102086 Designing Teaching & Learning

Assignment 2
Lesson Plan Analysis

Contents
Original Lesson Plan............................................................................................................................... 2
Lesson Plan Analysis .............................................................................................................................. 3
Modified Lesson Plan............................................................................................................................. 5
Academic Justification ......................................................................................................................... 14
References ........................................................................................................................................... 16
Learning Portfolio Web Link ................................................................................................................ 17

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Original Lesson Plan
The Geography Lesson Plan will be analysed and modified according to the NSW Quality Teaching
(QT) Framework.

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Lesson Plan Analysis

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
1–2–3–4–5 Comments: Lesson is heavily focused on key concepts stipulated in learning outcomes.
No interruption by superficial or unrelated ideas is sustained.
1.2 Deep understanding
1–2–3–4–5 Comments: Lesson is predominately teacher led, with an exception of allowing students
to demonstrate understanding of key concepts through providing students with extra
time to complete tasks.
1.3 Problematic knowledge
1–2–3–4–5 Comments: Lesson was heavily scaffolded to achieve a certain objective, with little to
no knowledge open to multiple perspectives. For instance, if students did not come up
with required responses stipulated in the objectives, teacher would rephrase question
to achieve certain answers.
1.4 Higher-order thinking
1–2–3–4–5 Comments: Infrequent higher order thinking during discussion phases, but lesson is
scaffolded to achieve a certain objective.
1.5 Metalanguage
1–2–3–4–5 Comments: Livability and Place are examples of metalanguage used continuously
throughout the lesson.
1.6 Substantive communication
1–2–3–4–5 Comments: The Lesson involved high interactions amongst students and teacher. Class
discussions and partner work was incorporated throughout most of the lesson.
Quality learning environment
2.1 Explicit quality criteria
1–2–3–4–5 Comments: Teacher goes around the class occasionally to check on quality of work
required from students. No explicit statements were made regarding expectations to
the quality of work required.
2.2 Engagement
1–2–3–4–5 Comments: Teacher spends time checking students are on task and on the right track.
Students are to display efforts by putting up their responses on the whiteboard for the
whole class to see (not allowing for potential disengagement).
2.3 High expectations
1–2–3–4–5 Comments: Some aspects of classwork are deemed unchallenging (defining Livability
and Place, and the features in what makes a good place to live in). However, throughout
the lesson classwork requires students to try hard and take risks when displaying their
responses in front of the whole class.
2.4 Social support
1–2–3–4–5 Comments: Teacher provides extra time for students who find group work difficult or
require extra assistance completing the task. Paired and group work also presents social
support.
2.5 Students’ self-regulation
1–2–3–4–5 Comments: Students are expected to regulate their own behavior with no reference of
teacher devoting time to disciplining student behavior.
2.6 Student direction

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 1–2–3–4–5 Comments: There was no evidence given for student to direct their own activities. All
aspects of the lesson were explicitly designed by the teacher for the students.
3 Significance
3.1 Background knowledge
1–2–3–4–5 Comments: Lesson starts with assessing background knowledge to the new unit and
allows for group work to discuss out-of-school background knowledge.
3.2 Cultural knowledge
1–2–3–4–5 Comments: No direct reference is made to other cultures. Lesson makes superficial
reference towards ‘ones’ connection to land’ in why people would choose to live in a
less livable environment.
3.3 Knowledge integration
1–2–3–4–5 Comments: Lesson is strictly restricted to that explicitly defined within a single topic
area.
3.4 Inclusivity
1–2–3–4–5 Comments: Lesson includes all students from all groups to be included in all aspects of
the lesson. Students work in mixed ability groups during partner/group work and extra
time is provided for students who find group work difficult or need extra assistance
completing the task.
3.5 Connectedness
1–2–3–4–5 Comments: Strong discussions between classroom knowledge and the outside world is
present in the lesson. Students discuss Livable in their own local community and
evaluate why people will choose to live in less favorable places illustrating high level of
connectedness.
3.6 Narrative
1–2–3–4–5 Comments: Students personal perceptions on livable and non-livable places is an
example of narrative technique.

