Wsu Tpa D Jordan 18669233 pp2

WSU Teaching Performance Assessment (WSU_TPA)
School of Education
Master of Teaching (SECONDARY)
Instructions and Guidance Information

CONTENTS PAGE
SECTION 1: Purpose of the WSU Teaching Performance Assessment ............................................. 3

SECTION 2: Overview of Western Sydney Teaching Performance Assessment (WSU_TPA) ......... 3
SECTION 3: Roles and responsibilities.............................................................................................. 5
SECTION 4: ELEMENT 1 - FINAL PROFESSIONAL EXPERIENCE REPORT ........................... 8
SECTION 5: ELEMENT 2 - CASE STUDY REPORT .................................................................... 13
SECTION 6: ELEMENT 3 - PRESENTATION OF EVIDENCE .................................................... 67
SECTION 7: WSU Teaching Performance Assessment and assessment of Graduate Teaching
Standards ............................................................................................................................................ 68
SECTION 8: Element 2 Case study report aligned with Graduate Teaching Standards ................... 74
SECTION 9: Element 3 Presentation of evidence of teaching performance and impact on student
learning aligned with Graduate Teaching Standards ......................................................................... 76
WSU_Teaching Performance Assessment Guide M Teach Secondary 2

SECTION 1: Purpose of the WSU Teaching Performance Assessment
The WSU Teaching Performance Assessment (WSU_TPA) is a summative, capstone teaching performance
assessment. It is designed to assess Teacher Education Students (aka Pre-Service Teachers) teaching as
measured by the Australian Professional Standards for Teachers at the Graduate level (Australian Institute
for Teaching and School Leadership (AITSL), 2011). It has been developed in response to Program Standard
1.2 (AITSL, 2018, p. 10):
Program design and assessment processes require teacher education students to have successfully
completed a final-year teaching performance assessment prior to graduation that is shown to:
a) be a reflection of classroom teaching practice including the elements of planning, teaching,
assessing and reflecting
b) be a valid assessment that clearly assesses the content of the Graduate Teacher Standards
c) have clear, measurable and justifiable achievement criteria that discriminate between meeting
and not meeting the Graduate Teacher Standards
d) be a reliable assessment in which there are appropriate processes in place for ensuring
consistent scoring between assessors
e) include moderation processes that support consistent decision-making against the
achievement criteria.
The primary objective of the WSU_TPA is to authentically assess the capabilities of classroom readiness of
the teacher education students and in particular their impact on student learning.
Secondary objectives of the WSU_TPA include the opportunity for a Teacher Education Student to:
• illustrate their skills, knowledge and practices through evidence of their performance aligned to the
Graduate Teacher Standards.
• draw on the TPA evidence from their own practices to demonstrate:
o what they want students to learn
o how they will facilitate this learning
o how they will know if students have achieved this learning
• plan for future professional learning
Teacher Education students will undertake a summative authentic TPA in the final school placement unit as
a threshold task. Depending on course progression, and mode of study, this unit will be studied in the final
year of the course. Teacher Education students must satisfactorily achieve the required TPA threshold task
to pass their final professional experience school placement and in order to graduate.
The WSU_TPA assesses most, but not all of the Graduate Teacher Standards (Refer to Section 7 Matrix of
WSU Teaching Performance Assessment and assessment of Graduate Teaching Standards). The standards
that are not assessed in the WSU_TPA will be assessed elsewhere in the course of study evidenced in a
Teacher Education student’s learning portfolio.
SECTION 2: Overview of Western Sydney Teaching Performance Assessment (WSU_TPA)
The WSU_TPA is to be completed whilst Teacher Education Students are on their final school
professional experience placement in the nominated class. The WSU_TPA assessment is a multi-
faceted assessment which involves students undertaking a presentation that draws upon their
Professional Experience Report and Case Study Report to:
• Communicate what they have learnt about their own teaching across the teaching and
learning cycle: the use of student assessment data for planning, implementing teaching plans
and the impact of their teaching on students’ learning;
• Reflect on their teaching practice and the impact of their own teaching on student learning
• Self-assess and plan their own professional learning needs

