Original Lesson Plan with Notes

Topic area: Timetables Stage of Learner: 11, Syllabus Pages: pp. 34

Date: 23.03.17
Time: 50 minutes
Standard
Location Booked: Classroom
Total Number of students:
30
See Note 1
Lesson number: 8
Printing/preparation: Links
to various transport websites
ready. Print worksheets and
corresponding timetables. Need
access to a Smart Board. See
Note 3

Outcomes Assessment Students learn about Students learn to

Formative The interpretation of Students review how to
MS11-3, MS11-4, assessment takes different timetables interpret timetables and
MS11-9, MS11-10. place throughout and how this can be use this to solve
See Note2 the lesson. used as a part of life. problems using a range
Teacher walks How public of different timetables,
around and asks transportation can be including ferries, buses
questions, and used as a means of and trains. Incorporate
ensures that promoting 12-hour and 24-hour
students are sustainability. time into understanding
staying on task. See Note 5 timetables.

Time Teaching and learning actions

Intro Teacher greets students and asks them to sit down in their seats. Students take
5 mins out their work book and stationery required for the lesson. Teacher outlines
what the lesson will entail. See Note 4

Revision Revision
5 mins
Teacher hands back results from the in-class assessment from lesson 7.
Teacher outlines what was done well overall and what the class will work on
together, to improve students’ understanding of content, as a path to achieve
syllabus outcomes. See Note 4
Body Class discussion
10 mins
Teacher facilitates discussion between students and asks questions about when
and where you may need to use a transportation timetable. Teacher shows a
transport timetable on the Smartboard and asks:
1. What is the purpose of this timetable?
2. What features does this timetable have?
3. What would happen if this timetable did not exist?
Within this section, the teacher briefly discusses with students about how using
public transport can help with sustainability, by reducing carbon emissions and
what the impact human activity has on ecosystems. Teacher asks students what
sustainability means to them. See Note 6
10 mins Class activity and Smartboard interaction

Students get into pairs and ask each other travel related questions, based on
the ferry timetable that appears on the Smartboard. For example, “What time
do I have to leave Old Cremorne Wharf, if I am to arrive at Circular Quay, Wharf
2 by 2pm?” Teacher walks around the room and checks students are staying on
task, asking relevant questions and helping where necessary. Teacher ensures
that students are helping each other, as a form of social support. See Note 7
15 mins Worksheet activity*

Teacher hands out bus timetable worksheet activity. Students have the option
of working on this alone, or with another person. See Note 8

Conclusion Teacher summarises the key points of the lesson. Discusses what the next
5 mins lesson will entail. Asks students if they have any further questions.
See Note 9
How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

MS11-3 Teacher and student questioning throughout lesson,
timetable worksheet.
MS11-4 Students working in pairs and helping each other
perform calculations based on time.
MS11-10 Timetable worksheet.

See Note 10

Worksheet activity*

Five trains travel from Hogwarts School of Witchcraft and Wizardry to London Central
on the same morning. The Hufflepuff Express leaves Hogwarts station 6 minutes after
the Gryffindor Goods Train, but arrives 14 minutes before the Slytherin All-Stations
Train. The Gryffindor Goods Train takes 46 minutes to reach London Central and
arrives at 8:53am. The Ravenclaw Express leaves 10 minutes after the Hufflepuff
Express and arrives 14 minutes before the Gryffindor Goods Train. The Muggle-stops
train is running 6 minutes late on this particular morning, and arrives in London
Central at 8:37, after leaving Hogwarts 4 minutes before the Hufflepuff Express. The
Slytherin All-Stations Train takes 33 minutes to travel from Hogwarts to Central
London, and arrives 46 minutes after the Hufflepuff Express leaves Hogwarts.

Work out the train timetable for the 5 trains.

Hogwarts London Central

Hufflepuff Express
Slytherin All-Stations
Gryffindor Goods Train
Ravenclaw Express
Muggle-stops

1. What is the latest time train you could catch from Hogwarts to arrive at London
Central before 8:40am? What train is this?
 2. Explain what would happen if the Ravenclaw Express train was running 7
minutes late.
3. Hannah misses the Hufflepuff Express train by 2 minutes. She needs to be in
London Central by 8:45am. What may be a possible solution for her? Justify
reasons for your answer.

