102086 – Designing Teaching and Learning

17792165 – Luke McConnell

Assessment 2 – Lesson Plan Analysis

Original Lesson Plan 1

Adapted Lesson Plan 3
Lesson Plan Analysis 7
Modified Lesson Plan 11
Academic Justification 15
References 19
Learning Portfolio Link 20
ORIGINAL LESSON PLAN

POST-WAR IMMIGRATION
YEAR 10 HISTORY – MIGRATION EXPERIENCES
AUSTRALIAN CURRICULUM LEARNING OBJECTIVES

• Migrants1 - uses evidence from sources to support appropriate historical narratives,

explanations and analyses.

• Migration experiences2- Using sources, describe the hardships faced by migrants, with a
particular focus on the experiences of ONE group who came to Australia between 1945 and
1970 [CC]

Subtopic
The impact of changing government policies on Australia's migration patterns, including abolition of
the White Australia Policy, ‘Populate or Perish’.

RESOURCES REQUIRED

• They’re a Weird Mob captioned DVD from Roadshow Entertainment (2003)

• Italian immigration context worksheet3

LESSON OUTCOME: Students analyse written and visual sources to investigate the hardships
faced by Italian migrants in post-war Australia.

Lesson outline:
1. Context worksheet - teacher distributes Italian migration context worksheet for students as
an introductory activity
2. Teacher goes through answers for worksheet. (Focus on how humour/satire is employed as
a technique to communicate political messages.)
3. Class discussion - teacher facilitates discussion on the following questions as a reflection
activity from worksheet:
a. How have attitudes towards Italians changed?
b. What role does Italian food play in contemporary Australia?
4. ‘They’re a Weird Mob’ – viewing (first 20mins). Students mind-map their ideas to the
following inquiry questions while they watch the film:
a. What are the characteristics of an Australian in this film?
b. How do Australians in the 1960s compare to Australians of today. Think about their
personal qualities as well as physical surrounds and technology?

1
http://www.australiancurriculum.edu.au/Search?q=migrants
2
http://www.australiancurriculum.edu.au/History/Curriculum/F-10#level=10
3
http://www.capthat.com.au/sites/www.capthat.com.au/files/Post-war%20immigration%20worksheet.docx

Page | 1
 5. Consolidation: In groups, students collaborate to create an ‘assimilation guide’ that uses
humour to represent the trials faced by the protagonist Nino as he tries to become the
‘typical Australian’.

HOMEWORK/EXTENSION

Source analysis activities and consolidation tasks from hyper-history4

OPPORTUNITY FOR FURTHER ACTIVITY

• Research tasks may be adapted from Film Australia teacher notes5

• Acknowledgements: Learning Place6 website.

SOURCE: http://www.capthat.com.au/resources/post-war-
immigration

4
http://www.hyperhistory.org/images/assets/pdf/secondary_resources_unit3.pdf
5 http://www.filmaust.com.au/programs/teachers_notes/3772populateorperish.pdf
6
http://www.learningplace.com.au/deliver/content.asp?pid=49532

Page | 2
ADAPTED LESSON PLAN
Lesson Plan

Topic area: Migrant Stage of Learner: Stage 5 Syllabus Pages:

Experiences

Date: Location Booked: Lesson Number: /

Time: Total Number of students Printing/preparation

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson assessment • analyse written and
visual sources to
• Migrants - uses evidence Introductory context investigate the
worksheet.
from sources to support hardships faced by
appropriate historical Italian migrants in
narratives, explanations post-war Australia.
and analyses.
• Migration experiences -
Using sources, describe
the hardships faced by
migrants, with a particular
focus on the experiences
of ONE group who came
to Australia between
1945 and 1970 [CC]
• The impact of changing
government policies on
Australia's migration
patterns, including
abolition of the White
Australia Policy,
‘Populate or Perish’.

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Page | 3
 Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

How are the quality teaching elements you have identified achieved within the lesson?

