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Contents
Original Lesson Plan…………………………………………………………………………2
Lesson Plan Analysis………………………………………………………………………...5
Modified Lesson Plan……………………………………………………………………….11
Academic Justification………………………………………………………………………20
References…………………………………………………………………………………...22
Learning Portfolio Web Link………………………………………………………………..24
Nida Anwer | 17732736 | Designing Teaching & Learning 2
LESSON PLAN.
LESSON: CLASS: Yr. 9HIS TOPIC: Prime Minister, Robert Menzies announces Australia’s involvement in WW II
UNIT OF WORK: WW2 SUBJECT: History
LESSON AIM: The aim of this lesson is for students to gain an understanding of Australia’s involvement in WW2. An analysis of PM
Menzies’ announcement and declaration of War. Students will describe their own feelings and attitudes towards the War.
Retroactive p.141,142
TIME LESSON CONTENT TEACHING / LEARNING STRATEGIES ASSESSMENT /
STAGE HWK
2:00 Instruct students Global map Students are to complete the table outlining the Allies and
of lesson Axis information – Retroactive p.141
outcome.
Source: Yr 9 History Lesson - Robert Menzies Announces Australia’s involvement in WW2 - Australian Curriculum Lessons. (2015). Australian Curriculum
Lessons. Retrieved 9 May 2017, from http://www.australiancurriculumlessons.com.au/2015/08/01/yr-9-history-lesson-robert-menzies-announces-
australias-involvement-in-ww2/
Nida Anwer | 17732736 | Designing Teaching & Learning 5
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1–2–3– Comments: No mention of strategies for teaching Aboriginal and Torres
4–5 Strait Islanders although there was history of both men and women
participating in the war even though their rights were still under pressure.
1.5 Differentiate teaching to meet the specific learning needs of students across the full
range of abilities
1–2–3– Comments: Discusses the use of allowing students to use a wide variety of
4–5 presentational resources, however not implemented at its fullest potential.
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)
Nida Anwer | 17732736 | Designing Teaching & Learning 8
1 Intellectual quality
1.1 Deep knowledge
1–2–3– Comments: Lesson focuses on key concepts, specifically Australian’s
4–5 involvement in World War 2, however, student’s prior knowledge not
mentioned.
1.5 Metalanguage
1–2–3– Comments: ‘Analysis’ and ‘Attitudes’ range in metalanguage but only to
4–5 some extent.
2.2 Engagement
1–2–3– Comments: Listening to Menzies speech and participating in class room
4–5 discussions emphasizes on engagement in class.
3 Significance
3.1 Background knowledge
1–2–3– Comments: No acknowledgment of student’s prior knowledge or
4–5 engagement in the current topic.
3.4 Inclusivity
1–2–3– Comments: No mention of inclusivity amongst diverse groups of students.
4–5
3.5 Connectedness
1–2–3– Comments: Emphasis on connecting students to this time period by having
4–5 them write why they would enlist in the army during World War 2.
3.6 Narrative
1–2–3– Comments: Listening to Menzies speech and creating their own story about
4–5 enlisting allows students to dissolve into the narrative itself.
Identify the two APST standards and two NSW QT model elements you are targeting for
improvement.
APST
1) Strategies to support full participation of 2) Information and Communication
students with disability Technology (ICT)
QT model
1) Social Support 2) Inclusivity
Nida Anwer | 17732736 | Designing Teaching & Learning 11
Cross Curriculum themes & General Explicit subject specific concepts and skills
capabilities
This lesson will allow students to bring themselves
Analysing specifics works in History into the narrative of World War 2. It will have
students analyse sources such as propaganda posters.
Implemented more inclusivity in the This will allow students to see emotion through
classroom. imagery.
Writing a letter to their family allows students to put
Providing work for special needs
themselves in the positions of soldiers.
students. Allowing the student to work
amongst fellow peers. Analysing symbolism in images and in speeches.
How tone represents emotion.
Primary and Secondary sources.
Applying their knowledge of definitions in the
Menzies speech.
ICT – Kahoot – x2 website links.
Student:
Collecting
Nida Anwer | 17732736 | Designing Teaching & Learning 14
Retroactive
texts books
once name is
called out –
turning to
p.141.