Note 1 The plan should also refer to the Maths for Life Syllabus which is complimentary
to the main Maths syllabus.

Note 2 The plan should identify MALS6-3, MALS^-4, MALS6-13, MALS6-14

Note 3 This should have included a lap top in order to show the web links for students
to try out themselves

Note 4 The running order of the introduction and the revision and results from last
week should be reversed. In its current order there is an interrupted flow into the
substance of the lesson.

Note 5 These are a very limited set of learnings and in general are an example of lack of
deep knowledge and understanding.

Note 6 This again displays shallow knowledge and understanding and limits the
compliance with the Mathematics for Life syllabus.

Note 7 The students are merely presented with a timetable and asked a very simplistic
question. See revised question in the modified lesson plan. There was no substantial
communication.

Note 8 The worksheet is essentially an arithmetic logic question, albeit requiring

critical reading skills to complete the problems. It actually does not lend any
understanding to timetables as such.

Note 9 The teacher does not invite any assessment by the students as to whether this
has helped them understand and improve their ability to read timetables. He makes no
suggestions as to further enquiries that students might make after class

Note 10 No reference to checking the outcomes against the Mathematics for Life
syllabus elements
102086 Designing Teaching & Learning
Assignment 2: QT Analysis Template

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: Little evidence of explaining the importance of timetables to both users and
5 operators of public transport. Students will not acquire deep knowledge

1.2 Deep understanding

1 – 2 – 3 – 4 – Comments: There is little evidence of deep understanding of the multiple purposes of
5 timetables nor the various formats that are used. There is no evidence that considerations
of multi-mode transport timetabling were presented.
1.3 Problematic knowledge
1 – 2 – 3 – 4 – Comments: The proposed interactive sessions appear to be largely based on elucidating
5 facts from students, rather than establishing the types of problems faced by users and
operators. There is no evidence of journey planning.

1.4 Higher-order thinking

1 – 2 – 3 – 4 – Comments: There are two exercises where the students are asked to complete activities
5 that require higher order thinking. In one instance it is a practical use of a ferry timetable,
but only from the smart board. Students don’t learn how to access timetables over the web.

1.5 Metalanguage
1 – 2 – 3 – 4 – Comments: There is no evidence of the use of terminology or any explanations of the
5 language used.

1.6 Substantive communication

1 2 – 3 – 4 – 5 Comments: There is only one section (10mins) where there is substantive communication
between the teacher and the students. There is an obvious missed opportunity after the
students have discussed the ferry timetable when the teacher could have had further
dialogue.

Quality learning environment

2.1 Explicit quality criteria
1 – 2 – 3 – 4 – Comments: The teacher makes no reference to quality expectations for the work
5
2.2 Engagement
1 – 2 – 3 – 4 – Comments: It would be expected that most students would be seriously engaged for parts
5 of the lesson, but overall there were many missed opportunities.

2.3 High expectations

1 – 2 – 3 – 4 – Comments: At best it would appear as though only a few students will participate in
5 challenging work. The lesson plan itself has little in-built challenges or opportunities for
initiative or risk taking.

2.4 Social support

1 – 2 – 3 – 4 – Comments: There is some (10 mins) planned group work in pairs. One would need to
5 observe the lesson to comment more fully understand. However the lesson plan identifies
the teacher ensuring that students are cooperating.

2.5 Students’ self-regulation

 1–2–3–4– Comments: The lesson plan does not allow for much student autonomy. One would need
5 to observe the lesson to comment more fully.

2.6 Student direction

1 – 2 – 3 – 4 – Comments: Only one instance of allowing for student direction (whether to work in pairs or
5 individually on the worksheet). The teacher explicitly controls the lesson activities.

