Hannah Rose – 18215452 – Design Assignment 2

Hannah Rose 18215452

Designing Teaching and learning

Assignment 2

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Hannah Rose – 18215452 – Design Assignment 2

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Hannah Rose – 18215452 – Design Assignment 2

(Australian Curriculum Lessons, 2012).

102086 Designing Teaching & Learning 1H 2017

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Hannah Rose – 18215452 – Design Assignment 2

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

1–2–3–4–5 Comments: There is no mention of strategies that are responsive to the learning needs of these
students. However, the lesson is designed for a mixed ability class.
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students

1–2–3–4–5 Comments: There is no understanding or mention of Aboriginal or Torres Strait Islander

students culture or cultural identity.
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities

1–2–3–4–5 Comments: The lesson plan states that it is designed for a mixed ability class. This is evident in
the teaching strategy of students working in their area of strength.
1.6 Strategies to support full participation of students with disability

1–2–3–4–5 Comments: There is no evidence of broad knowledge of legislative requirements that support
the inclusion of students with disabilities.

2 Know the content and how to teach it

2.2 Content selection and organisation

1–2–3–4–5 Comments: The teacher has demonstrated the organization of the lesson content. The teacher
has also explained the teaching and learning sequence.
2.3 Curriculum, assessment and reporting

1–2–3–4–5 Comments: Teaching provides links to the Australian curriculum and has used informal
assessment to design the lesson plan.
2.6 Information and Communication Technology (ICT)

1–2–3–4–5 Comments: There is a high level of ICT implemented in the lesson. This will expand
curriculum learning opportunities in the classroom.

3 Plan for and implement effective teaching and learning

3.1 Establish challenging learning goals

1–2–3–4–5 Comments: The teacher explains what the task is. However, the teacher does not set goals for
students of varying abilities or characteristics.
3.2 Plan, structure and sequence learning programs

1–2–3–4–5 Comments: The teacher has provided a lesson with beneficial content. However, there is no
evidence of knowledge of student learning in the planning of the lesson.

3.3 Use teaching strategies

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1–2–3–4–5 Comments: The Teacher uses a range of teaching strategies including class discussion, group
work and the use of ICT devices.
3.4 Select and use resources

1–2–3–4–5 Comments: The teacher demonstrates knowledge of a range of resources, including ICT, that
engage students in their learning.
4 Create and maintain supportive and safe learning environments

4.1 Support student participation

1–2–3–4–5 Comments: There is some evidence of strategies that support inclusive student participation and
engagement as it states that it is designed for a mixed ability class.
4.2 Manage classroom activities

1–2–3–4–5 Comments: The teacher has included a wide range of teaching strategies.
4.3 Manage challenging behaviour

1–2–3–4–5 Comments: There is no evidence of demonstrating practical approaches to challenging

behaviours.
4.4 Maintain student safety

1–2–3–4–5 Comments: There is no evidence of strategies that support the students’ wellbeing in regards to
working safely in the school system or within legislative requirements.
4.5 Use ICT safely, responsibly and ethically

1–2–3–4–5 Comments: There is a high use of ICT resources, however, there is no evidence of
understanding issues and strategies that support the safe and ethical use of ICT.
5 Assess, provide feedback and report on student learning

5.1 Assess student learning

1–2–3–4–5 Comments: The teacher has included and shows an understanding in informal assessment
strategies which will be used to assess the students learning.
5.2 Provide feedback to students on their learning

1–2–3–4–5 Comments: There is no evidence of providing feedback for students about their learning.

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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

1–2–3–4–5 Comments: The lesson focuses on concepts and ideas within the KLA of English. The students
require a deep understanding in order to present effectively to the class.

1.2 Deep understanding

1–2–3–4–5 Comments: Students are required to demonstrate their findings, thus highlighting their
meaningful understanding of central ideas.

1.3 Problematic knowledge

1–2–3–4–5 Comments: The task requires students to gain multiple perspectives on responses to the central
idea of the song that reveal value systems and worldviews.