Teaching Indicators of presence in the lesson

element

Page | 4
 Time Teaching and learning actions Organisation Centred
T/S
Intro Teacher:

Student:

Resources:

Body Context Worksheet Teacher:

Teacher distributes Italian migration context worksheet
for students as an introductory activity. Student:

Resources:
Italian immigration worksheet.
Going through Worksheet answers Teacher:
Teacher goes through answers for worksheet. (Focus on
how humour/satire is employed as a technique to Student:
communicate political messages.).
Resources:

Class Discussion Teacher:

Teacher facilitates discussion for the following questions
which are in line with the context worksheet. Student:
a) How have attitudes towards Italians changed?
b) What role does Italian food play in Resources:
contemporary Australia? They’re a Weird Mob captioned DVD
from Roadshow Entertainment
(2003)
Viewing Film and Mind-Mapping Teacher:
20 Viewing the first 20 minutes of ‘They’re a Weird mob’.
minutes Whilst they are viewing, they are mind mapping ideas for Student:
the following questions:
a) What are the characteristics of an Australian in Resources:
this film?
b) How do Australians in the 1960’s compare to
Australians of today. Think about their personal
qualities as well as physical surrounds and
technology?
Conclusion Group work to create ‘assimilation guide’ Teacher:
Students collaborate to create an ‘assimilation guide’ that
uses humour to represent the trials faced by the Student:
protagonist Nino as he tries to become the ‘typical
Australian’. Resources:

Page | 5
Reflection
What have I learned about the teaching and learning process when preparing this lesson?

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.

Graduate Evidence within this lesson

Standards

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline the
key WHS considerations that are to be applied in this lesson?

References (In APA)

You must list all references that you have used for the content and resources of this lesson
in this space.

Resources Attached:

Page | 6
LESSON PLAN ANALYSIS
102086 Designing Teaching & Learning 2H 2016
Assignment 2: APST and QT Analysis Template

Student name: Luke McConnell

Student ID: 17792165

Section 1: Australian Professional Standards for Teachers

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

Standard Evaluation score Comments incl. evidence for evaluation score (2 sentences maximum)
1 (poor) – 5 (excellent)
1 Know 1.1 Physical, social and intellectual development and characteristics of students
students and 1.2 Understand how students learn
how they learn 1.3 Students with diverse linguistic, cultural, religious and Not mentioned, however it would be fairly straightforward to implement
socioeconomic backgrounds 1 – 2 – 3 – 4 – 5 – NA improvements with sharing of personal experiences, when relevant. Care would have
to be taken to not alienate students if this is to be done however.
1.4 Strategies for teaching Aboriginal and Torres Strait Not mentioned.
1 – 2 – 3 – 4 – 5 – NA
Islander students
1.5 Differentiate teaching to meet the specific learning Not mentioned though differentiated teaching could be implemented within the
1 – 2 – 3 – 4 – 5 – NA
needs of students across the full range of abilities group work section, though it would be difficult with time constraints.
1.6 Strategies to support full participation of students Not mentioned.
1 – 2 – 3 – 4 – 5 – NA
with disability
2 Know the 2.1 Content and teaching strategies of the teaching area
content and 2.2 Content selection and organisation 1 – 2 – 3 – 4 – 5 – NA Content is relevant to curriculum. Though there was not set lesson length, if it was to
how to teach it be assumed it was only an hour then there may be too much content to effectively
manage.
2.3 Curriculum, assessment and reporting 1 – 2 – 3 – 4 – 5 – NA Curriculum links whilst not explicitly stated can be made. Assessment is very
informal, with no set testing criteria given.
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
2.5 Literacy and numeracy strategies