3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – Comments: Teacher does not plan to ask who uses or has used a timetable of any sort.
5
3.2 Cultural knowledge
1 – 2 – 3 – 4 – Comments: No evidence of any cultural knowledge being developed
5
3.3 Knowledge integration
1 – 2 – 3 – 4 – Comments: Very minor reference to sustainability. No mention of integration of bus/rail
5 and ferry timetabling, transport hubs etc. Many opportunities missed such as congestion,
time taken to get to work.

3.4 Inclusivity
1 – 2 – 3 – 4 – Comments: The plan envisages all student groups being equally involved in the lesson.
5
3.5 Connectedness
1 – 2 – 3 – 4 – Comments: Some students may develop a view of some connectedness to the subject
5 matter particularly if they or their family travel daily by public transport.

3.6 Narrative
1–2–3–4– Comments: Opportunities to use narrative have been ignored
5

Identifying Areas for Improvement

Identify the four NSW QT model elements you are targeting for improvement.

QT model
1.1 Deep knowledge 2) 1.2 Deep understanding
3) 3.3 Knowledge integration 1.6 Substantive communication

It must be emphasised that coding the lesson plan, absent observing the
lesson, may result in low scores due to a reliance on the lesson plan in the
coding. Many experienced teachers use the lesson plan as an aide memoire
rather that a detailed plan of all activities. Observing the lesson is therefore
essential in improving the validity of the coding.
 New Lesson Plan

Topic area: Stage of Learner: Syllabus Pages:

Mathematics Standard Stage 6 (Year 11) MS11-3 Page38 (primary)
Mathematics Life Skills MS11-4,MS11-9,MS11-10
And MALS6-3, MALS6-4,
MALS6-13, MALS6-14
Date:25.4.2018 Location Booked: GFGW Lesson Number: 8
Classroom
Time: 50 minutes Total Number of students-30Printing/preparation
Lap Top+ Projector,
Smart Whiteboard
Printed worksheets
Printed Parramatta ferry,
and Western Line Train
Timetable
Web links for NSW
Transport Train and Ferry
timetables
Map of the Sydney train
network
 Outcomes Assessment Students learn Students learn to
Syllabus outcomes- about
MS11-3, MS11-4, MS11-9, -timetables as a means -Use timetables to plan a
MS11-10,MALS6-3, MALS6-4, Lesson assessment plan a journey on multiple trip on a train and ferry
MALS6-13, MALS6-14 Informal formative forms of public transport -How to calculate the speed
Use of ICT, Work and Enterprise, assessment during -Using Google earth to of train journeys and ferry
Numeracy, Critical Thinking, the lesson by asking measure distance of journeys to the same
questions. Leading travel. destination.
students to consider -Using time in a decimal -Where to locate timetables
Sustainability broader matter form as opposed to hours on the web
surrounding public and minutes -Understand some of the
transport. Formal -Pathways on rail issues faced by public
marking of networks transport operators.
individual -Timetables as a tool for -Tidal impacts on Ferries in
worksheets. transport operators some cases.
-Benefits of public
transport to society-
environmental-energy,
congestion, speed,
reliability punctuality.

Time Teaching and learning actions

5 minutes Welcome. Teacher reviews weeks 7 outcomes. Checks that everybody has grasped the material.
Hand back assessments and provide brief general commentary. Praise everyone efforts. Offers help
at end of class to anyone with difficulties