1.4 Higher-order thinking

1–2–3–4–5 Comments: The requires students to engage, organize and evaluate their knowledge and
information. However, the teacher has not provided them with resources to do so.

1.5 Metalanguage

1–2–3–4–5 Comments: There is no reference to naming and analyzing language as a specialist language.
However, the task requires students to comment on the language that has caused differing
responses to the song.

1.6 Substantive communication

1–2–3–4–5 Comments: The lesson requires students to maintain conversations about Gaga’s song and
influential women. They are also required to communicate their understanding in a
presentation.

Quality learning environment

2.1 Explicit quality criteria

1–2–3–4–5 Comments: There is no mention of the quality of the work that should be presented.

2.2 Engagement
1–2–3–4–5 Comments: This is a highly engaging lesson at it requires all students to participate equally to
create a presentation.

2.3 High expectations

1–2–3–4–5 Comments: The lesson does not communicate the expectations of the students, and there is no
mention of conceptual risk.

2.4 Social support

1–2–3–4–5 Comments: There is no specific mention of social support or mutual respect. However,
students are required to work collaboratively which suggests engaging in social support.

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2.5 Students’ self-regulation

1–2–3–4–5 Comments: The students are highly self-regulated as they assign each other to roles and work
on their presentation independently.

2.6 Student direction

1–2–3–4–5 Comments: There is high student direction as they are responsible for selecting how to present
their work, which area they will present on and the role they will take on.

3 Significance

3.1 Background knowledge

1–2–3–4–5 Comments: There is no mention of background knowledge. However, it is assumed that

students are competent in using ICT devices.

3.2 Cultural knowledge

1–2–3–4–5 Comments: There is no reference to cultural knowledge. However, students may discuss the
diverse social groups (sex, gender, ethnicity and race) referenced in Gaga’s song.

3.3 Knowledge integration

1–2–3–4–5 Comments: Students effectively integrate knowledge from ICT/technology classes.

3.4 Inclusivity

1–2–3–4–5 Comments: This lesson includes and values all members of the mixed ability class, as everyone
has a role in creating the presentation.

3.5 Connectedness

1–2–3–4–5 Comments: The lesson does not rely on the application of school knowledge in real life
contexts. It also does not give the students the opportunity to share their work with people
outside the classroom.

3.6 Narrative

1–2–3–4–5 Comments: There is no reference to narrative to enrich students understanding.

Section 3: Identifying Areas for Improvement

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

APST
1) 1.3 Students with diverse linguistic, cultural, 2) 3.1 establishing challenging learning goals
religious and socioeconomic backgrounds

QT model

1) 2.3 High Expectations 2) 1.4 Higher Order Thinking

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Lesson Plan

Topic area: English Stage of Learner: Stage 5 Syllabus Pages: 16, 142, 146,
148
Date: 15/05/2017 Location Booked: Lesson Number: 1/10
English Classroom
Time: 60 minutes Total Number of students: 25 Printing/preparation
• Slides of
Influential female figures.
• Role cards.
• Goals.
• Syllabus outcomes.
• Groups based on
Students abilities.
• Scaffold on influential
females (are they influential?
why/why not?).
• Exemplar Presentation.
• Scaffold of what is to be in
the presentation.
• Presentation checklist.
• Student self reflection sheet.

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Informal formative 2 The controversy of Lady Work collaboratively to
EN5-5C minute presentation Gaga’s song ‘Born This determine what the
EN5-7D on the controversy Way’ and the world ramifications are of
EN5- 8D surrounding Lady views, value systems and Lady Gaga’s song ‘Born
Gaga’s song ‘Born the social, cultural and This Way’, and what
This Way’. historical contexts that may have caused the
may have influenced the controversy.
response to this song.
Cross Curriculum themes & General Explicit subject specific concepts and skills

• ICT capability - Imovie, Final Cut Pro,
Voicethread, Educreations, Prezi,
Glogster, Animoto, Puppet Pals.
• Researching social, cultural and
historical contexts that may
influence responses to this song.
• How social cultural and historical contexts
may influence responses to texts.
• How texts reflect specific value systems
• How texts work to empower or oppress.
• Composing and delivering multimedia
presentation.

