ASSIGNMENT 2: LESSON PLAN

ANALYSIS AND JUSTIFICATION

Design Teaching and Learning

BRETT ROLLO
18041213
12/5/17
 102086 Designing Teaching and Learning
Lesson Plan Analysis
And Academic Justification

Contents
Original Lesson Plan – PP. 3
Teaching Standards Lesson Plan Analysis – PP. 5
Modified Lesson Plan – PP. 9
Academic Justification – PP. 17
References – PP. 20
Weebly Link for Learning Portfolio – PP. 21
 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.

Student Outcomes Syllabus Outcomes

 explain why Australians enlisted to fight
in both wars
 identifies and evaluates the usefulness
of sources in the historical inquiry
process HT5-5
 selects and uses appropriate oral,
written, visual and digital forms to
communicate effectively about the past
for different audiences HT5-10

Student previous knowledge / skills / Resources

attitudes
Prime Minister, Robert Menzies announces
Australia’s involvement in WW II.
http://www.ww2australia.gov.au/

Retroactive p.141,142
TIME LESSON CONTENT TEACHING / LEARNING ASSESSMENT
STAGE STRATEGIES / HWK

1:55 Roll call

2:00 Instruct Global map Students are to complete the

students of table outlining the Allies and
lesson Axis information – Retroactive
outcome. p.141

2:10 Source
extract 7.2.2
Introduce Using the link
p.142
next http://www.ww2australia.gov.au/
activity students listen to the
2:20 announcement of PM Menzies.
(approx: 4mins duration)
 Students are required to write (2)
paragraphs explaining to their
family why they are enlisting in
the Australian army.(10 mins)
Using Retroactive p. 141 as a
2:35 reference (excerpt of Menzies
Close/revise announcement)

Class discussion: Teacher to

nominate 2 or 3 students to read
out their explanations.

Teacher guided lesson.

Providing background
information. Emphasis on the
‘Rats of Tobruk”.
EVALUATION FOLLOW UP – CONTENT FOLLOW UP
- STUDENTS
What worked well …. The Australian 6th Division. The
Mediterranean, The Middle East
and North Africa.

What needs improving ….

Teacher guided lesson.
Providing background
information. Emphasis on the
‘Rats of Tobruk”.
102086 Designing Teaching & Learning 1H 2017
Assignment 2: APST and QT Analysis Template

Section 1: Australian Professional Standards for Teachers

Evaluate the 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 been included. However, this does not mean the other
standards are irrelevant to lesson planning and evaluation more generally.

Evaluation score – 1 (poor) to 5 (excellent)

Comments incl. evidence for evaluation score (2 sentences)

1 Know students and how they learn

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1 – 2 – 3 – 4 Comments: Lesson plan does not state that extra assistance will be provided
–5 for students that are having difficulties.

1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1 – 2 – 3 – 4 Comments: Lesson plan involves no mention of Indigenous students or any
–5 ways in which the lesson could be specifically aimed at assisting their
learning.

1.5 Differentiate teaching to meet the specific learning needs of students across the full range
of abilities
1 – 2 – 3 – 4 Comments: Lesson involves the audio interpretation, as well as guided
–5 instruction by the teacher and class discussion.

1.6 Strategies to support full participation of students with disability

1 – 2 – 3 – 4 Comments: No mention of strategies mentioned to assist students with
–5 disability.

2 Know the content and how to teach it

2.2 Content selection and organisation
1 – 2 – 3 – 4 Comments: There is no comment to student prior knowledge to the topic.
–5 There is also no clear indication of what lesson number this lesson is for the
term.
2.3 Curriculum, assessment and reporting
1 – 2 – 3 – 4 Comments: Assessment after viewing a world map and showing axis and
–5 allies alliance, as well as writing a letter to parents about enlisting in the war
after hearing Robert Menzies speech.

2.6 Information and Communication Technology (ICT)

1 – 2 – 3 – 4 Comments: Lesson plan has the use of world war 2 websites and the use of
–5 Robert Menzies speech however is mainly based on pen and paper.

3 Plan for and implement effective teaching and learning

3.1 Establish challenging learning goals
1 – 2 – 3 – 4 Comments: Challenges students to remember geographic information such as
–5 the alliances involved in the war by listing them on a world map. However
time is limited which limits what can be taught to an extent.
3.2 Plan, structure and sequence learning programs
1 – 2 – 3 – 4 Comments: Lesson plan shows some thought and planning however it is very
–5 basic and does not possess a lot of information or teaching strategies to
implement and teach children with.

