Assignment Cover Sheet

School of Education

Student details

Student name: Adam Duffey Student ID number: 17764865

Unit and tutorial details

Unit name: Designing Teaching and Learning 1 Unit number: 102086

Tutorial group: Tutorial day and time: Wednesday 9am
Lecturer or Tutor name: Garry Pursehouse

Assignment details

Title: Asessment 1 Designing Teaching and Learning

Length: 1802 words Due date: 29th March 2016 Date submitted: 29th March 2016
Home campus (where you are enrolled): Kingswood Campus

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Designing Teaching and Learning Assessment 1
Adam Duffey 17764865
It is recognised that effective teaching involves planning. When we plan a lesson as teachers we
decide what to teach and how to teach it.
Critically discuss how these decisions are determined by the four key factors of the Syllabus, diverse
student learning needs, previous assessment data and the Australian professional standards for
teachers.
Find a lesson plan from a reputable site such as BOSTES or design your own.
Analyse whether the four factors discussed in Part A inform your chosen lesson plan. Where the
above factors are included discuss how they inform the lesson plan and if some of the factors are
not considered in the lesson plan discuss how you would incorporate them to improve the lesson
plan.

Essay

Effective teaching requires effective planning. This planning involves special consideration of four
key factors. These factors include the Syllabus, diverse student learning needs, previous assessment
data and the Australian Professional Standards for Teachers. This essay will also draw on how these
factors influenced the designing of a lesson plan; and whether these factors have been effectively
utilised.

Board of Studies Teaching and Educational Standards (BOSTES) is the governing body that
determines the syllabi for all New South Wales Kindergarten through to Year Twelve schools
(http://www.boardofstudies.nsw.edu.au/, 2016). The Syllabus contains all of the content
information that should be taught to students in a particular stage. It is important that teachers plan
their lessons in accordance with the syllabus, because the syllabus is designed to focus what
teachers teach their students. It allows teachers to openly identify the content that will be taught
over a term, or more specifically in a lesson (D.C Appleby, 1994). Knowledge itself is a continuing
process. The syllabus is designed in a way that allows for continual development of specific subjects
until a high level (High School Certificate) level is achieved (J. Derry, 2013). This is also why it is
important that lesson plans stick to the syllabus. There is a learning transition process, and this
scaffolding is important for student development (http://www.education.vic.gov.au/, 2016).

Not all students are the same. Every student has different learning needs, literacy levels and
potential disabilities. This effectively means that one teaching style may be effective for one student,
but may be ineffective for another. Therefore it is important that the lesson plan caters for these
diverse student needs. Effective teachers need to be effective in their approach and be flexible
enough to adapt to their students needs (C Marsh, 2014). Ryan and Cooper (2008) identified four
dominant learning styles. Concrete sequential, Abstract sequential, Abstract random and concrete
random. Each student may have one, or a combination of these learning styles. So it is important for
teachers to adapt to the varying learning styles of their students. Some students may prefer hands
on learning; others may prefer a more traditional text book approach for example. Teachers should
have various activities that take all - or at least some - of these learning styles into consideration of
the creation of their lesson plans to effectively teach students in their classes.

Previous assessment data aids teachers in the understanding of students current abilities. Teaching
follows a linear pattern, which is noted in Vygotskys Zone of Proximal Development theory (J. Derry,
2013). This data allows teachers to identify the levels that their students are at. Previous assessment
data could be the NAPLAN test; however it could be something simple like a quiz at the end of a
lesson. These quizzes can quickly tell a teacher if students had understood the concepts learned in
that lesson. If the teacher identified that the student didnt learn the concepts, this information
would then aid the next lesson plan for that class.

The last key factor discussed in this essay is the National Professional Standards for Teachers. These
standards are determined by the Australian Institute for Teaching and School Leadership (AITSL).
These standards define the work of teachers and make explicit elements of high-quality, effective
teaching in 21st century schools that will improve educational outcomes for students.
(http://www.aitsl.edu.au/, 2016). These standards are designed to ensure educators reach and
maintain a minimum of a graduate level of teaching. Lesson plans must take these standards of
professional knowledge, professional practice and professional engagement into consideration for
the betterment of the teachers students, and their colleagues.

The lesson plan discussed in this essay is based on a Year Eight English class focused on Australian
History (CarmelGrace, 2013). This lesson can also be applied to Year Six English and Year Ten History.
However for the focus of this discussion, this lesson plan will be focused on a Year Eight English class
context. The lesson involves offering a gift, before taking it away to allow the students to sympathise
with the indigenous Australian mothers who had their children taken away in relation to the stolen
generation.

