Student Name: Mohamed Deif

Student Number: 19066686

102086 - Designing Teaching &

Learning
Assignment 2
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: There was a specific focus on the key topic of “Ancient Rome” indicating the intention
to delve into deeper knowledge even if there is no prior knowledge amongst some students.

1.2 Deep understanding

1 – 2 – 3 – 4 – 5 Comments: Although Learning is teacher centred, group work allows room for groups of 5 to work
to gather evidence on “Ancient Rome”.

1.3 Problematic knowledge

1 – 2 – 3 – 4 – 5 Comments: Discussion is brief and only limited and controlled by the teacher’s perspective, no
time for open discussion and questioning.

1.4 Higher-order thinking

1 – 2 – 3 – 4 – 5 Comments: Since the lesson is planned to achieve and attain a set learning outcome, there is no
room for critical discussion and higher-order thinking.

1.5 Metalanguage

1 – 2 – 3 – 4 – 5 Comments: There will be a regular use of technical jargon and meta language throughout the
lesson since key historical terms are a focus of the lesson.

1.6 Substantive communication

1 – 2 – 3 – 4 – 5 Comments: There is consistent communication throughout the lesson, including a discussion with
the teacher at the end to make sure that students are immersed in their work throughout the lesson.

Quality learning environment

2.1 Explicit quality criteria

1 – 2 – 3 – 4 – 5 Comments: There is very little to no mention of the expected quality from the students, there is
only an outline of instructions on the work that out be done.

2.2 Engagement

1 – 2 – 3 – 4 – 5 Comments: All students are engaged, as there are multiple set tasks which require their attention
and will maintain their attention throughout the lesson.
 2.3 High expectations

1 – 2 – 3 – 4 – 5 Comments: There is no mention of expectation for student understanding, only the implied
expectation that students should finish their work.

2.4 Social support

1 – 2 – 3 – 4 – 5 Comments: There are some social support networks available during this lesson including peer
groups and the teacher themselves.

2.5 Students’ self-regulation

1 – 2 – 3 – 4 – 5 Comments: There is no mention of student self regulation or even teacher regulation in the class.

2.6 Student direction

1 – 2 – 3 – 4 – 5 Comments: Student learning is directed and determined by the teacher’s lesson plan and
instructions on the activities which are set out for them to complete.

3 Significance

3.1 Background knowledge

1 – 2 – 3 – 4 – 5 Comments: There is no assumption that there is background knowledge even if some students do
have some prior knowledge, lesson teaches the content from the very beginning.

3.2 Cultural knowledge

1 – 2 – 3 – 4 – 5 Comments: No mention or acknowledgement of different social or cultural groups in the class.

3.3 Knowledge integration

1 – 2 – 3 – 4 – 5 Comments: No explicit mention or suggestion of knowledge integration or cross-curricular

tintegration. This will be Bette explored in the lesson plan modification.

3.4 Inclusivity

1 – 2 – 3 – 4 – 5 Comments: EALD student are to use Google translate to assist with note-making and information
skills.

3.5 Connectedness

1 – 2 – 3 – 4 – 5 Comments: As far as we know, the lesson has no connectedness to anything beyond itself.

3.6 Narrative

1 – 2 – 4 – 4 – 5 Comments: There is some mention of narrative and linear understanding as the Direct instruction
part of the ls=esson contains questions which helps the students to understand the linear history of
“Ancient Rome”.

Identifying Areas for Improvement

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

QT model

1) High expectations 2) Student Self-regulation

3) Cultural Knowledge 4) Knowledge Integration

Lesson Plan Modification (Modified Lesson Plan)

Topic area: Ancient Rome Stage of Learner: 4 Syllabus Pages: 60

Date:01/08/2020 Location Booked: Lesson Number: 1 / 14

Computer Lab
Time: 60 minutes Total Number of students: Printing/preparation:
24 Glossary and Key Terms sheet