3.3 Use teaching strategies

1 – 2 – 3 – 4 Comments: Teaching strategies involve the use of audio and speech
–5 interpretation, as well as the use of a recount of what is learned at the end by
a limited number of students. However most of the class is teacher guided.

3.4 Select and use resources

1 – 2 – 3 – 4 Comments: The lesson only provides limited resources however the resources
–5 are very relevant for the tasks presented. Such as Robert Menzies speech and
a world map to show the alliances and their locations.

4 Create and maintain supportive and safe learning environments

4.1 Support student participation
1 – 2 – 3 – 4 Comments: Lesson plan only encourages students to engage at the end and
–5 the number of students participating in a discussion is limited to teacher
nomination. However students are encouraged to engage in the activities
provided.

4.2 Manage classroom activities

1 – 2 – 3 – 4 Comments: Teacher guides lesson, as well as having selected activities
–5 planned out for students to participate in.

4.3 Manage challenging behaviour

1 – 2 – 3 – 4 Comments: No mention towards behaviour expectation is provided in the
–5 lesson plan. However in a class room setting there is a general expectation of
behaviour.

4.4 Maintain student safety

1 – 2 – 3 – 4 Comments: No mention of maintaining student safety however it is necessary
–5 for a teacher to ensure that the environment is safe for students at all times.

4.5 Use ICT safely, responsibly and ethically

 1 – 2 – 3 – 4 Comments: Teacher oversees all aspect of ICT use from the accessing of the
–5 website and playing of the audio. There for it is being used responsibly and
ethically and safely.

5 Assess, provide feedback and report on student learning

5.1 Assess student learning
1 – 2 – 3 – 4 Comments: Students assessed by creating a table showing axis and alliance
–5 information. Furthermore, the construction of a letter to parents about
enlisting in the war.

5.2 Provide feedback to students on their learning

1 – 2 – 3 – 4 Comments: Limited discussion with a select number of students at the end of
–5 class.

Section 2: NSW Quality Teaching Model

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: No evidence of prior knowledge to the topic nor is there proof of
–5 a continuation of the topic from previous weeks.

1.2 Deep understanding

1 – 2 – 3 – 4 Comments: There are opportunities for students to display their knowledge
–5 throughout the activities provided in the class however class is mainly teacher
led.

1.3 Problematic knowledge

1 – 2 – 3 – 4 Comments: The topic is narrow however allows for further research and
–5 allows for students to learn as much as they want and surpass the expected
minimum learning outcome.

1.4 Higher-order thinking

1 – 2 – 3 – 4 Comments: High order thinking is not imposed as students are just looking
–5 up facts and important names and places and not forced to question further.

1.5 Metalanguage
1 – 2 – 3 – 4 Comments: Allies and axis alliance are all examples of metalanguage used as
–5 well as Key names and the preparation for the next lesson which was “Rats
of Tobruk”

1.6 Substantive communication

1 – 2 – 3 – 4 Comments: Communication between teacher and student seems limited as
–5 students are busy focusing on provided activities. Also no evidence of direct
help out of the guided lesson by the teacher.

Quality learning environment

2.1 Explicit quality criteria
1 – 2 – 3 – 4 Comments: The lesson plan covers what will be taught to students and how
–5 it will be taught to them.

2.2 Engagement
1 – 2 – 3 – 4 Comments: By having set activities the lesson will have students engaged in
–5 understanding the alliances and writing a letter which leaves little room for
students being disengaged.

2.3 High expectations

1 – 2 – 3 – 4 Comments: There are no particularly high expectations otherwise more than
–5 just a select few students at the end of the class would be questioned on what
they learned.

2.4 Social support

1 – 2 – 3 – 4 Comments: No evidence in the lesson plan of students working in pairs or
–5 groups.

2.5 Students’ self-regulation

1 – 2 – 3 – 4 Comments: Students expected to complete activities alone which means they
–5 will have to be self-regulating.

2.6 Student direction

1 – 2 – 3 – 4 Comments: Students are to direct their own learning as they learn the global
–5 positioning of the alliances and also to write their letter to the parents about
enlisting.

3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 Comments: No real overview of what has been learned. Also no evidence of
–5 prior knowledge of the topic.

3.2 Cultural knowledge

1 – 2 – 3 – 4 Comments: Provides cultural knowledge about Australia and its involvement
–5 in World War 2. Gives some insight to what Australia was like for young
people enlisting as well as how Australia got to where it is now.