Firstly, the lesson plan does utilise the syllabus in its creation. Specific outcomes from the syllabus
are identified in this lesson plan such as ACELT1806, ACELY1736, ACELY1810, ACELY1738, and
ACELA1547. These outcomes are achieved through the discussion of Indigenous Australians cultural
heritage and the use of technologies. This lesson however does utilise some deception. The lesson is
based on offering, then retracting a gift. It helps to show this level of abstract thinking, which may
not be currently present in all year 8 students. However, the concept is very solid, and most students
should understand, and sympathise with the Indigenous mothers. The only flaw with this specific
example is that it requires a pre-existing lesson. If the lesson plan stated the revision of a previous
lesson, overall the plan would be slightly more effective. This lesson plan is effectively informed by
the Syllabus, through the use of key learning outcomes directly from the Syllabus.

As previously stated, it is important for teachers to cater to students various learning needs. For
most students, this lesson plan will effectively teach students about Australian History and inter-
cultural values. However students with mental disabilities may find this lesson deceptive and
offensive. The concept of offering, then retracting a gift is fine for students who are beginning to
understand abstract thinking, and is certainly fine for adults. However students with disabilities may
be confused and angered by the thought of a gift being taken away. For some context for this
argument, young children would certainly get offended if you took away a birthday present after
offering it. It may be difficult for some students to apply this information to the broader concept of
the Stolen Generations. This lesson is aimed at students who are beginning to think in an abstract
way. The removal of the gift creates the right mental result to create sympathy for the Indigenous
Australian mothers, however ethically this could negatively impact on the students short term
mental health. Students who lack this cognitive development may find this lesson challenging and
possibly offensive. However this lesson does offer various learning styles and techniques. It offers
the written Narrative Rabbit Proof Fence, the film as well as an aural discussion of the text. There
is also the hands-on learning of the gift. This lesson does cater for all learning styles. The only
question is whether it is entirely ethical for students with specific disabilities.

This lesson requires some previous scaffolding for the best result. Students must have read Doris
Pilkingtons Rabbit Proof Fence or watched the adapted film directed by Phillip Noyce. Previous
assessment data would aid in ensuring students understand this part of Australias History. It is very
possible that the Twenty minute start to the lesson involves some discussion of Rabbit Proof Fence;
asking the students about what they think of the film in relation to character development and the
context of the narrative. This lesson plan is informed by previous assessment data. There is some
required knowledge that helps continue the understandings of Australian culture and history. This
information is acknowledged in the lesson plan, which allows teachers to effectively utilise these
methods.

This lesson plan however does not fully comply with the Australian Professional Standards for
teachers. Focus area 1.6 Demonstrate broad understanding of legislative requirements and
teaching strategies that support participation and learning of students with a disability.
(http://www.aitsl.edu.au/, 2016) As previously mentioned in regards to students diverse needs,
some students may not understand, or be angered by the concept of offering then retracting a gift.
This lesson plan does however cater specifically to some focus areas. These focus areas include 1.4
Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and
linguistic background on the education of students from Aboriginal and Torres Strait Islander
backgrounds, 2.3 Use Curriculum, assessment, and reporting knowledge to design learning
sequences and lesson plans, 2.6 Implement teaching strategies for using ICT to expand curriculum
learning opportunities for students. These are just some of the compliances with the Australian
Professional Standards for Teaching. The use of technology and sympathy towards Indigenous
Australian peoples creates a solid lesson for most students. The concept of offering, then retracting
a gift does have its ethical issues however it is extremely important that children understand this
dark side of Australian History and its continual impact on Australia today. It is very clear that this
lesson plan was made in respect of the Australian Professional Standards for teachers. These
standards are effectively used to create a very strong and memorable lesson.

Overall this is a very effective lesson plan. It caters for the Syllabus, different student needs, previous
assessment data and the Australian Professional Standards for Teachers. The only concern with this
plan is simply the ethics of offering, then retracting a gift. However this approach will definitely
create the desired mental understanding of Indigenous Australian Mothers who lost their children in
relation to the Stolen Generation. These four key concepts are vital for teachers to create effective
lesson plans. It is important that teachers are continually informed by these factors in the creation of
their own lesson plans in the future.
Summary of Lesson Plan:
This lesson is an attempt at creating empathy for the Mothers who had their children
forcibly removed. This lesson was originally designed for a Year 8 English Class but could also
be adapted for other year levels and other Curriculum Areas, specifically History. It also
covers Cross-curriculum priorities. This lesson has been tested and has worked extremely
well. It can be quite emotionally challenging for the Teacher and the students.

Australian Curriculum Links:

Cross-Curriculum Priorities: Aboriginal and Torres Strait Islander Histories and Cultures

Australia has two distinct Indigenous groups, Aboriginal Peoples and Torres Strait Islander
Peoples.
Aboriginal and Torres Strait Islander Peoples have lived in Australia for tens of thousands of
years and experiences can be viewed through historical, social and political lenses.
Aboriginal and Torres Strait Islander Peoples have sophisticated family and kinship
structures.