Identifying Areas for Improvement

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

QT model
1) 1.3 Problematic knowledge 2) 2.6 Student direction
3) 3.2 Cultural knowledge 4) 3.3 Knowledge integration

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Modified Lesson Plan
Topic area: Stage of Learner: 4 Syllabus Pages:
Place & Liveability Year: 7 48-49
Date: Term 2: Week One/Period One Location Booked: J4 Lesson Number: 1 / 25
Time: 60 minutes Total Number of students Printing/preparation
30 o Whiteboard marks
o YouTube URL
o Images for Activity 2 (from
across the world)
o Handout for Activity 2
o Curriculum definitions
o Extension task worksheets
o Worksheet 1 for Activity 4
o Images for Activity 4
o Assessment task notification
Overview of Teaching and Learning:
The unit focuses on where populations are based around the world and what attracts settlements to develop in their
geographical locations. It identifies the factors that determine the liveability of a place and the perceptions of different
communities around the world.

Key Geographical Language:

o Liveability
o Environment
o Place

Key Geographical Tools:

o Fieldwork: observing, measuring, collecting, recording data, creating and conducting surveys
o Graphics and Statistics: data tables, population profiles, statistics to find patterns and graphs, pie graphs

Geographical Concepts:
o Place: the significance of places and what they are factors influencing people’s perceptions of places; the special
significance place has to some people
o Environment: the significance of the environment in human life, and the important interrelationships between
humans and the environment

Cross Curricula Priorities

o Aboriginal and Torres Strait Islander Histories and cultures
o Asia and Australia’s Engagement with Asia
o Sustainability Education

General capabilities
o Comprehending texts through listening, reading and viewing
o Word and visual knowledge
o Recognising and using patterns and relationships
o Interpreting statistical information
o Inquiring – identifying, exploring and organising information and ideas
o Critical and creative thinking

Adjustments for needs of learners

o Use of concrete examples and materials
o Link new information to existing information
o Instructions verbalised and visualised

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 o Repetition of instructions as required
o Clear scaffolding of work
o Give multiple examples in different contexts
o Clear concise instructions
o Extension activities for G&T
o Use of check lists
Links to other Learning Areas: Maths, English, History and Business Studies

Outcomes Assessment overview Students learn about Students learn to

A student:
▪ GE4-1 locates and
describes the diverse
features and
characteristics of a
range of places and
environments
▪ GE4-7 acquires and
processes geographical
information by selecting
and using geographical
tools for inquiry
Assessment for learning:
o Use of questioning and
brainstorming activities to
ascertain student
knowledge and what needs
to be developed throughout
the course
o Visual stimuli task that
identifies features in
liveable cities
Assessment as Learning:
o Comparison of liveability of
places
o Quiz throughout the unit to
ascertain student
understanding
Assessment of Learning:
o Assessment task
Introduction to Place Investigate factors that influence
and Liveability and perceptions of the liveability of
Influence and places, for example: (ACHGK043,
Perceptions ACHGK046, ACHGK065)
o Examination of
environmental factors
that influence
perceptions of liveability
e.g. climate, landforms,
natural resources (Asia
and Australia’s
engagement with Asia)
o Discussion of human
factors that influence
perceptions of liveability
e.g. culture, income,
employment, crime and
safety (Aboriginal and
Torres Strait Islander
histories and cultures,
Difference and diversity)
o Explanation of ways
used to measure, assess
or rank the liveability of
places e.g. surveys index

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Time Teaching and learning strategies
Introduction Students line up outside and enter the
classroom in an orderly fashion. Ask
2 minutes students to take their seats and pull
out their books and writing utensils
Organization Resources /Adjustments Centered
T/S
Teacher: Ask students to line Resources: Classroom whiteboard and marks Teacher
up outside the classroom present.
and enter in an orderly
fashion. Teacher will write
on board the new unit that
will be covered in the first
lesson.

