S. R. (2011). Saving higher education: The
integrated, competency-based three-year bachelor's degree program. Hoboken, NJ: Jossey-
Bass.

Brookfield, S. (2017). Becoming a critically reflective teacher. [Place of publication not

identified]: John Wiley & Sons.

Cole, R. (2008). Educating everybody's children. Alexandria, VA: Association for

Supervision and Curriculum Development.

Danielson, C., & Axtell, D. (2011). Implementing the framework for teaching in
enhancing professional practice. Alexandria, VA: ASCD.

Day, Christopher and Gu, Qing and Sammons, Pam (2016) The impact of leadership on
student outcomes: how successful school leaders use transformational and instructional
strategies to make a difference. Educational Administration Quarterly, 52 (2). pp. 221-258.
ISSN 1552-3519

Devlin, M. (2011). Bridging socio-cultural incongruity: conceptualising the success of

students from low socio-economic status backgrounds in Australian higher education.
Studies in Higher Education, 1-11.

Halliday, M. A. K. (2004). Three aspects of childrens language development: Learning

language, learning through language, learning about language (1980). In J. Webster (Ed.),
The language of early childhood (Vol. 4) (pp. 308-326). London: Continuum

Jacobs, H., & Johnson, A. (2009). The curriculum mapping planner. Moorabbin, Vic.:
Hawker Brownlow Education.

Jardine, D., & Shell-Gellasch, A. (2017). Mathematical Time Capsules. Cambridge:

Cambridge University Press.

Fortune, T. W., & Tedick, D. J. (2015). Oral proficiency development of K-8 Spanish
immersion students. Modern Language Journal, 99(4), 637-655.

Milanowski, T. (2004) Examining the Relationship Between Teacher Evaluation and

Student Assessment Results in Washoe County. Peabody Journal of Education 79:4, pages 54-
78.

Moss, C., & Brookhart, S. (2016). Learning targets. Moorabbin, Victoria: Hawker
Brownlow Education.

Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA)

(2008). Joint Ministerial Statement on Information and Communications Technologies in
Australian Education and Training: 2008-2011. Retrieved from
http://www.scseec.edu.au/archive/ Publications.aspx#ict
 Novak, J. (2012). Learning, creating, and using knowledge. New York: Routlege.

Sambell, K., McDowell, L., & Montgomery, C. (2013). Assessment for learning in higher
education. Abingdon, Oxon: Routledge.

Wiggins, G., & McTighe, J. (2008). Understanding by design. Alexandria, Va.: Association
for Supervision and Curriculum Development.
APPENDIX
Appendix 1: Self Reflection Task

The World at the Beginning of the 20th

Century - Reflection Task

You are required to reflect on your chosen sources from your recent study of The
Great Powers of Old Europe Source Analysis. This reflection task requires you
to demonstrate your understanding and knowledge you have gained.
To complete this task successfully, you should use your historical knowledge as
well as the below ADAMANT acronym.

Author
Date
Audience
Message
Agenda
Nature
Technique

*Reflect: To think carefully about possibilities and options.

Introduction:

SOURCE 1:
Topic Sentence:

Example:

SOURCE 2:
Topic Sentence:

Example:

Conclusion:

Appendix 2: Source Analysis Examination

Modern History Source Analysis Examination

ANSWER BOOKLET

Name: ..
Date:
Teacher: .

Instructions:
1. Read all instructions
2. Remember this is a CLOSED book exam
3. There is a source book attached to this paper. You will find the required sources in
there
4. if you finish the test early it is recommended you read over your answers and double
check that you completed Section A and B
5. The History teachers wish you the best of luck

Task:
1. Ensure you write your name on the top if this answer booklet
2. Attempt all questions from section A and B
3. You have 5 minutes of reading time
4. You have 50 minutes of writing time
5. This exam is worth 30 marks in total
SECTION 1: 10 MARKS allocate 20 minutes to this section.
You are required to write a 250 word response for each of the below Four (4)
sources. For each source you are required to write about how useful the source
would be to a historian studying The World at the Beginning of the 20 th Century. To
determine how useful this source is consider the perspective and reliability.
You may consider the following points to show the usefulness:
Origin / Motive / Content / Limitations and Audience.

** Example lay out below, only shown for sources 1 and 2**

Section 1: SOURCE 1:

Introduction:

...

...

Topic Sentence:

...

...

Evidence / Technique:

...

...

Conclusion:

...

...

Section 1: SOURCE 2:

Introduction:

...

...

Topic Sentence:

...

...

Evidence / Technique:

...

...

Conclusion:

...

...

SECTION 2: 20 MARKS allocate 30 minutes to this section.

You are required to choose One (1) of the Four (4) sources you discussed in section 1
and in provide an 800 evaluation using your own knowledge on the changes that
were happening in Europe at the Beginning of the 20th Century.

Introduction:

...

...

Topic Sentence 1:

...

...

Evidence:

...

...

Topic Sentence 2:

...

...

Evidence:

...

...

Topic Sentence 3:

...

...

Evidence:

...

...

Conclusion:

...

...

 2017 Modern History Source

Analysis Examination
Source Booklet

You are not to write in this booklet

You are not to remove this booklet from the examination room.
 Definitions to assist you with your source analysis:
Schlieffen Plan Source: Decisively: To make decisions quickly
World War I Source: Parapet: A low protective wall in trenches

Source 1: The Industrial Revolution

Source 2: World War I

Source 3: The July Crisis

Source 4: The Schlieffen Plan
Appendix 3: Example of Student workbook pages (allows them to interact with ICT in a different format while still receiving the same information).
Appendix 4: Copy of Schools NAPLAN results showing below average performance (against all schools)
Appendix 5: Original supplied Unit Outline