Outcomes Assessment Students learn Students learn to

about
Syllabus outcomes Lesson Sources and evidence in Evaluate sources,
assessment History. summarise key information
and use the information
HT4-2 describes major periods of The development and features process steps.
historical time - Informal
of the ancient society
and sequences events, people formative
and societies from assessment. Describe the key features of
the past  the ancient society
- Lesson Recap
Syllabus: HT 4.5
identifies the meaning, purpose
and context of historical sources

HT4-9 uses a range of historical

terms and
concepts when communicating
an understanding
of the past 

 HT4-10 selects and uses

appropriate oral, written, visual
and digital forms to communicate
about the past

Life Skills outcomes

 HTLS-11 uses historical
terms to describe the
past

 HTLS-13 selects and

uses a variety of
strategies to organise
and communicate
information about the
past

CCP & GCs subject specific concepts

- CCP & GCs - Knowledge of Ancient Roman history
- Literacy
- Read and understand
historical texts Discipline specific skills
- Use historical terms and - Understanding historical terms and themes, literacy skills as well as
concepts developing source analysis skills
 Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing 1.2 Deep Understanding 1.5 Metalanguage
deep understanding of important, substantive 1.3 Problematic 1.6 Substantive
concepts, skills and ideas. Such pedagogy treats knowledge communication
knowledge as something that requires active
construction and requires students to engage in
higher-order thinking and to communicate
substantively about what they are learning.

Quality Learning Environment 2.1 Explicit quality 2.4 Social Support

This refers to pedagogy that creates classrooms criteria 2.5 Student Self-regulation
where students and teachers work productively in 2.2 Engagement 2.6 Student direction
an environment clearly focused on learning. Such 2.3 High Expectations
pedagogy sets high and explicit expectations and
develops positive relationships between teacher
and students and among students.

Significance 3.1 Background 3.4 Inclusivity

This refers to pedagogy that helps make learning knowledge 3.5 Connectedness
more meaningful and important to students. Such 3.2 Cultural knowledge 3.6 Narrative
pedagogy draws clear connections with students’ 3.3 Knowledge
prior knowledge and identities, with contexts integration
outside of the classroom, and with multiple ways
of knowing all cultural perspective.

How the quality teaching elements you have identified are achieved within the lesson.
Teaching Indicators of presence in the lesson
element
1.2 Students will be taught to understand the key historical terms and
concepts used in this topics
1.5 Teaching of the key historical terms and concepts as well as the research
sources about the development and historical features of Ancient Rome
will get the students to use metalanguage & formative assessment.
Teacher will introduce the topic of ancient Rome and advise the students
2.3 that they are expected to produce high quality work during the lesson
within the time provided.

2.5 Students are given more room and freedom to direct their own learning
when completing their research and group work which focuses on a more
student centred approach rather than a teacher centred approach.
Time Teaching and learning actions
0-5 Students are to come into the class and settle
into their seating arrangements. Teacher is to call
out the role and outline the lesson expectations
as well as the success criteria and the learning
intention/outcomes.
5-15 Introduce the topic of Ancient Rome.
Ask students to leave a page in their workbooks
for a title page titled “Ancient Rome” and ask
students to find three pictures that they think
relate to the topic for homework. Ensure that
students write task in their diaries and advise
them that homework will be checked during the
next lesson.
Research and Inquiry activity: Teacher,
welcomes students again and explains that
students are going to research sources about the
development and historical features of Ancient
Rome as well note down Key historical terms and
concepts regarding Ancient Rome.
Key inquiry questions which students should
answer from this activity should include:
· Who is?
· When did this happen?
· How did this change of develop the
society?
· Why did this happen?
· What effect did this have?
Students are to investigate these questions on
their own at first by using the computers which
have been provided to them in the computer lab.
They are to enter their findings into the google
doc that is set up by the teacher as a form of
formative assessment.
15-35 Source Analysis Research Group
Activity
· Students in groups of 2, are to
explore and use a template that is
provided to them to collect evidence
from a range of primary, secondary,
text and website sources.
· Students are to engage with ICT and
share notes to develop and organise
their findings.
· Students are to consider the
Organisation Centred
T/S
Teacher: Teacher is to call out
the role and outline the lesson
expectations as well as the
success criteria and the learning
intention/outcomes.
Student: Follow instructions so
as to understand the lesson
direction.
Resources: Computer lab swell
as a projector and a smart
board.
Teacher: Is to provide students
with instructions on how to
complete their tasks that is
required to be completed and
uploaded to google docs for
formative assessment.
Teacher is to also advise of
learning outcomes and high
expectations from students to
ensure there is a goal being
worked towards.
Student: Are to follow
Instructions to complete their
research activity.
Resources: Computer Lab,
computers for research
Teacher:
Is again to provide students with
instructions on how to complete
their tasks that is required to be
completed and uploaded to
google docs for formative
assessment.
Teacher is to also advise of
learning outcomes and high
expectations from students to
ensure there is a goal being
worked towards
 reliability and usefulness of the
information from the sources. Student:
· Adjustment- EALD student to use Are to follow Instructions to complete
Google translate to assist with note- their research activity within their
making and information skills. groups of 2.
· Students are to upload their findings
Resources: Computer lab and source
to google docs as a form of formative analysis activity template
assessment.
35-45 Class Discussion and Questioning Teacher: Facilitate answer
· Students are to organise their findings string and Cass discussion
and share their answers amongst their
peers so as to share different answers. Student: Engage in class
· Collaborate on how they will develop their discussion.
assignments around key ideas, terms and
concepts with teacher. Resources:
· Brief class discussion between students
and the teacher will ensue so as to
summarise and clarify how they have
used the Information Process Skills to
identify, summarise, organise, analyse
and evaluate sources about Ancient
Rome.