3.3 Knowledge integration

1 – 2 – 3 – 4 Comments: Knowledge integrated includes teacher’s knowledge on the topic.
–5 However cross curriculum Indigenous Knowledge could be integrated into
the lesson plan.
 3.4 Inclusivity
1 – 2 – 3 – 4 Comments: N/A
–5
3.5 Connectedness
1 – 2 – 3 – 4 Comments: Connectedness to Australia’s past and history and a connection
–5 of empathy and sympathy for those who enlisted into the war by writing a
letter to the parents while acting as a soldier enlisting.

3.6 Narrative
1 – 2 – 3 – 4 Comments: The use of Robert Menzies speech and excerpt.
–5

Section 3: Identifying Areas for Improvement

Identify the two APST standards and two NSW QT model elements you are targeting for
improvement.

APST
1.3 Students with diverse linguistic, 1.4 Strategies for teaching Aboriginal
cultural, religious and socioeconomic and Torres Strait Islander Students
backgrounds
QT model
1) 1.6 Substantive Communication 2) 2.4 Social Support
 Modified Lesson Plan
Topic area: Australian Stage of Learner: Stage 5/ Syllabus Pages: HT5-5, HT5-10
Involvement in World War Year 9 History
II & Role of Indigenous
Australians to the war
effort.

Date: 12/5/17 Location Booked: Classroom Lesson Number: 1/6

Time: 50 minutes Total Number of students: 20 Printing/preparation

- timeline of significant events
between the years of 1939-1945
- Resources
Prime Minister, Robert Menzies
announces Australia’s
involvement in WW II.
http://www.ww2australia.gov.au/
Retroactive p.141,142 (excerpt)

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes  Students will  Understand
 identifies and - Students will first learn about aspects of the war
evaluates the listen to the speech Australian as well as learning
usefulness of given by Robert involvement in to research
sources in the Menzies addressing World War 2 as minority groups
historical inquiry the Nation about well as how who were
process HT5-5 Australia’s Australia got involved in the
 selects and uses involvement in the
involved through wars.
appropriate oral, Robert Menzies  Par take in groups
war (4 Mins).
written, visual and speech.. to find research
digital forms to Students will then and compare
communicate have 10 minutes to research to come
effectively about the write a letter to  Students will up with a coherent
past for different their parents learn about the explanation of the
audiences HT5-10 explaining that they involvement of topic being
will enlist into the Indigenous discussed. (HT5-
war while giving Australians in 10)
World war 2.
reference to the
speech excerpt
provided.

Students will then

in

Cross Curriculum - Explicit subject specific concepts and skills-

The Lesson plan will identify the involvement
of Indigenous Australian and Torres Strait
islanders in the war effort of the second
World War. By Implementing Indigenous
Australian history into the topic, the aim is
that Indigenous Students will feel some
cultural value to the topic and feel the need to
engage on higher level.
Students are to briefly learn about Australian
involvement In World war 2 while understanding
how Australia was initiated into the war. Students
will further research the involvement of Indigenous
Australians and their part in the war effort.

Time Teaching and learning Organisation Centred

actions
T/S
Intro Roll Call Teacher: Mark off Student Teacher
Names from the roll

5 Minutes
 Student: Settle in and have
attendance marked

Resources: Roll
Body Introduction to World Teacher: Provides pre- Teacher
War 2 prepared electronic timeline
(power point presentation) and
-Timeline listing most
10 minutes gives brief introduction to
significant events of the
significant events in Australia
war
and key war dates.
Example
Start of war date in
Student: Take notes of Key
1939, Bombings on
dates for future reference.
Darwin, End of war
Date in 1945
Resources: Pre-prepared
power point presentation with
timeline
Robert Menzies Speech Teacher: Plays Robert Menzies Teacher/Student
and writing task. speech for class to listen to and
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understand how Australia
minutes came to be involved in the war
Students Listen to the upon his announcement to the
speech that Robert Nation.
Menzies gave
announcing Australia’s
involvement in the war. Teacher then provides
(4mins) explanation for writing task
and allows students time to
write their paragraphs.
Students are required to
write (2) paragraphs
explaining to their family Student: Listen and take notes
why they are enlisting in about what Robert Menzies
the Australian Defence says while teacher explains
force.(10 mins) Using metalanguage, and unknown
Retroactive p. 141 as a terminology to avoid
reference (excerpt of confusion. Students will then
Menzies announcement) write 2 paragraphs to their
parents stating that they are
enlisting so that they may
Teacher will walk around understand similar feelings the
assisting students who feel men and women would have
that they need assistance felt when enlisting.
or explanations to
 understand some of the
content that they cannot
Resources:
comprehend.
http://www.ww2australia.gov.au/
Retroactive p.141,142 (excerpt)
Indigenous Australian Teacher: Explains task. Student
Task
5 Walks around room to ensure
Students will engagement and help with
minutes
Individually use questions.
Computer based devices
(iPad/computer/tablet)
to access the internet Student: Students will
and research an Individually research on
Indigenous Australian internet accessible device.
Soldier and the
contributions they made
to the war. (teacher Resources: Student devices e.g.
provides example i.e. iPad, laptop etc
finding the first
Indigenous Air force
pilot)