Student: Students settle in

and prepare for new unit.

Body Explain to the class that they are about
Overview of to begin a new unit of work as they can
new unit: Place see on the board – place and liveability
and Liveability
Activity 1: Unit Starter using visual
5 minutes mediums
Commence unit with a YouTube clip of
the world’s top ten most livable cities
in the world. After viewing the clip,
discuss with class what cities were
their favorite and why. Brainstorm on
the board what the creator of the clip
may have used to influence his or her
decision about what makes up for a
livable city.
Teacher: Introduce the new Resources: YouTube video URL: Student
unit to the class and starts <https://www.youtube.com/watch?v=6nU5-
the unit by showing a clip 4GDsSI>.
using a modern media to
interest students.
Visual representation allows
for differentiated learning
and cues.
Student: Watch the video to
clip and communicate in an
open discussion with teacher
and peers their opinions
about the video.

Activity 2: Look at images of Student

communities
5 minutes Show a series of images from across
the world of where people live:
refugee camps, igloos, high-rise, tents,
castles, Aboriginal and/or Torres Strait
Islander Community etc.
Teacher: Hand out series of
images to students and
questions she wants them to
answer. She then walks
around to each student to
examine level of knowledge
Resources: Print out images and questions to
handout enough for all students
Include cross-curriculum themes such as:
Aboriginal and Torres Strait Islander histories
and cultures as this ties nicely with lesson

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Ask students to use the images and
respond to following questions:
• What do you see?
• Why do people choose to live
there?
• Name some different groups
that make up a community
• Which groups do you think
would be more likely to live in
Cairns, the north: Port
Douglas, the beaches and
why?
Teacher reads the questions to
students and hands out the questions
to students. Teacher assures students
that there is no set answer to the
questions and encourages free
expression.
Definition of
Place and Provide students with Australian
Liveability Curriculum definitions of Place and
Liveability below. Ask them to copy the
2 minutes definitions into their workbooks.
Introducing metalanguage to new unit
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on the topic and level of
literacy skills (part of
assessment for learning).
Problematic knowledge is
expressed by allowing
students to make
connections with different
communities
Student: Examine images
and articulate an opinion on
questions asked.
Teacher: Write down and Resources: The Australian Curriculum Teacher
read definitions on definitions of Place and Liveability.
whiteboard. Break down the “Liveability: An assessment of what a place is
definition to assist in like to live in, using particular criteria, for
explaining what the example, environmental quality, crime and
definition is saying. Teacher safety, education and health provision, access
to encourage students to ask to shops and services, recreational facilities and
if they are unclear about cultural activities.” (Australian Curriculum, n.d)
what definition is saying.
“Place: A part of the earth’s surface that is
Student: Writes down identified and given meaning by people, which
definition in workbooks and may be perceived, experienced, understood
listens to teachers’ and valued differently.” (Australian Curriculum,
explanation of the definition. n.d)
8
Factors Activity 3: Think/Pair/Share
influencing Using the above definitions of
perceptions of liveability have students think about
the liveability the following, discuss in pairs and then
of places with the class:
• What features of their local
10 minutes community make it a good
place to live in?
• Ask students what they would
not want to find in their
community? (e.g. noise,
pollution, drug dealers)
Knowledge is socially
constructed with multiple
perspectives and conflicting
interpretations allowing
students to gain better
understanding of important
concepts (interrelated with
the engagement of high-order
thinking to communicate
what they are learning)
Factors Activity 4: Brainstorm task
influencing As a class, develop a mind map that
perceptions of brainstorms the factors influencing
liveability: peoples’ perceptions of the relative
Environmental, liveability of places. Group each
human and suggestion under the headings:
social factors environmental, human and social.
This gets students to re-gain focus and
5 minutes structure after doing a group
discussion activity.
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Teacher: Explain to students’ Adjustment: Student
new task, ask them to use Voluntary extension task: Student can discuss
the definition they just why people do live in non-livable areas (things
learnt about (liveability) and they did not want in their community)
ask themselves what
features of their own
community make it a nice
place to live in? This allows
students to gain a better
understanding of new
knowledge by using
background and cultural
knowledge.
Teacher can walk to observe
student discussion and help
when required
Student: Pair up with peer
and discusses features about
their own communities and
writes their responses down
in their worksheet.
Student
Teacher: Draw up mind-up
on whiteboard and
encourage student to
engage in task.
Student: Express factors
influencing peoples’
perceptions of livable places
(provides opportunity for
student to use own
background and cultural
9