Teacher introduces topic. Asks whether anybody uses or has used a timetable. Seeks views if so.
2 minutes Teacher states that by the end of this class they will be able to find and use timetables to plan you
trips around Sydney Teacher explains what they will be covering in the lesson, including some group
and individual tasks
15 minutes Teacher checks that they have workbooks and calculators. Teacher ask for volunteer to write key
discussion points on the smart board. Teacher leads the discussion with “What are time tables” Who produces
them? What do they do? Why do we need them? What do they tell us?
Does anybody else need them?
Teachers guides students to see concepts of pathways, trip planning, operator’s needs. Uses
Strathfield as an example of why operators need timetables as well as users. Shows map of rail
network. Students to suggest benefits of public transport- energy, environment, congestion,
punctuality, cost, Hands out the worksheet during discussion. To ease the transition.
5 mins Teacher introduces the worksheet. Explains that they are to plan for a trip from Parramatta to
Circular Quay by Ferry and come back by train to Parramatta after 4 hours in the Botanic Garden.
They will work out all the times of trains and the ferry and calculate how long each journey takes,
and the average speed. The worksheet has the distance between Parramatta and the CBD in Km’s.
Teacher reminds students that- Speed =Distance(Km’s) / time ( in hours (decimal) Checks everyone
understands decimal expression of time They will have a sheet with the web sites for the Train and
Ferry timetables Quickly shows how Google earth can find the distance. Hands out worksheets.
Teacher tells the students they may work in 2’s or 3’s or on their own. They must each complete the
worksheet and hand it in.
Class start to work through the worksheet. Teacher goes around to each student or pair to check
12 to progress and provide guidance. Teacher ask the students to put their hand up when they are
15mins finished. Suggest that if they have time while other finish, they study the rail network map and
Depending consider what happens when a train breaks down at Strathfield station. They should try and
on progress understand the complexity of the rail network.

Collects Worksheets
 11 to 14 Teacher ask individual students to talk through their results, including the relative speeds of trains
mins and the ferry. Uses this interaction to clarify any issues or misunderstandings. If time allows
discusses how timetabling is a component of determining how many trains or ferries are required for
a transport service.

Conclusion Congratulates the class for working hard to complete the worksheets and for their contributions to
2 mins the discussion on why timetables are very important as well as useful. Teacher tells the class what
they will be doing next week. Suggests they have a look in their own time at the timetable web sites
and the trip planner. If they are interested, they should have a further exploration of Google Earth.
Great fun to be had. Look for your own home!!

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Use of Timetables for
planning a journey on 2
modes of transport
Benefits of Public Transport
Relative speeds of different
modes of transport and use of
decimal time
Broader uses of timetable for
different parties
Societal benefits of public
transport
Student engagement
Summative assessment of individual worksheets
Formative assessment during class discussions
Summative assessment from worksheet
Formative assessment of quality of class discussion
Formative assessment of the number of benefits identified
by the students
Qualitative assessment by teacher. “How did it go” “ Any
changes required” Reflection and reflexivity -PIR
Details of Mathematics for Life Syllabus Outcomes

Life Skills outcomes Related Mathematics Standard outcomes

A student: A student:

MALS6-3 engages with appropriate tools, MS11-3 solves problems involving quantity
units and levels of accuracy in measurement, including accuracy and the
measurement choice of relevant units

MS1-12-3 interprets the results of

measurements and calculations and makes
judgements about their reasonableness

MS2-12-3 interprets the results of

measurements and calculations and makes
judgements about their reasonableness,
including the degree of accuracy and the
conversion of units where appropriate

MALS6-4 explores contexts of everyday MS11-4 performs calculations in relation to

measurement two-dimensional figures

MS1-12-4 analyses simple two-dimensional

models to solve practical problems

MS2-12-4 analyses two-dimensional and

three-dimensional models to solve practical
problems
Life Skills outcome Related Mathematics Standard outcomes
A student: A student:

MALS6-13 engages with mathematical skills MS11-9 uses appropriate technology to

and techniques, including technology, to investigate, organise and interpret
investigate, explain and organise information in a range of contexts
information
MS1-12-9 chooses and uses appropriate
technology effectively and recognises
appropriate times for such use

MS2-12-9 chooses and uses appropriate

technology effectively in a range of contexts,
and applies critical thinking to recognise
appropriate times and methods for such use

Objective
Students:
● develop the ability to interpret and communicate mathematics in a variety of written
and verbal forms, including diagrams and graphs

Life Skills outcome Related Mathematics Standard outcomes

A student: A student:
MALS6-14 communicates mathematical MS11-10 justifies a response to a given
ideas and relationships using a variety of problem using appropriate mathematical
strategies terminology and/or calculations

MS1-12-10 uses mathematical argument

and reasoning to evaluate conclusions,
communicating a position clearly to others