Indigenous Australian Teacher: Inform students to Student

Task Continued- form small groups and further
5
discuss historical person they
Students then combine
minutes have researched.
to make small groups of
either 4 or 5 and discuss
their findings. They then
Student: Students form groups
pick one of the
and further discuss their
Indigenous Soldiers to
Indigenous soldier while
further discuss as a
trading information and
group and find as much
findings.
information as possible
about their respective
troop.
Resources: iPad/ Laptop
Conclusion Teacher: Teacher asks groups Student
to pick one student who they
Students then select one
thought had the most
member from each
10 interesting Indigenous soldier
group to explain their
to present findings to class.
minutes findings about their
Indigenous soldier to the
class. Discussing who
they were and what their Student: Students pick one
role and contribution person from the group who
was too the war. they all agree had the most
interesting individual
Indigenous Soldier and then
End of Class students that student is to present their
finish. findings and facts to the class
room.

Resources: Notes from

research task.
Reflection
What have I learned about the teaching and learning process when preparing this lesson?

By modifying the Original lesson plan, I have learned a lot. In all honesty coming into this
assignment my knowledge and understanding of writing a lesson plan were very minimal which
made this assessment more difficult. The lesson plan I picked was very minimal in its
information and delivery of the topic. Which is why I ended up choosing it, I thought I would
like to take a lesson plan which in my mind was quite a boring lesson plan and make it into
something that I myself would have enjoyed when I was in year 9, while introducing cross
curriculum characteristics to the lesson plan.

In terms of the cross curriculum teaching there is not a lot of information in this modified plan on
how to teach a student however, due to recent studies and research I learned from research based
in Queensland that showed Indigenous students learned well when being able to relate to the
topic. Therefore, by engaging students with Indigenous soldiers and their role in the war, the
lesson plan is hoping to engage Indigenous students by showing them the past and showing them
the Indigenous Australian roles that were played which hopes to keep them engaged an interested
as this part of history is rarely spoken about.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

HT5-5 Researching historical characters such as Indigenous
soldiers in the war and information about them and
using this for a group discussion.

The use of Robert Menzies speech and excerpt to write

2 paragraphs to their parents informing them that they
are enlisting.
Ht5-10 The use of websites, slides for timeline, discussion
about timeline, class discussion about findings of
Indigenous soldier, use of audio from internet (speech
from Menzies)

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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?

In a history environment, there Is not truly to many WHS issues to worry about. I
believe the main thing is that a teacher should make sure that their teaching
environment is safe at all time and that they are aware of anything that could be
Hazardous to the students. Furthermore, the use of internet is present in the lesson it is
up to the teacher to make sure that the internet is being used safely and responsibly.

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 Academic Justification

The original lesson plan had a large potential to be improved from what it was, as it lacked in

many aspects from APST and Quality Teaching Model. The lesson plan lacks in the involvement

of cross curriculum teaching as well as aiding students who were in need, if they were to have

trouble understanding or learning difficulties or language barriers.

One reason the lesson plan was modified to include an aspect of Indigenous Australian history

was because, in a study that took place in Queensland, Indigenous adults and students were the

key participants in the study and they told of their experiences and what helped them throughout

their education and what changes they would like to see. In the Study by Lewthwaite et al one of

the parent’s states “A school and classroom that says who I am [as an Aboriginal person] is

important” (2015, pp. 143). Because of the research from this article it is important that the

implementation of Indigenous content is included into lessons so that Indigenous students can

feel connected to the content. With the Implementation of Indigenous culture into a historical

lesson plan it can be used as a way to communicate and teach with Indigenous students (Standard

1.3, 1.4). Furthermore, with the inclusion of culture into a lesson students will understand their

cultural value (NESA, 2017). There is firm evidence to support that Cultural involvement into

lessons for Indigenous Australians achieves successful results regarding attendance and

attentiveness (Sullivan, Jorgenson, Boaler, Lerman, 2013). Therefore, the modified lesson plan

has included almost half of the lesson as a task that shows the significance of Indigenous

Australians in big events. This provides some cultural value to Indigenous Learners and allows

all learners to gain some perspective of Indigenous Australians and their value by undertaking

these tasks.