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Time Teaching and learning actions
Intro Introduction
• Students are made aware of the
explicit learning outcomes,
learning goals and the teacher’s
expectations which are based on
5 minutes the range of students’ abilities in
the class and the NSW Stage 5
curriculum and syllabus.
• Teacher displays these on the
white board for the entire lesson
for students to refer to.
Body • Presents students with questions
asking what constitutes an
influential female figure, as
students with diverse languages
and religions may have different
ideas.
• Provide students with a scaffold
of the person’s name (Are they
10 influential? Why?) with one
minutes section filled in to provide
students with an example.
• Presents ‘recognisable’ female
figures on the Smart Board.
Students raise their hand if they
agree that they are influential.
• Students discuss in pairs why or
why not this person is influential
and fill in their scaffold.
• Teacher finishes on an image of
Lady Gaga.
• Teacher facilitates discussion
regarding Gaga being listed as one
of the top most influential people
in 2010.
15 • Students discuss in pairs why they
minutes believe Gaga is/is not still
influential and then report back to
the class.
• Discusses what the task is and
how the students are to complete
it.
Organisation Centred
T/S
Teacher: Teacher writes Teacher
the outcomes, goals and
expectations on the Smart
Board.
Student: Understand the
outcomes, goals and
expectations.
Resources: Smart Board.
Teacher: Presents pre- Teacher
prepared slides of
influential female figures.
Student: What constitutes
a female figure? Consider
if the figure presented is
influential
Resources: Smart Board,
scaffold with the influential
figures name.
Teacher: Facilitates Teacher
discussion.
Student: Discuss in pairs
why/why not Gaga is
influential
Resources: Smart Board,
exemplar of previous
presentation, presentation
checklist, scaffold of
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• Provides students with explicit presentation.

instructions regarding minor
details that will go into the
presentation.
• Students provided with a checklist
for presentation to ensure they
have included all necessary
details.
• Discusses that the students are to
complete their presentation for
next lesson.
• Provide students with exemplar
presentation.
• Provide students with a scaffold
for the presentation.

• Teacher allocates groups based Teacher: Allocates groups, Student

on student’s mixed abilities. hands out cards with group
• Play the song with lyrics. roles.
• Discuss the content of the song.
• Teacher reminds the students of Student: Move into
the task and reinforces the allocated groups.
expectations, goals and outcomes
of the activity. Resources: Role cards,
5 minutes • Students are presented with a list Lady Gaga song ‘Born This
of roles required for the Way’
presentation (i.e. collecting
images, recording voice over). The
cards describe what each role
entails.
• Ask if students have any questions
to check their understanding.
• Students move into allocated
groups and decide who will take
on what role for the presentation.

• Students decide on what ICT Teacher: Assist students Student

methods they will create their
presentation on.
• Provides students with a retrieval
20 chart with headings to organise
minutes their research.
• Students use the internet to
research the controversy
surrounding Lady Gaga’s song.
• Students find information
surrounding value systems,
where needed. Provides
students with a retrieval
chart.
Student: In groups discuss
presentation
Resources: Students
chosen method of ICT, role
cards, retrieval chart.

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Hannah Rose – 18215452 – Design Assignment 2

worldview and social cultural and

historical contexts that may have
sparked particular responses to
the song.
• Students research international
responses to Gaga’s song from
people with diverse linguistic,
cultural, religious and
socioeconomic backgrounds.
• Students use the information
attained and recorded in their
retrieval chart to create a two
minute presentation.
• To develop higher order thinking,
students should incorporate their
own response into the
presentation and highlight how
this may alter if they were from a
different cultural or religious
background.
• Students discuss whether or not
their opinion of the song has
changed after conducting
research on the topic.

Conclusion • Students will use the remaining
time to discuss what needs to be
completed before the beginning
of next class.
• Teacher reminds students of the
5 minutes presentation expectations, goals
and outcomes.
• Students complete self reflection
on their group presentation.
Teacher: Uses Smart Board Student
to refer to expectations,
goals and outcomes.
Student: Understand what
is to be completed before
the next lesson.
Resources: Smart Board,
student’s ICT device, self
reflection sheet.