Factors Activity 4: Visual Representation
influencing Students are to get into mixed ability
perceptions of groups of three or four. Provide
liveability: students with their worksheets (that
Environmental, includes the three factors already
human and brainstormed on the whiteboard)
social factors (Worksheet 1 attached).
15 minutes Provide the groups with some photos
of various places and ask students
which factor they would like to focus
on (either environmental, human or
social). Get students to pair up with
students who choose the same
interest area.
Ask students to complete the
worksheet according to the following
question for each photo:
• Assess the liveability of each
place. Include one feature
that makes it livable and one
feature that makes it less
likely to want to live there.
Have students (allocate one person per
group) to come up to the whiteboard
and put the factors they determined
from the assessment of liveability of
each place on the board under the
appropriate heading. If some of the
answers do not fit under these
headings, provide a fourth column,
‘other’.
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knowledge to influence their
own opinion).
Teacher: Provide worksheet Resources: Student
and images to students Worksheet 1: Factors influencing perceptions of
explaining the new activity. liveability
Ask students to choose
whether they like to focus Images of different places (teacher to present
on environmental, social or places from different communities such as
human and get into groups Aboriginal and Torres Strait Islander, Asia,
of three or four. Australia) to make meaningful connections
between topics
While students are
completing the task, spend
some time with each group
to ensure that students are Adjustment:
on the right track. Extra time Extension activity: Students study one place
could be provided for outside Australia to understand why people live
students who find group there. Students map the location.
work difficult or who may
need extra assistance
completing the task.
Student: Pair learning on
different student levels
allows for social support
Also, allowing for students to
determine aspects of lesson
allows for increased
engagement. (student
direction)
10
 Answers should include:
Environmental: climate, natural
hazards, natural resources, air and
water quality
Social: Cultural, public spaces,
community
Human factors: access to services,
safety/crime, income, work
opportunities and technology.

Have students to copy these answers

into their worksheet and ask them to
glue it into their notebooks.
Factors Activity 5: Class discussion
influencing Although, some of these photos
perceptions of demonstrated that some places are
less livable less livable then others, ask students,
places ‘why people still live in these places?’
7 minutes Facilitate class discussion and ensure
that discussion includes mention of the
following:
- Poverty and lack of ability to
move
- Opportunities for work
- Family ties and connections to
the land
Teacher: Explain to students Teacher/Student
using connections of
Aboriginal and Torres
Straight Islander histories
and cultures and why they
still live in less livable places
Explain to students the link
between other subject areas
such as Business Studies and
History and the connection
between less livable places.

Look at specific examples such as, Student: Consider using

Aboriginal and Torres Strait Islander other topics or subject areas
histories and how their connection to to make meaningful
the land influences why they still live in connections in class
‘less livable places’. discussion

Facilitate class discussion and ask what

other examples are available to why

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 people still live in places deemed ‘less
livable’.
Conclusion Provide students with assessment task
5 minutes notification and take student books for
formative assessment of both Activity
2 and Activity 4 tasks.
Teacher: provide assessment Resources: Teacher
notification and explain to Assessment Notification Sheet
students what is required. (including rubric)
Allow time for students to
ask questions they have
regarding the notification.
Ask students for workbooks.