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The lesson plan also does not have a clear aspect of delegated time for the teacher to wonder the

class room and assist those students who may be struggling with either understanding the task of

finding information or comprehending information (standard 1.6 Substantive communication).

According to Egeberg, McCon0ney and Price “using methods that produce and increase

constructive interactions will result in more successful classroom environments for both teachers

and students” (2016, pp. 5), by increasing interactions between teacher and student the class

room will be a more successful place as students will have a higher capacity to learn if guided by

the teacher properly. This is the reason that the inclusion of the teacher walking around and

assisting students (standard 1.6) was included into the modified lesson plan, as it allows time for

the teacher to analyze and assist the students who may be struggling.

Prior to the modification of the lesson plan the lesson was primarily guided by the teacher, the

teacher would provide instructions and the students would listen to set instructions and partake in

individual tasks. The modification to the lesson plan shows that in the second half of the lesson

students were to work in small groups researching together and then nominating a student to

disclose the group’s results to the class (Standard 2.4). An activity like this provides students

with the opportunity to not only comprehend information from their peers and learn about the

research they are disclosing, but also allows for students to support their peers in a social

environment. this way both students would be benefitting from assisting each other. It is evident

that students learn better “By actively participating during the instructional period, students are

more likely to encounter conditions that shape and maintain appropriate responses relative to the

subject matter” (Flosason, McGee, Diener-Ludwig, 2025, pp.318). An example of this would be

if a student was not getting the grasp of the activity or could not find or comprehend the

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information there is that opportunity for another student to assist their peer by being involved in

a conversation around the topic.

Because of the modifications made to the original lesson plan, the modified plan includes

improvements to APST standards 1.3 and 1.4 and improves on the Quality Teaching Model

standards 1.6 and 2.4. By introducing Indigenous content to the lesson the hope is that

Indigenous students can gain some cultural value and feel engaged with the lesson while

educating Non-Indigenous students at the same time. While improving on Substantive

Communication aims to provide more assistance from the teacher to benefit the students and

assist in the comprehension of the lesson. Finally Improving on the social support aspect of the

lesson the aim is that students will discuss, support and learn from each other based on group

activities.

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 References
Lewthwaite, B., Osborne, B., Lloyd, N., Boon, H., & Llewellyn, L. (2015). Seeking a Pedagogy
of Difference: What Aboriginal Students and Their Parents in North Queensland Say About
Teaching and Their Learning. Australian Journal Of Teacher Education, 40(5), 140-141.
Egeberg, H., McConney, A., & Price, A. (2016). Classroom Management and National
Professional Standards for Teachers: A Review of the Literature on Theory and
Practice. Australian Journal Of Teacher Education, 1-18.
http://dx.doi.org/10.14221/ajte.2016v41n7.1
Flosason, T., McGee, H., & Diener-Ludwig, L. (2015). Evaluating Impact of Small-Group
Discussion on Learning Utilizing a Classroom Response System. Journal Of Behavioral
Education, 24(3), 317-337. http://dx.doi.org/10.1007/s10864-015-9225-0
Lewthwaite, B., Osborne, B., Lloyd, N., Boon, H., & Llewellyn, L. (2015). Seeking a Pedagogy
of Difference: What Aboriginal Students and Their Parents in North Queensland Say About
Teaching and Their Learning. Australian Journal Of Teacher Education, 40(5), 140-141.
NSW, B. (2017). English K–10 :: Learning across the curriculum. Syllabus.nesa.nsw.edu.au.
Retrieved 12 May 2017, from http://syllabus.nesa.nsw.edu.au/english/english-k10/learning-
across-the-curriculum/
Sullivan, P., Jorgensen, R., Boaler, J., & Lerman, S. (2013). Transposing reform pedagogy into
new contexts: complex instruction in remote Australia. Mathematics Education Research
Journal, 25(1), 173-184. http://dx.doi.org/10.1007/s13394-013-0069-4

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 Weebly Link

http://bgrollo.weebly.com

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