Page | 7
 2.6 Information and Communication Technology (ICT) 1 – 2 – 3 – 4 – 5 – NA Only one usage within the video resource. Students are only viewing ICT, not
interacting with it. 20 minute period of watching the resource may cause students to
become disengaged.
3 Plan for an 3.1 Establish challenging learning goals 1 – 2 – 3 – 4 – 5 – NA Lesson is fairly basic in what the students are being asked to do. No set outcomes are
implement given to the students for what is being expected of them to achieve by the
effective conclusion of the lesson.
teaching and 3.2 Plan, structure and sequence learning programs 1 – 2 – 3 – 4 – 5 – NA Structure is logical, going from an introductory context worksheet to other activities
learning that follow, and build upon knowledge. Concluding with an activity that reinforces
and summarises all knowledge gained previously.
3.3 Use teaching strategies 1 – 2 – 3 – 4 – 5 – NA Lesson is split into mainly teacher facilitated discussion as well as group work,
allowing different strategies to be implemented. Limited in some ways with extended
viewing of the resource in which teaching strategies are not fully explored.
3.4 Select and use resources 1 – 2 – 3 – 4 – 5 – NA Resources that are selected are used well and add to the lesson as a whole. ICT usage
is simple, but effective for the outcomes of lesson.
3.5 Use effective classroom communication
3.6 Evaluate and improve teaching programs
3.7 Engage parents/ carers in the educative process
4 Create and 4.1 Support student participation 1 – 2 – 3 – 4 – 5 – NA The group discussion as well as final group work activity allow for a great array of
maintain student participation. Class discussion may allow students to voice questions or
supportive and concerns they may have with the lesson content.
safe learning 4.2 Manage classroom activities 1 – 2 – 3 – 4 – 5 – NA Group work and discussion may present challenges in management.
environments 4.3 Manage challenging behaviour 1 – 2 – 3 – 4 – 5 – NA Not mentioned.
4.4 Maintain student safety 1 – 2 – 3 – 4 – 5 – NA Not mentioned.
4.5 Use ICT safely, responsibly and ethically 1 – 2 – 3 – 4 – 5 – NA Not mentioned. Though this link would not be difficult to make given the only ICT
used is the video source.
5 Assess, 5.1 Assess student learning 1 – 2 – 3 – 4 – 5 – NA Informal formative assessment could be made by teacher throughout marking of
provide context worksheet and observation of class discussion.
feedback and 5.2 Provide feedback to students on their learning 1 – 2 – 3 – 4 – 5 – NA Feedback is only given during the marking of context worksheet and class discussion.
report on Could be improved through addition of feedback with reference to the learning
student learning outcomes of the lesson itself.
5.3 Make consistent and comparable judgements
5.4 Interpret student data
5.5 Report on student achievement
6 Engage in 6.1 Identify and plan professional learning needs
professional 6.2 Engage in professional learning and improve practice
learning
6.3 Engage with colleagues and improve practice
6.4 Apply professional learning and improve student learning

Page | 8
 7 Engage 7.1 Meet professional ethics and responsibilities
professionally 7.2 Comply with legislative, administrative and organisational requirements
with colleagues,
7.3 Engage with the parents/carers
parents/carers
and the 7.4 Engage with professional teaching networks and broader communities
community

Section 2: NSW Quality Teaching Model

Evaluate the adapted lesson plan according to the following NSW Quality Teaching model elements. If you mark an element as NA (not applicable) please justify in your
comments.

Dimension Element Code Comments incl. evidence for code (2 sentences maximum)
(refer to QT model
documentation for
criteria for each
number)
Intellectual Deep knowledge 1 – 2 – 3 – 4 – 5 – NA Deep knowledge of the migrant experience will be gained through
quality focused activities. All activities are relevant and build upon one
another.
Deep understanding 1 – 2 – 3 – 4 – 5 – NA Given the activities structure the students should gain a deeper
understanding of concepts. The addition of personal understanding
should hopefully improve this understanding.
Problematic knowledge 1 – 2 – 3 – 4 – 5 – NA This is addressed through the viewing of the video source. Stereotypes
are challenged as well as any preconceived knowledge that the
students may have prior.
Higher-order thinking 1 – 2 – 3 – 4 – 5 – NA Lesson challenges how migrants are seen by society in the past,
presenting the students with something they may not have thought
of.
Metalanguage 1 – 2 – 3 – 4 – 5 – NA Metalanguage is not addressed in the plan, though there may be
room to implement it through certain historical understandings.
Substantive communication 1 – 2 – 3 – 4 – 5 – NA Teacher facilitated discussion allows for communication within lesson.
Being receptive to questions as well as changes in discussion will also
allow for these changes.