Students: Ask teacher

questions they have
regarding upcoming
assessment
Set Homework: Ask students to read Teacher
2 minutes through the notification and make
notes about anything they may be
unclear about. This will be discussed
further in the next lesson.
Ask students if they have any
questions and if they do not, ask
students to pack up their belongings
before the bell rings.
When bell rings, students are allowed
to exit the class.
How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

GE4-1- locates and describes the Students will write the answers to the visual representation
diverse features and activity in their books, which will be taken for formative
characteristics of a range of assessment.
places and environments.

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GE4-7- acquires and processes
geographical information by
selecting and using geographical
tools for inquiry.
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Students are to work in groups to use and interpret photographs
of different scenarios and places and identify features that make
that these places liveable as well as features observed within the
photograph that may make the place less appealing to live in.
Students have a series of questions to answer in their groups. I
will walk around the room and assess the group discussions that
are occurring. Furthermore, informal formative assessment will
also occur, as I will take their workbooks to read and check
students’ work.
13
Academic Justification
Predominantly, the NSW Quality Teaching (QT)Model was designed to provide all teachers a model of pedagogy
to help improve their teaching practice. More specifically, the QT model provides support to teachers in
designing learning experiences to improve student learning outcomes. The dimensions of pedagogy; intellectual
quality, quality learning environment and significance, represents classroom practices that contributes to
improved student learning outcomes. Teachers use the QT model to reflect and analysis their own current
pedagogical practices and make improvements and adjustments to their lesson plans in hopes to maximise
student learning(DOE, 2006). Considering the assessment on the quality of the original lesson plan in accordance
with the QT model and what constitutes best-practice, there were several modifications made to the design of
the plan that was believed to help benefit teacher withstand effective pedagogical practices. Modifications were
made to present problematic and cultural knowledge, student direction and knowledge integration into the
lesson plan, as it is believed to be fundamental elements that are required to be apart of every teachers’ lesson
plan.

Problematic knowledge that encourages students to collect and assess information from various sources and in
different points of view, provides opportunities for students to construct their own knowledge by
experimentation and problem solving(DOE, 2006). To achieve the QT standard, the lesson plan was modified to
set out a class activity where students were presented with various images from across the world: refugee
camps, high-rise, tents and Aboriginal and Torres Strait Islander cultures and communities and allow for
problematic knowledge to be constructed when making connections with different perceptions and societies
enhancing student learning. The National Research Council(2010) believes explicit strategies provided by the
teacher that helps students ‘confront their own deep-seated beliefs and learn about the experiences of people
different from themselves’ is best-practice in maximising student learning. Moreover, cultural knowledge, where
students are encouraged to recognise and value the cultural knowledge of other social groupings is believed to
help make learning more meaningful and important to students(Gore, 2007). Initiating a class discussion where
students consider Aboriginal and Torres Strait Islander histories and cultures and make connections to ‘liveable’
places, was an adjustment made to the original lesson plan that encourages students to ‘integrate learning
experiences into their schemes of meaning to broaden and deepen their understanding of themselves and the
world…as well as allow students with opportunity to acquire and use knowledge in an organic way’(Beane,
1995). Also, is it believed to be best practice to ‘respect various cultural backgrounds of school students’ and
‘provide a curriculum that promotes diverse relationships’(Darling-Hammond,2005). Not only does the
modification improve the overall lesson plan in relation to the QT model and best practice, but it also allows
students to take part in cross-curriculum education that engages students to reconciliation, respect and
recognise the world’s oldest continuous living cultures(ACARA, 2018).

Further, embedding a student-centred approach to teaching that places an emphasis on engagement and
interactive thinking and learning with a focus on learners’ characteristics, experiences and efforts is believed to
be best-practice in maximising student learning than a teacher-centred pedagogical approach(Gibbs, 2013). The
original lesson plan was heavily teacher led as students had not exercised any control over any class activities.
An initiation of students given the opportunity to choose what class activity that will like to work on (students
get to pick what factor that influences perceptions of liveability that will like to focus on) is believed to improve
the quality learning environment as students work productivity in an environment that focuses on student self-
directed learning(Patall et al, 2010). Also, providing opportunities for students to take part in extracurricular
tasks such extension activities (modification made to lesson plan) is believed to be best practice in enhancing
student knowledge and learning as students engage in learning that seems somewhat challenging and
exciting(Schuell, 1986). Subsequently, the importance of knowledge integration, where students can make
meaningful connections between other topics and subjects is believed to enhance student learning(DOE, 2006).
Allowing students to consider how concepts relate to other subjects other than Geography, for instance History