45-55 Short Clip Teacher: Display Youtube clip

• Show students a short clip from youtube on smart board for students to
introducing and shortly summarising Ancient watch.
Rome. Pause at some intervals and ask
questions to students. Student: Watch clip

https://www.youtube.com/watch?v=GXoEpNjgKzg Resources:https://www.youtub
e.com/watch?v=GXoEpNjgKzg

55-60 Lesson Feedback Teacher: Instruct students to complete

feedback sheet
Ask students to provide feedback on lesson. Revise learning
intention and ee wether learning outcomes and goals have Student: Complete feedback sheet
been achieved.
Resources: Feedback sheet
Remind students of homework, pack up and dismiss the class.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

HT. 4.2 Research regarding the key inquiry questions and the
key terms will accelerate there understanding and may
help the students realise that they may have some
prior background knowledge
HT. 4.5 The questioning of the students throughout the lesson
will help their understanding as the lesson progresses.

HT. 4.9 Students will gain an understanding of new concepts

and methods though their research and their source
analysis activities.
HT. 4.10 Students learning of new concepts will be helped by
ICT activities
Other considerations

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

Graduate Evidence within this lesson

Standards

1.1 Students previous knowledge may be used in their peer activity, their progress during
the activity and their capabilities to work with other students will be monitored by me

2.1 The topic is started with a basic and introduction, their understanding is further
through their research and inquiry activity.

2.6 ICT was used as a crucial part of this lesson. It was required for research as well as
used as a submission tool for formative assessment.

3.5 Explicit instructions were given t students and were expected to be followed
throughout the lesson

4.1 Students were expected to provide answers and responses to all tasks seeing s there
is a formative assessment

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

- Student movement around the class could be a risk especially since it

is a computer ab with lots of wiring, thus strict expectations of
behaviour should be made clear to students and student movement
should be minimised and should only move after asking permission
from the teacher.

- Students with possible impairments such auditory, visual and cognitive

impairments are to be given priority seating in front of the classroom
so that they may have more direct access to the teacher.

- All bags to be placed outside in students’ lockers to ensure that there

are no tripping hazards

- School administration and IT support will ensure that there are no

exposed or running cables in the classroom to pose as a tripping or
electrocution hazard.

- Students are not to have any water, liquids or food of any type near
the computers or in the class to avoid electrocution hazards.
Academic Justification

This academic justification will discuss the modifications and improvements that were
made to the original lesson that was provided in the assignment. Throughout the
years many educational scholars and historians have agreed that didactic teacher
based learning or teacher based assessment (TBA) has been the dominant mode of
education delivery world wide and according to scholars and researchers, this method
is quite ‘problematic’ (Davison & Leung, 2012). Teacher based learning is a form of
learning which focuses on students solely listening to teachers reading or explaining
the content, has been the dominant mode of delivery for education world wide .
Ultimately, the modification of the lesson plan on Ancient Rome aims to avoid this
teacher based learning and instead promote a student centred learning method.