Page | 9
Quality Explicit quality criteria 1 – 2 – 3 – 4 – 5 – NA What is expected of students for each activity is not clearly
learning highlighted.
environment Engagement 1 – 2 – 3 – 4 – 5 – NA Certain aspects are engaging, however some aspects such as the
viewing of the video may lead to disengagement due to lack of
participation.
High expectations 1 – 2 – 3 – 4 – 5 – NA Students are encouraged to participate is class discussion and other
group activities, though it is not explicitly stated through the plan.
Social support 1 – 2 – 3 – 4 – 5 – NA Though once again not stated, within group activates and class
discussion students are encouraged to support one another.
Students’ self-regulation 1 – 2 – 3 – 4 – 5 – NA Students may show self-regulation through group work but must still
be monitored by the teacher.
Student direction 1 – 2 – 3 – 4 – 5 – NA Facilitated discussion, whilst led by the teacher, allow for students to
voice their thoughts.
Significance Background knowledge 1 – 2 – 3 – 4 – 5 – NA Does not explicitly relate back to prior schooling knowledge but with
the addition of personal accounts this can also be improved.
Cultural knowledge 1 – 2 – 3 – 4 – 5 – NA Premise of lesson surrounds the study of Italian culture and how they
were perceived when immigrating into Australian society. Could be
improved with student’s personal experience.
Knowledge integration 1 – 2 – 3 – 4 – 5 – NA Could be linked somewhat to the General Capability of Intercultural
Understanding within the Australian Curriculum.
Inclusivity 1 – 2 – 3 – 4 – 5 – NA Not addressed, though the addition of personal reflection could lead
to its improvement.
Connectedness 1 – 2 – 3 – 4 – 5 – NA Not addressed.
Narrative 1 – 2 – 3 – 4 – 5 – NA The video resource does allow for a certain type of narrative to take
place with focus on gaining empathy for migrants. Last activity follows
this narrative, giving students the chance to implement what they
have learnt.

Page | 10
MODIFIED LESSON PLAN
Lesson Plan

Topic area: Depth Study Stage of Learner: Stage 5 Syllabus Pages:

5 - The Globalising Found on:
World - Migrant http://www.australiancurriculum.edu.au/humanities-a
social-sciences/history/curriculum/f-10?layout=1#level
Experiences

Date: Location Booked: Lesson Number: /

Time: 60 minutes Total Number of students Printing/preparation

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson assessment • The experience of • analyse written and
Italian migrants to visual sources to
• Migrants - uses evidence • Informal Australia investigate the
from sources to support formative • How personal hardships faced by
assessment experiences can
appropriate historical Italian migrants in
whilst improve
narratives, explanations answers are understanding
post-war Australia.
and analyses. (ACHHS189) given in class
discussion.
• Migration experiences -
• Feedback
Using sources, describe provided
the hardships faced by during last
migrants, with a particular activity with
reference to
focus on the experiences the learning
of ONE group who came outcomes.
to Australia between
1945 and 1970 [CC]
(ACDSEH147)
• The impact of changing
government policies on
Australia’s migration
patterns, including
abolition of the White
Australia Policy, ‘Populate
or Perish’ (ACDSEH145).

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
• Intercultural Understanding HT5-6 uses relevant evidence from sources to support
• Critical and creative thinking historical narratives, explanations and analyses of the
• Literacy modern world and Australia

Page | 11
 Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

How are the quality teaching elements you have identified achieved within the lesson?

Teaching Indicators of presence in the lesson

element

Page | 12
 Time Teaching and learning actions Organisation Centred
T/S
Intro Mark roll and provide an overview for what the lesson Teacher: Mark roll and distribute Teacher.
will involve. context worksheet.
5 min Whilst distributing worksheet explain what the students Student: Take out resources needed.
are expected to do throughout it. Resources: Printed context
worksheet, roll.