Special needs
student
settling with
teacher.
Making
proper
introduction.
Resources:
Retroactive
textbook.
Body Brief introduction to Allies and Axis powers in World Teacher: Student
War 2. Recapping with students with any background Briefly
2:00PM
knowledge. recaps World
10 Minutes War 2
Which countries were part of the Allies?
powers.
Which countries were part of Axis? Directs
student to
Students complete Retroactive activity. May do this in Retroactive
pairs with students on table. activity.
Teacher assesses completed work. Asks if there are any Explains
questions. activity to
special needs
teacher who
then forms
own teaching
strategy to
teach special
needs
student.
Teacher
checks up on
special needs
students.
Student:
Completes
Nida Anwer | 17732736 | Designing Teaching & Learning 15
activity in
Retroactive
textbook.
Resources:
Retroactive
textbook.
Using the link http://www.www2australia.gov.au/ Teacher: Student
students listen to the announcement of PM Menzies. Prepare
2:10PM
(approx.: 4mins duration). Kahoot quiz
20 minutes whilst student
Remaining 14 minutes, student participate in Kahoot
listen to
quiz. Pair up in groups of four. Thus, engaging in
speech.
classroom discussion and social support.
Teacher
What is the meaning on ‘melancholy’ in this speech?
places
Who was Australia’s ally? Was this the reason Australia students in
was involved in WW2? groups of
four.
What does Robert Menzies tone make audiences feel
like? (specifically ask special needs student)
How does this reflect on how he feels about entering Student:
war? Listen to
Menzies
What would Australians reactions have been like? speech.
Combine inclusivity by making sure special needs Discuss
student is put in group. Special needs teacher oversees meanings of
but allows student to participate on their own unless help words and
is needed. concepts in
speech and
answer
teacher in
groups.
Resources:
Kahoot and
Menzies
speech link.
- Students to analyse propaganda poster. Teacher Teacher: Student
will open following link Use URL and
https://www.awm.gov.au/collection/ARTV09225/ bring up
2:30PM and display to students. propaganda
- Discuss what this poster is telling audience.
Nida Anwer | 17732736 | Designing Teaching & Learning 16
Resources:
Paper and
envelopes.
Retroactive
textbook p.
141
Nida Anwer | 17732736 | Designing Teaching & Learning 17
Student:
Take on
homework
and discuss
with fellow
classmate on
what to look
for before
next class.
Resources:
Home work
hand out.
Nida Anwer | 17732736 | Designing Teaching & Learning 18
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
I have realised whilst modifying this lesson plan that it is incredibly important to
make sure all concepts in the lesson plan are paired with the Australian Professional
Standards for Teachers and the Quality Teaching Model. Integrating these concepts into a
lesson plan is far more difficult than it seems but the results would be far more beneficial for
display a sense of inclusivity so they are not only a part of classroom activities but also
Time is cautious and to make sure that the students are benefited with all the
information provided within a small time span was difficult. Time management is crucial. I
found that using ICT would engage students better as they would be able to enjoy a quiz in a
different format. Student would be able to enjoy this with their classmates, whilst also
bonding with the student of special needs, therefore, creating a social support network.
Having students analyse imagery would allow a more in depth classroom activity
where they would be able to find a sense of deep understanding; providing their own opinions
and perspective in the classroom rather than a direct approach of a teacher stating what it is
and how it should be. It is also important to not cause things like split attention during class
so that focus is not shifted from one place to another. That is where the teacher will lose the
students engagement. Applying all these teaching strategies into a classroom, I feel, would
provide a more comfortable environment, not only for the student but also for the teacher.
simple as it is directly being applied to our own knowledge of our own KLA, it was harder to
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?
Teachers must be aware of all electrical components in the classroom are plugged in safely
e.g. no loose wiring from the computer and/or projector.
Wires should be neatly tucked away and not visible that students may fall or trip.
Students are to have water in closed bottles and must be in their bags as there are many
electrical appliances in the classroom.