MS2-12-10 uses mathematical argument

and reasoning to evaluate conclusions,
communicating a position clearly to others
and justifying a response
 New Worksheet
Name :-

Timetable Worksheet
1) Task
You are going for a trip from Parramatta to the Botanic Gardens for 4 hours and then
you will return to Parramatta. You will travel by Ferry from Parramatta to Circular
Quay, departing on the 1st Ferry after 9.00 am. What time do you depart? What time
do you arrive at Circular Quay? You then spend 4 hours in the Botanic gardens and
decide to catch the train from Wynyard Station. It takes you 15 minutes to walk to
Wynyard. What time to you arrive at Wynyard Station? What time do you catch the
train to Parramatta?
What time do you arrive at Parramatta?

2) Complete the following Table

Arrivals and Departures Times (24 hour Duration

clock)
Depart Parramatta Ferry Terminal
Arrive Circular Quay (Botanic Gardens)
Depart Botanic Gardens 4.00 hrs
Arrive Wynyard Station
Depart Wynyard
Arrive Parramatta

3) Other Information
-Distance from Parramatta to Circular Quay/Wynyard is 20 Kms in a straight line. Is
there anything wrong with this measurement? (We got this from Google Earth.)
Remember Speed = Distance/Time
And time has to be in a decimal form.

Speed of Train from Wynyard to Parramatta =

Speed of Ferry from Parramatta to Circular Quay =

Useful Timetable links for planning of your trips in the future.

https://transportnsw.info/routes/train
https://transportnsw.info/routes/ferry
https://transportnsw.info/documents/timetables/09-F3-Parramatta-River-20180403-
201806
https://transportnsw.info/documents/timetables/93-T1-Western-Line-20180312.pdf
http://www.sydneytrains.info/stations/pdf/suburban_map.pdf
 Gerald Grove-White 19173027 Word Count less Reference List = 826
102086 Assignment 2
Academic Justification
In one’s imagining of the experience of such a lesson, including completing the worksheet,
the lesson plan was judged to be superficial, in that it missed multiple opportunities for
exploring in more depth and breadth the subject of public transport timetables.
Furthermore, one’s judgment suggested it would be boring and lead to disengagement.
Maidens (Maidens, P. 2018) stated that successful learning should be “Real, Relational, and
Relevant”, the “3R’s”. In their research into inspirational teaching Sammons et al (Sammons,
Lindorff, Ortega, & Kington, 2016) make very similar observations and highlight the
importance of teaching being “Purposeful and Relevant”. The lesson plan as set out would
appear to fail against these criteria.

A critical assessment of the lesson plan identified that it did not adequately address
“Learning across the Curriculum” (NESA) in areas such as ITC, Critical thinking, and Work and
Enterprise. Reference to the syllabus “Mathematics for Life” (NESA) was absent. Shallow
thinking and lack of depth were evident in several places, resulting in the questions posed
being narrow and limiting. In a similar vein the expected outcomes and learnings were
undemanding, and the assessments were limited in nature. Gore et al (Gore, Griffiths, &
Ladwig, 2004) devised the Quality Teaching Framework (QTF) which was adopted by NSW. A
QTF assessment confirmed deficiencies in Deep Learning, Deep Understanding, Knowledge
integration, and Substantive communication. These were adopted as the focus areas for
improvement in the revised lesson plan. It should be noted that there were many other
areas where improvements were incorporated in the revised lesson plan, such as
metalanguage, engagement, allowing groups of up to 3 to work on the worksheet,
problematic knowledge, background knowledge. One’s imagining of a lesson based on the
original plan leads one to conclude that it may result in student disengagement, due to the
slow pace and lack of in-depth discussion of the topics, which are contrary to Sammons et
al’s findings in their study of inspirational teachers. Ayres et al (Ayres *, Sawyer, & Dinham,
2004) reported similar observations in their research of teaching at the HSC level. The
absence of any planning for the transition to the worksheet activity creates an opportunity
for misbehaviour.
The revised lesson plan is informed by the referenced research, and seeks to create a real
and relevant lesson, delivered with teacher/student interaction forming a significant part of
the lesson. It also draws on the research by Peters (John, 2006)who argues for a more
“dialogic” approach to lesson planning as opposed to the dominant model. The revised
lesson plan also specifically identifies reflection and reflexivity as components of the
assessment process as promoted by (Hall & Smith, 2006).De Jong’s (De Jong, 2005)
Framework of Best Practice further emphasises the importance of a relevant and stimulating
curriculum and Effective Pedagogy. The assessed major deficiencies have been addressed in
the revised plan as follows: -