Body Working through Worksheet and discussing answers Teacher: Be available to answer any Teacher.
Allow students time to work through worksheet and allow questions students may have. Discuss
10 min 5 minutes to discuss answers. answers.
Student: Work through worksheet
then mark answers.
Resources: Worksheet.
Class Discussion Teacher: Asks set questions and Student.
5 min Teacher facilitates discussion for the following questions, allows students to respond, possibly
which draw upon any personal experiences students may leading to other questions.
have. Student: Provide answers in addition
a) How have attitudes towards migrants changed? to personal experience they may
b) Are there any attitudes that have remained the have.
same that you may have witnessed? Resources: Whiteboard to note
answers.
Viewing Film and Mind-Mapping Teacher: Monitor student attention Student.
Viewing the first 20 minutes of ‘They’re a Weird mob’. and behaviour whilst viewing the
20 min Whilst they are viewing, they are mind mapping ideas for video.
the following questions: Student: Silently watch video whilst
a) What are the characteristics of an Australian in answering the questions through
this film? duration.
b) In your own experience have you seen any of Resources: They’re a weird mob’
these stereotypical attitudes within society video, TV or Smartboard. Books and
today? pens to note questions.
Conclusion Group work to create ‘assimilation guide’ Teacher: Move around classroom Student.
Students collaborate to create an ‘assimilation guide’ that monitoring what is being done.
20 min uses their own knowledge as well as an understanding Provide feedback on activity whilst
from resources used previously in the lesson to represent they are completing it in accordance
the trials faced by the protagonist Nino as he tries to with outcomes.
become the ‘typical Australian’. As this is the final task, Student: Form groups and work
verbal feedback will be provided whilst observing the towards creating guide.
completion of this activity in order to assess the given Resources: Paper, coloured pencils.
learning outcomes.

Page | 13
Reflection
What have I learned about the teaching and learning process when preparing this
lesson?

It is very hard to balance the content of a lesson with the requirements outlined in both the
APST as well as QT model. Being able to balance both student and teacher centred learning
activities are vital to maintain engagement throughout the lesson. The addition of students’
personal experiences and reflection allows for a more engaging lesson as they have an
opportunity to relate what is being taught to their own experience. Effective ICT usage is
another key concern within lessons, particular in relation to history where students are
often observers of the activity rather than participants in it.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

ACDSEH145 Formative assessment through observation of class
discussion.
ACDSEH147 Formative assessment through the marking of the context
worksheet at beginning of lesson. Assessment is informal.

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with
the standard.

Graduate Evidence within this lesson

Standards

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated
in this lesson? Using your syllabus and support documents as well as other WHS
policy- Outline the key WHS considerations that are to be applied in this lesson?
This lesson is very low risk, however plans of action are in place in the event of an incident
occurring. The main consideration within this lesson is the ethical selection of resource
materials. The video source has been selected carefully to meet these criteria.

Page | 14
ACADEMIC JUSTIFICATION

Being able to effectively incorporate the points outlined within the Australian

Professional Teaching Standards (APST) as well as the Quality Teaching model are

vital to effective teaching within the class room. This section will provide justification

for the changes made to the original lesson plan, in relation to section 1.3 and 5.2 of

the APST as well as the ideas of Engagement and Inclusivity found within the Quality

Teaching Model.

APST

1.3 Students with diverse linguistic, cultural, religious and socioeconomic

backgrounds.

In order to better represent point 1.3 of the APST, the last activity of the lesson plan

has been modified slightly. Whilst creating the ‘assimilation guide’ students will now

incorporate their own personal knowledge and understanding of the migrant

experience to form the basis of the struggles of the fictional protagonist Nico. Prior

to the adaptation, the activity was effective at consolidating the content knowledge

gained throughout the lesson. However, with the integration of a focus on past

experiences a greater understanding can be gained. Being able to recognise the

societal as well as school contexts is vital to being able to address students with

diverse needs (Todd, 2014) which is an integral aspect of this particular standard.

This adaptation is in line with the need to implement “…strategies that are

responsive to the learning strengths and needs of students from diverse linguistic,

Page | 15
cultural, religious and socioeconomic backgrounds” (AITSL, 2012) as per the APST.

Not only will this change allow students to incorporate their own knowledge to

improve content knowledge it will also benefit the teacher. Through observation

they will be able to gain a deeper understanding of their student’s background and

past experience that may impact upon their learning ability.

5.2 Provide feedback to students on their learning.

Providing feedback to students is an important aspect in improving their

understanding of concepts. To address this, during the ‘assimilation guide’ activity

the teacher will monitor and provide feedback on how they have implemented their

knowledge in the creation of the guide itself. This is a useful addition to the lesson

plan as before the change it was not made clear what the teacher was to do to assist

within this activity. With this change, they are not only able to help students with

any concerns they may have but also provide useful feedback.