Nida Anwer | 17732736 | Designing Teaching & Learning 20
Academic Justification
The original lesson plan follows the simplicity of a typical history lesson but did not
(AISTL, 2016) and the Quality Teaching Model. This includes inclusivity, strategies to
technology (ICT) and social support. All these variables would allow a teacher to have full
The modified lesson plan focuses on engaging all types of students in a classroom that
not only teaches important parts of the syllabus, but also allows students to find support with
“teachers need a clear set of concepts as to what constitutes good practice with
specific detail about what that practice looks like and that this set of concepts needs to
be framed as a support for teacher development, not as a system for judging relative
Although parts of the history syllabus outcomes were provided, additional outcomes such as
HT5-6 and HT5-9 were added as they both represented important historical concepts that
were necessary to be taught within a history classroom. HT5-6 was incorporated in the text
by organising a poster activity which students were to analyse and state their own opinions on
the posters narrative during the time of the Second World War, therefore this was following
the Quality Teaching Model in regards to problematic knowledge and deep understanding.
Applying these concepts to the lesson plan allows students to have a visual understanding of
world war narratives and allows students to see the differences between primary and
secondary sources, whilst also, critically analysing an important primary source. HT5-9 was
merged in with an online game, Kahoot, that would provide background knowledge on
Nida Anwer | 17732736 | Designing Teaching & Learning 21
historical terms and concepts. This would be done in the form of groups that would engage in
social support networks throughout the classroom and allow students to become educated in
historical references but enjoy the time they have analysing this terms with their peers. There
are significant results in the use of ICT in classroom activities. Erbas, Leford, Polly and Orril
(2004) state “technology not only frees the students from tedious and repetitive computations
but actually encourages the use of multiple representations” (p. 301). Using ICT tools within
the classroom such as Khaoot and images via the web would capture attention and allow a
change in teaching methods to be implemented. The use of ICT could have been used more in
the modified lesson plan, however, students should not be provided with only one teaching
method per class as they should be challenged in different methods in classroom activities.
Special needs students have long been overseen in classroom activities. It is vital that
inclusivity is seen amongst students so that social support can become a vital aspect amongst
students. The NSW government recognises the importance in having pre-service teachers
understand their roles in supporting special needs students in their classroom and have
emphasized the training needed so that this results in the inclusivity amongst special needs
students (NSW Government, 2014). Special needs teachers are required in this lesson plan,
however, including a separate teacher to oversee special needs students should not always be
the case as the teacher themselves should be required to have a decent amount of knowledge
Overall, the modified lesson plan acknowledges differences in teaching styles and
compliments the use of ICT. This interconnects with the Australian Professional Standards
and Quality Teaching Models guidelines that there be aspects of social support in a classroom
setting, whilst also being strategies that shows signs of inclusivity amongst students with
special needs. This all leads to the teacher’s high expectations of their student’s participation
in a classroom.
Nida Anwer | 17732736 | Designing Teaching & Learning 22
References
Australian Institute for Teaching and School Leadership. (2014). Australian Professional
professional-standards-for-teachers/standards/list
Erbas, A., Ledford, S., Polly, D., & Orrill, C. (2004). Engaging Students through
from http://www.jstor.org/stable/41181924
Gore, J. (2007) Improving pedagogy: The challenges of moving teachers toward higher levels
Sense Publishers
He's coming south. (n.d). Australian War Memorial. Retrieved 10 May 2017, from
https://www.awm.gov.au/collection/ARTV09225/
Ludwig, J., Gore, J. (2003). Quality teaching in NSW public schools: A classroom practice
NSW, B. (2017). History K–10 :: Stage 5 :: Core Study – Depth Study 3: Australians at War:
NSW, B. (2017). History K–10 :: Stage 5 :: Core Study – Depth Study 4: Rights and
http://syllabus.nesa.nsw.edu.au/hsie/history-k10/content/835/
NSW Government (2017). Classroom management and Students with special needs. Quality
http://file://ad.uws.edu.au/DFShare/StdHomes/17732736/My%20Documents/Classro
omManagementStudentsWithSpecialEducationNeedsAccess.pdf
history-lesson-robert-menzies-announces-australias-involvement-in-ww2/
Nida Anwer | 17732736 | Designing Teaching & Learning 24