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Hannah Rose – 18215452 – Design Assignment 2

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

EN5-7D - Understands and
evaluates the diverse ways
texts can represent
personal and public worlds
Informal formative assessment - Students show
evidence of understanding and evaluating the ways
that Gaga’s song represent personal and public worlds

and world views.

EN5-8D - Questions, Informal formative assessment – Students have

challenges and evaluates
cultural assumptions in questioned, challenged and evaluated cultural
texts and their effects on
meaning. assumptions that are portrayed in Gaga’s song or have

sparked from responses to Gaga’s song.

EN5-5C - Thinks Informal formative assessment – evidence of

imaginatively, creatively,
interpretively and critically imaginative, creative and critical information that
about information and
increasingly complex ideas discusses the responses and complex ideas highlighted
and arguments to respond
to and compose texts in a Gaga’s song “Born This Way.”
range of contexts

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?

The key risk issues that may appear in this lesson are students misusing and

researching inappropriate content on the ICT devices. In an attempt to

reduce the misuse of technology the teacher makes students aware of the

school developed guidelines and procedures (NSW department of Education,

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2014) relating to technology use in the classroom. As the teacher discusses

the nature, scope and ethical use of ICT that are enforced to create effective

learning and teaching and a positive classroom environment (NSW

Department of Education, 2014) this risk is reduced. In order to further the

this risk the teacher will have evaluated the text and the technology to

ensure it is appropriate for the audience.

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Academic Justification

The modifications made to the initial lesson plan improve the areas of high

expectations and higher order thinking tasks. These alterations also attempt to

establish challenging learning goals and provide adequate tasks for students with

diverse linguistic, cultural, religious and socioeconomic backgrounds. These changes

have been made in relation to the Quality Teaching model and the Australian

Professional Standards for Teachers.

The Quality Teaching model is “an approach to improving teaching with the potential

to genuinely address questions of how to achieve the necessary professional

learning to improve pedagogical practice’”(Gore, 2007, p.16). The Quality Teaching

Model is used to increase the teacher’s expectations of students. The modified

lesson plan achieves high expectations through outlining, displaying and referring to

the teacher’s expectations of the students’ throughout the lesson. This reinforces

and reminds students of the importance of having and meeting high expectations.

Evidently, this modification aligns with best teaching practice as students often rise

or fall based on the expectations placed on them (Gore, 2007). Having high

expectations reminds teachers not to place labels on their students that may reduce

their expectations; as well as providing motivation for their students (Gore, 2007).

According to Allison and Tharby (2015) expert teaching and best teaching practice

requires the teacher and students to have high expectations of what students can

achieve as having the highest possible expectations of them is what allows students

to excel past their current ability.

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The original lesson plan did not implement higher-order thinking. Through

modifications that included scaffolds, exemplars, examples and checklists, students

are now able to “organise, reorganize, apply, analyse, synthesise and evaluate

knowledge and information” (NSW Department of Education, 2003, p.11), which are

the skills necessary for higher-order thinking. The lesson plan now requires higher

order thinking as the students must manipulate, interpret and synthesise (NSW

Department of Education, 2003) their ideas to create a presentation. This

modification aligns with best teaching practice as it improves students thinking as

they must consider their own responses to Gaga’s song along with those of others.

Their thinking is strengthened and considered higher order when their responses are

combined with those of other students to form part of their presentation.

Other modifications have been made in response to the Australian Professional

Standards for Teachers (2011) which have been designed to explicitly outline the

elements involved in high quality teaching (Australian Institute for Teaching and

School Leadership, 2011) and raise the status of the profession (Nelson, 2013). The

first area of the APST that has been altered in the lesson plan is establishing

challenging learning goals. These have been achieved by setting explicit, challenging

and achievable instructions and goals. The learning goals are now presented on the

smart board to inform the learners of the quality of performance that needs to be

attained (Timperely & Parr, 2009). The clear and accessible learning outcomes, along

with the guidance from their teacher allow students to complete their task to a

higher standard. This is because providing goals for students to reach ‘often fosters

intrinsic motivation and a preference for more challenging work’ (Timperely & Parr,

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2009, p.43). Providing goals also gives them a standard to reach. In a mixed ability

class with students who may come from a range of diverse linguistic, cultural

backgrounds the set task may be challenging. However, the challenges are now able

to be met with the breaking down of the lesson (Allison & Tharby, 2015) through

explicit instructions, and relevant resources and challenging learning goals.