This will be an opportunity for performance assessment, in which students are:

“…given opportunities to demonstrate their understanding and to thoughtfully apply

knowledge [and] skills…” (Marzano, Pickering & McTighe, 1993; Wiggins & McTighe,

2005). The performance assessment of the last activity will allow the teacher to

effectively see if they have been able to understand the key outcomes of the lesson

and provide feedback accordingly. Whilst not provided in a formal setting of an

assessment mark for example, this verbal feedback will provide students with

reinforcement of what they have done well or need to improve on in accordance

with the timely and appropriate feedback sections of the APST (AITSL, 2012).

Page | 16
Quality Teaching Model

Quality Learning Environment: Engagement.

One of the main problems with the given lesson plan is within its engagement in

certain elements. This is most notably seen in the viewing of the video resource as

this 20-minute period may provide an opportunity for students to disengage with the

learning activity. This lack of engagement could lead to students “going through the

motions” (NSW Department of Education and Training, n.d.) instead of critically

engaging with the task. The adaptation put forward involves students thinking about

personal experiences whilst viewing the resource, instead of questions relating to its

context. This will hopefully improve engagement as they will not just be watching

the resource, but critically engaging with it. Personal experiences will increase the

affective nature of the video resource.

Thompson (2014, p. 6) outlines the importance of students own understanding in

the creation of activities. He argues it is important to ask “How are students’

everyday understandings used in the learning?” This importance thus provides the

justification for the addition of questions relating to the students personally within

the video resource activity. The idea is to give students the opportunity to reflect

upon their own experience, rather than solely focussing on someone else and relying

upon empathy.

Significance: Inclusivity.

Page | 17
Inclusivity is yet another aspect that can be improved within the lesson plan. Given

the lessons topic, students may be able to share their own personal experiences

(when applicable) to enhance the outcomes trying to be met. This has been

addressed through the class discussion section of the lesson plan, in which the scope

has been widened to incorporate other migrant experiences. Given the multicultural

nature of today’s schooling system this will allow all students to share their

experiences, or the experiences of others which will in turn increase inclusivity

within the classroom.

This adaption follows what Forlin (2014, p. 187) defines as inclusive education, in

that it: “aims to include all children who could be regarded as being at educational

risk due to marginalisation as a result of minority group status through, for example,

disability, ethnicity, religion, socio-economic and/or psychological factors.” By

allowing students to share personal experiences you are creating an inclusive

classroom setting, one in which all students can share information. This in turn

educates the entire class about different cultured and their experiences, further

strengthening the lessons outcomes.

Page | 18
REFERENCES

AITSL. (2012). Australian Professional Standards for Teachers. Retrieved from

www.aitsl.edu.au.

Cap That! (n.d.). Post-war immigration. Retrieve from

http://www.capthat.com.au/resources/post-war-immigration

Forlin, C. (2004). Promoting inclusivity in Western Australian Schools. International

Journal of Inclusive Education, 8(2):185–202.

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

Frenchs Forest, Australia: Pearson.

Marzano, R. J., Pickering, D., & McTighe, J. (1993). Assessing student outcomes.

Alexandria, Virginia: ASCD.

New South Wales Department of Education and Training. (2006). Quality Teaching in

NSW Public Schools: An Assessment Practice Guide. Retrieved from

http://lrr.cli.det.nsw.edu.au/LRRView/14250/documents/qt_asspracg.pdf.

New South Wales Department of Education and Training. (n.d.). Quality Teaching in

NSW Schools: the pedagogy model applied to design projects. Retrieved from

http://www.curriculumsupport.education.nsw.gov.au/secondary/technology

/7_10/technology/prog_tool_template/tm_pedag_design.pdf

Page | 19
Thompson, I. (Ed.). (2014). Designing tasks in secondary education: Enhancing

subject understanding and student engagement. London, United Kingdom:

Routledge.

Todd, J. (2014). Negotiating Knowledge: task design in the history classroom. In

Thompson, I. (Ed.). Designing tasks in secondary education: Enhancing subject

understanding and student engagement (p. 153-170). London, United

Kingdom: Routledge.

Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). Alexandria:

ASCD.

LEARNING PORTFOLIO WEB LINK

http://ljmcconnell.weebly.com/

Page | 20