Deep Knowledge- The teacher guided discussion of the what, why, who produces and uses
timetables, and for what purpose, will lead to much deeper understanding about the
various dimensions of timetables for public transport. The teacher will introduce the
advanced concept of transport hubs, rail pathways, and the complexity of the Sydney
network. Likewise, the worksheet requires students to plan a trip and derive information
from their work. It also reinforces understanding of velocity, and the speed of two different
modes of transport, and requires students to express time as a decimal measurement.

Deep Understanding- The worksheet requires students to construct a fully timed

programme for a day from Leaving Parramatta Ferry terminal up to returning to the station
in the evening. They must make allowance for walking time as well.

Knowledge Integration- The Teacher will lead the discussion to allow students to develop
ideas about the benefits of public transport in relation to energy, environmental impact,
congestion, reliability and punctuality (car versus train). Advanced students will have time to
study the rail network map and gain an understanding of its complexity and consider a train
breakdown at Strathfield. The impact of tidal conditions will be explained by asking them to
think about why the ferry only goes as far as Rydalmere for 4-hour periods.

Substantive Communication- The substantial time allocated to classroom discussion and

self-exploration by the students enhances the communication between teacher and
students. Student will also selectively present the results of their worksheet activity.

The use of ICT in introducing Google Earth for measuring distances links to the core cross
curriculum requirements as does the discussion of the benefits of public transport, and the
role of transport operators. Critical thinking is required into establishing the limitations of a
straight-line measurement of distance for trains and ferries, and the impact of tides on ferry
operations. The lesson plan introduces a degree of differentiated learning by asking
advanced students to study the rail network map and imagine what happens with a
breakdown at Strathfield, thereby reducing the risk of boredom as researched by Preckel et
al (Preckel, Götz, & Frenzel, 2010).

Reference List
NSW Education Standards Authority http://educationstandards.nsw.edu.au/wps/portal/nesa/home

Ayres *, P., Sawyer, W., & Dinham, S. (2004). Effective teaching in the context of a grade 12
high-stakes external examination in New South Wales, Australia. British Educational
Research Journal, 30(1), 141-165. doi:10.1080/01411920310001630008
De Jong, T. (2005). A Framework of Principles and Best Practice for Managing Student
Behaviour in the Australian Education Context. School Psychology International,
26(3), 353-370. doi:10.1177/0143034305055979
Gore, J. M., Griffiths, T., & Ladwig, J. G. (2004). Towards better teaching: productive
pedagogy as a framework for teacher education. Teaching and Teacher Education,
20(4), 375-387. doi:10.1016/j.tate.2004.02.010
Hall, T. J., & Smith, M. A. (2006). Teacher Planning, Instruction and Refl ection: What We
Know About Teacher Cognitive Processes. Quest, 58(4), 424-442.
doi:10.1080/00336297.2006.10491892
John, P. D. (2006). Lesson planning and the student teacher: re‐thinking the dominant
model. Journal of Curriculum Studies, 38(4), 483-498.
doi:10.1080/00220270500363620
Preckel, F., Götz, T., & Frenzel, A. (2010). Ability grouping of gifted students: Effects on
academic self‐concept and boredom. British Journal of Educational Psychology,
80(3), 451-472. doi:10.1348/000709909X480716
Sammons, P., Lindorff, A. M., Ortega, L., & Kington, A. (2016). Inspiring teaching: learning
from exemplary practitioners. Journal of Professional Capital and Community, 1(2),
124-144. doi:10.1108/JPCC-09-2015-0005

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