The modifications were designed to engage students from a range of diverse

linguistic, cultural, religious and socioeconomic backgrounds. For these minority

groups “Education often functions as a form of oppression “(Ullman, p.8) as tasks

can be targeted above their capabilities. The structured scaffolds and exemplars

allowed for the initial lesson plan to be translated into workable classroom activities

where the goals of the lesson and how students were to achieve them were clearly

outlined (Mutton, Hagger & Burns, 2011). The class discussion on what they believed

constitutes an influential female also allows students to better understand their

peers and how different opinions are shaped by each individual’s experience.

During the planning and modification of this lesson, changes were made to reflect

best teaching practice. The alterations were made in relation to the Quality Teaching

Model and The Australian Professional Standards for Teachers. The areas

improvements are essential as they not only ensure that all students are fully

included and engaged in the lesson, however, they also ensure that all students,

regardless of their ability have the resources and support to complete the task.

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Reference

Australian Curriculum Lessons. (2012). Going Gaga. Retrieved from

http://www.australiancurriculumlessons.com.au/2012/10/14/going-gaga/.

Allison, S., & Tharby, A. (2015). Making Every Lesson Count, Six Principles to
Support Great Teaching and Learning. Crown House Public Limited.

Australian Institute for Teaching and School Leadership. (2011). Australian

Professional Standards for Teachers. Retrieved from
http://www.aitsl.edu.au/australian-professional-standards-for-
teachers/standards/list.

Board of Studies NSW (2012). NSW Syllabus for the Australian curriculum. Retrieved
from
http://syllabus.nesa.nsw.edu.au/assets/englishk10/downloads/englishk10_fu
ll.pdf.

Ferfolja, T., Jones, C., & Ullman, J. (2015). The Unseen Half, In Ferfoljam T., Jones, C.,
& Ullman, J (Eds.), Understanding Sociological Theory for Educational
Practices (pp.1-20). Port Melbourne, Victoria: Cambrdge University Press.

Gore, J. (2007). Improving Pedagogy. The challenges of moving teachers toward

higher levels of quality teaching. In Butcher and McDonald (Eds.), Making a
difference: Challenges for teaching, teaching and teachers education (pp.15-
33). Rotterdamn, The Netherlands: Sense Publishers.

Nelson, J. (2013). The Australian professional standards for teachers: Are they the
best drivers?, Australian Educational Leader, Vol. 35:4, 21-23.

NSW Department of Education. (2014). Student Welfare Policy. (Reference No.

PD/2002/0052/V01) Retrieved from https://education.nsw.gov.au/policy-
library/policies/student-welfare-policy?refid=285835.

NSW Department of Education. (2014). Student Bring your Own Device Policy.
(Reference No. PD/2013/0458/V01) Retrieved from
https://education.nsw.gov.au/policy-library/policies/student-bring-your-
own-device-policy-byod?refid=285859

NSW Deperatment of Education and Training. (2003). A Classroom Practice Guide,

Professional Support and Curriculum Directorate.

NSW Department of Education and Training. (2003). Quality Teaching in Public

Schools Discussion Paper, Professional Support and Curriculum Directorate.

Mutton, T., Hagger, H., & Burn, K. (2011). Learning to Plan, Planning to Learn: the
developing expertise of beginning teachers, Teachers and Teaching Theory
and Practice , 17:4, 399-416 DOI:10.1080/13540602.2011.580516.

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Timperley, H., & Parr, J. (2009) What is this lesson about? Instructional processes and
student understandings in writing classrooms, The Curriculum Journal, 20:1,
43-60, DOI: 10.1080/09585170902763999

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