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(considering how liveable places is understood in times of War or Aboriginal and Torres Strait Islanders) or
business studies (people who choose to live in non-liveable places because of the opportunities for work or their
income) provides students with meaningful connections to subject content enhancing student learning.
DOE(2006) believes using cross-curriculum perspectives and policies such as Aboriginal education provides
explicit contexts in which knowledge integration can be explored and considered best practice when initiating
knowledge integration into lesson plan.

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References
ACARA. (2018), Aboriginal and Torres Strait Islander Histories and Cultures, Retrieved from <
https://www.australiancurriculum.edu.au/f-10-curriculum/cross-curriculum-priorities/aboriginal-and-torres-
strait-islander-histories-and-cultures/>.

Beane, J., A. (1995). Curriculum Integration and the Disciplines of Knowledge. Phi Delta Kappan, 76(8), 616-
622.

Benchmark Education. (2018). Best Practices in How to Effectively Observe Best Practices in the Classroom.
Retrieved from < https://benchmarkeducation.com/best-practices-library/how-to-effectively-observe-best-
practices.html#Section_5>.

Darling-Hammond, L., & Bransford, J. (Eds.) (2005). Preparing teachers for a changing world: What teachers
should learn and be able to do. San Francisco, CA: Jossey-Bass.

Dearden, E. (2015). Evidence for good practice principles of teaching and learning foundation programs in
higher education. Institute for Teaching and Learning Innovation. Retrieved from <
http://itali.uq.edu.au/filething/get/1767/Evidence_for_Good_Practice_Principles_Foundations_of_TL_Progra
ms_in_HE_v4.pdf>.

Gibbs, G. (2013). Reflections on the changing nature of educational development. International Journal for
Academic Development, 18(1), 4-14. doi: 10.1080/1360144X.2013.751691

Gore, J. (2007). Improving Pedagogy. In J. Butcher & L. McDonald (Eds.), Making a difference: Challenges for
teachers, teaching, and teacher education (pp. 15-33). Rotterdam, Netherlands: Sense Publishers.

Ingvarson, L., Reid, K. Buckley, S., Kleinhenz, E. & Masters, G. (2014). Best Practice Teacher Education Programs
and Australia’s Own Programs. Australian Council for Educational Research. Retrieved from <
https://research.acer.edu.au/cgi/viewcontent.cgi?article=1014&context=teacher_education>.

National Research Council. (2010). Preparing teachers: Building evidence for sound policy. Committee on the
Study of Teacher Preparation Programs in the United States, Centre for Education. Division of Behavioural and
Social Sciences and Education. Washington, DC: The National Academies Press.

NSW Department of Education and Training (DOE). (2006), Quality teaching in NSW public schools: A
classroom practice guide, Retrieved from <
http://mscplc.weebly.com/uploads/4/8/0/8/4808031/quality_teaching_guide.pdf>.

Patall, E., Cooper, H., & Wynn, S. (2010). The Effectiveness and Relative Importance of Choice in the Classroom.
Journal of Educational Psychology, 102(4), 896. 16 rebeccabates. (2016). DNA. Retrieved from
https://play.kahoot.it/#/k/d6dfc8c0-e226- 4c00-8608-94b31a3ffa0e.

Roy, D. (2016). Implementing a cross-curricular approach. Reader submission. July 4. Retrieved from <
https://www.teachermagazine.com.au/articles/implementing-a-cross-curricular-approach>.

Schuell, T.J. (1986). Cognitive conceptions of learning. Review of Educational Research, 56, 44-436.

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Learning Portfolio Web Link
https://kelhelou.weebly.com

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