Year 6 History: Australia as a Nation

Experiences of Australian democracy and citizenship, including the status and rights of
Aboriginal people and/or Torres Strait Islanders, migrants, women, and children.
(ACHHK114)

Year 10 History: Depth Studies (Rights and Freedoms 1945 through to present)

Background to the struggle of Aboriginal and Torres Strait Islander peoples for rights and
freedoms before 1965, including the 1938 Day of Mourning and the Stolen Generations
(ACDSEH104)

Year 8 English:

Explore the interconnectedness of Country and Place, People, Identity and Culture in texts
including those by Aboriginal and Torres Strait Islander authors (ACELT1806)
Create imaginative, informative and persuasive texts that raise issues, report events and
advance opinions, using deliberate language and textual choices, and including digital
elements as appropriate (ACELY1736)
Experiment with text structures and language features to refine and clarify ideas to improve
the effectiveness of students own texts (ACELY1810)
Use a range of software, including word processing programs, to create, edit and publish
texts imaginatively (ACELY1738)
Recognise that vocabulary choices contribute to the specificity, abstraction and style of texts
(ACELA1547)

Lesson Plan Sequence:

Before the lesson:
 Students will have read Doris Pilkingtons Rabbit Proof Fence or viewed the film
adaptation directed by Phillip Noyce.
Wrap up gifts ( anything at all: books, glue sticks, spoons, pens, anything at all) making sure
that the sizes are varied and that there is one for every student in the class.
Put each students name onto one of the gifts.
Before the students arrive, place all of the gifts onto a desk/table at the front of the room
and cover them with a cloth.

Introduction:

As you start the lesson, tell the students that because you have been really pleased with the
work they have been doing etc . . . (talk it up!) You have decided to get each of them a
present.
Uncover the gifts.
A few at a time, students can come out and look/check to see if there is one there with their
name on it.
They can only look, they must not touch!
Tell them that in order to avoid distractions throughout the lesson, theyll be receiving their
gifts at the end of the lesson.

Body:

Have as normal a lesson as you can, doing something/anything unrelated to The Stolen
Generations, leaving about 15-20 minutes for the next part of the gifting process.
Now tell them (they may take some convincing) that youve decided not to give them the
gifts. Cover the gifts up. Ask the students to write down how they feel about this decision!
Explain to them:
o These gifts were never really theirs.
o Before this lesson, they didnt even know that their gift existed.
o They dont even know whats inside the package with their name on it.
o Yet when they were told that they were not going to receive it, they felt all of these
horrible feelings.
Get some students to share what they wrote . . . angry, sad, betrayed, furious etc.
Remind them now about The Stolen Generations.
The students felt angry, sad, betrayed etc when something that wasnt even really theirs in
the first place was taken away. Something theyd only known about for about half an hour,
something that they hadnt even really seen let alone touched.
Now think, reflect, make posters, write: letters; poems; stories etc about this question:

Can we ever possibly imagine or understand the absolute despair that Mothers must have
felt when their children were taken away?

Conclusion:

Class discussion about what the students have learnt from this learning experience.

Assessment:
Anecdotal notes of students participation in discussion.
 Students work is displayed on a Sorry Wall created in the classroom where students work
is displayed.

Resources:
Wrapping paper
Scissors
Glue
Name tags
Pen/texta
Table/desk
Tablecloth
Gifts
 Reference List

Appleby, D. C. (1994) How to improve your teaching with the course syllabus. Retrieved from

http://www.psychologicalscience.org/index.php/publications/observer/1994/may-94/how-to-

improve-your-teaching-with-the-course-syllabus.html

Australian Institute for Teaching and School Leadership (2016) Australian Professional Standards for

teaching and learning. Retrieved from - http://www.aitsl.edu.au/australian-professional-standards-

for-teachers/standards/list

Board of Studies Teacher and Educational Standards (2016) Syllabuses. Retrieved from

http://www.boardofstudies.nsw.edu.au/syllabuses/

CarmelGrace (2013) The Stolen Generation Lesson Plan English and History mixed together.

Australian Curriculum Lessons. Retrieved from

http://www.australiancurriculumlessons.com.au/2013/08/12/the-stolen-generations-lesson-english-

and-history-mixed-together/

Derry, Jan (2013). Vygotsky : Philosophy and Education, p. 48. Retrieved from http://www.eblib.com

Dominant teaching styles: Ryan, K., &Cooper, J. (2008) Those who can, teach (9th ed.). Boston, MA:

Houghton Mifflin.
Marsh, C. J. (2014) Marshs Becoming a Teacher, p. 184-185. Pearson Australia.

Victorian Government, (2016) Literacy Professional Learning Resource Key Concepts AusVELS

Levels 7 to 10 Zone of proximal development and Scaffolding. Retrieved from

http://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/proflearn/P

ages/velszopds56.aspx