Student-centred learning refers to a form of learning which gives school students

opportunities to follow instructions by undergoing learning activities amongst
themselves in small groups and participate more actively in class discussions with the
ultimate aim being to maintain student interest in their lessons (Brandes & Ginnis,
1986). This is actively achieved in the modified lesson plan as students are placed in
pairs of two in order to finish their task. The lesson plan has been modified to
incorporate airs of two instead of groups of 5 as scholars agree that although group
learning can be effective, it is still important to maintain discipline within these group
to ensure effective which would be much Moree achievable in gross of two instead of
large group of five (Baeten et al. 2010).
In addition to this, the modified lesson plan also incorporates some aspects of inquiry
based learning (IBL) as there is an inquiry activity in the modified lesson plan.
Similarly to student based learning, IBL takes an approach which places the student at
the centre of the learning method by allowing students to ask questions abut their
learning and thus stimulating their curiosity regarding their learning topic (Cara et al.
2009). IBL is a key part of the lesson plan as there is a research inquiry activity and
another source analysis research task which will develop students critical skills when
thinking about the history of the past when looking at sources from different
perspectives with different motives and reliabilities. This task also has a collaborative
aspect as the students must complete their task in pairs which fulfils another criteria
of the IBL approach.

The four areas which have been modified for this History lesson plan are also justified,
as they were modified following the APST strands, 1.1 and 2.6 which is Information
and Communication Technology (ICT) as well as other strands from the QT framework
model including 1.2 and 2,3. Ultimately, this modified lesson with its pedagogical
modifications ensures a more holistic history lesson as it fulfils the criteria set out by
APST and the QT more effectively.

One of the most noticeable modifications in the lesson plan is the incorporation of ICT
which fulfils APST strand 2.6, “teaching strategies must be implemented for using ICT
to expand curriculum learning opportunities for students” (The Australian Professional
Standards for Teachers, 2011). This is an important modification of the lesson as the
use of ICT is seen as important by the APST as it will help student to develop their
computer skills to prepare them for a digitised future as well as accelerate effective
student learning and student communication via technology (Sweller et al. 1998). The
use of ICT also functions as a convenience to the lesson as it makes the facilitation of
a formative assessment may through the use of Google Docs.

Ultimately, these modifications were necessary as they ensured that the APST and QT
models were used as frameworks to inform the lesson plan. Furthermore, the
combined use of student centred learning and inquiry based learning in this lesson is
justified as it allows students to take a critical and libertarian approach to their work
all while maintaining discipline and expanding their knowledge on the topic of Ancient
Rome by facilitating critical research tasks, source analysis and class discussions to
provide an overall holistic approach to learning and education in this lesson.

References
AITSL. (2016). Australian Professional Standards for Teachers. Retrieved from
http://www.aitsl.edu.au

Davison, C., & Leung C. (2012). Current Issues in English Language Teacher‐Based
Assessment. Tesol Quarterly, 43(3), 393-415.

Brandes, D., & Ginnis., P. (1996). A Guide to Student-centred Learning. Nelson Thornes
Publishing.

Baeten, M., Kyndt, E., Struyven, K., Dochy, F. (2010). Using student-centred learning
environments to stimulate deep approaches to learning: Factors encouraging or
discouraging their effectiveness. Educational Research Review, 5(3), 243-260.

Cara, G., Brickman, P., Brittan, H., Armstrong, N. (2009). Effects of Inquiry-Based
Learning on Students' Science Literacy Skills and Confidence. International Journal for
the Scholarship of Teaching and Learning, 3(2).
Sweller, J., Chandler, P., Tierney,P., & Cooper,M. (1990). Cognitive load as a factor in
the structuring of technical material. Journal of Experimental Psychology: General,
119(2), 176-192.