• Demonstrate their achievement of the Graduate Teacher Standards
There are three components to the WSU_TPA:

Element 1: Professional Experience Report
Element 2: Case study report
Element 3: Presentation of evidence
Each of these components is outlined below.
Element 1: Professional Experience Report

Mentor teacher report on the Teacher Education Student based on teaching undertaken during the
professional experience block as outlined in the relevant Professional Experience Handbook, in a
nominated class against the Graduate Teacher Standards (GTS) (see example Section 4).
Element 2: Case study report (written submission on prescribed templates, See Section 5)
The case study report encompasses three key classroom events over a four-week period that enables
the Teacher Education Student to examine student learning in the classroom and the impact of their
teaching on student learning from a variety of theoretical and practical perspectives.
• The case study report consists of:
1. Situational Analysis: the school, class and community sociocultural background
2. Overview of the three Case Study Participants (students): socio-cultural background,
analysis from assessment data of student achievement and needs.
3. Three key classroom events, each with
a) Lesson plan
b) Pre-lesson Discussion form
c) Lesson observation feedback, including evaluation and reflection
d) Post Lesson Discussion form
4. Summary of Impact
5. Appendices
Element 3: Presentation of evidence (see Section 6)

In the presentation, the Teacher Education Student’s demonstrates fulfillment of the Graduate
Teacher Standards, an evaluation of their impact on student learning and the Teacher Education
Student’s classroom teaching readiness drawn from evidence in their Case Study Report based on the
three key classroom events and showing connections between assessment and relevant components
of the Standards.
The presentation of evidence will be assessed by a panel of assessors which will be composed of a
University Advisor and/or Unit Coordinator and/or school-based teacher. To gain a Satisfactory or
Exemplary Achievement grade for the WSU_TPA, students need to satisfactorily meet all criteria. The
assessment panel can ask probing questions during the presentation. If a student is Unsatisfactory,
they will have another opportunity to complete the presentation component at least 1 week after
their first attempt. If the student is still judged as Unsatisfactory they will then receive an
Unsatisfactory grade for the overall professional experience unit.
Marking criteria assesses Teacher Education students in the four areas of (See Section 6):
• Describe and analyse own teaching practices using artefacts and evidence
• Reflect on teaching practice and impact of own teaching on three students’ learning
• Plan for own professional learning
• Communicate professional learning

SECTION 3: Roles and responsibilities
Teacher Education Student (Pre-service teacher)

The successful completion of the WSU_TPA needs to be a key priority for Teacher Education Students (TES).
This can be facilitated through a pro-active, self-directed approach to continuous learning. TES need to
complete all elements of the WSU_TPA as it is an assessment item in the capstone professional experience
unit.
The TES need to ensure they understand the requirements for each element of the WSU_TPA. They are
responsible for ensuring they complete all elements of the WSU_TPA to a satisfactory standard to
demonstrate their ability to plan, teach, assess and reflect on their teaching practices, the impact their
teaching has on student learning and their understanding of the importance for continued professional
learning.
TES will need to:

• monitor their progress towards completion of all elements of the WUS_TPA
• take responsibility to ensure that they demonstrate achievement of the GTS as documented in the
satisfactory completion of their final professional experience placement, as evidenced in a
satisfactory assessment in their Final Professional Experience report (WSU_TPA Element 1).
• ensure they are pro-active in completing the Case Study Report (WSU_TPA Element 2) and the
associated tasks within their final professional experience placement over a minimum of 4 weeks,
dependent on their program. Section 5 include the details of the Case Study Report, associated
tasks and templates.
• prepare a 15 – 20 minute presentation of evidence (WSU_TPA Element 3), based on their Case
Study Report which will be assessed by a panel of assessors be composed of a University Advisor
and/or Unit Coordinator and/or school-based teacher
• taking into consideration the marking criteria outlined in Section 6, to demonstrate their teaching
performance and achievement of GTS (see Section 7) in the preparation of their presentation of
evidence.
• seek assistance from mentor teacher, university advisor, unit coordinator and/or professional
experience course advisor (PE-ACA) as required and in accordance with their roles and
responsibilities
• access available support services and educational resources as required
• familiarise themselves with relevant technologies, including electronic learning portfolio
• Comply with the expectations and requirements for undertaking the WSU_TPA, such as behaving
ethically, maintaining confidentiality and gaining consent from a caregiver or guardian prior to
including a student as a focus student.
• Take responsibility for the completion and submission of all documentation associated with the
WSU_TPA prior to their presentation of evidence.
Mentor teachers
Professional Experience is a learning experience for TES and thus to learn and improve they need feedback
on both their successes and failures. It is important that TES are supported and provided with feedback on
all steps of the planning and teaching cycle.
The role of mentor teachers during professional experience placement is to support and guide TES by:

• providing information about the social, emotional and academic achievements and needs of
students in the class
• providing advice on lesson planning, content, resources, strategies and preparation to meet the
needs of students, student learning outcomes and syllabus outcomes
• observing
• providing feedback and suggestions to help improve a lesson
• observing the lesson, recording observations and completing written feedback on the lesson
• discussing the lesson after implementation, sharing feedback, answering questions, providing
advice and planning for future lesson/s
• preparing the final professional experience report
• liaise with university advisor and/or unit coordinator and/or PE-ACA regarding how to best
coordinate support for the TES
Mentor teachers will have an indirect role in supporting the TES to undertake the WSU_TPA during their
final professional experience in relation to Element 2: Case Study Report and Element 3: Presentation of
evidence. Although the WSU_TPA is marked at the university, Mentor Teachers can support TES in the
process by:
• familiarising themselves with the WSU_TPA, in particular the tasks associated with Element 2: Case
Study Report
• understanding the relationship of the final professional experience report to the WSU_TPA as a
complementing a TES demonstration of teaching performance
• assisting TES to incorporate the components of the Case Study Report and the associated tasks into
the timeframe of the final professional experience placement
• providing feedback and assessment reports to the university Professional Experience Office.
The ultimate responsibility for completing the summative teaching performance assessment lies with the
TES.
School professional experience coordinators

The roles and responsibilities of the school’s professional experience coordinator during professional
experience placement involves supporting Mentor Teachers who are supervising TES who are on their final
professional experience placement. While they do not have any direct role in supporting TES to undertake
the WSU_TPA, they can support TES in the process by:
• familiarising themselves with the WSU_TPA
• ensuring the TES are receiving appropriate support and mentoring from their Mentor Teacher;
• maintaining communication with the University Advisor and keep them up to date with any
placement changes.
Principals
While Principals have no direct role in supporting TES to undertake the WSU_TPA, they can support TES,
the Mentor Teachers and School Professional Experience Coordinator in the process by:
• familiarising themselves with the WSU_TPA
University advisors
The role of University Advisors is to support the TES to successfully complete their professional experience
placements and related tasks. University Advisors have an indirect role in supporting the TES to undertake
the WSU_TPA by:
• providing advice to the Mentor Teacher and TES
• working in partnership with the Mentor Teacher and School Professional Experience Coordinator to
provide the best possible professional experience for the TES, that demonstrates their teaching
performance and achievement of GTS

• ensuring that the school communities, in particular, the Mentor Teachers are informed of their role
in the WSU_TPA
• supporting the TES to manage their responsibilities and undertaking of Element 2: Case Study
Report
Unit coordinator/ Professional Experience Academic Course Advisor (PE-ACA)

The Unit Coordinator and PE-ACA work closely together to support the TES to successfully complete their
professional experience placements and related assessment tasks, including demonstration of achievement
of the GTS and WSU_TPA during the final professional experience placement. The Unit Coordinator/ PE-
ACA works in partnership with the University Advisors and School Professional Experience Coordinators to
provide the best possible professional experience for the TES and ensures that University Advisors are
informed of their role and the role of the Mentor Teacher in the WSU_TPA. It is their role to ensure that
TES understand:
• the purpose of the TPA
• the three elements of the WSU_TPA, as detailed in this document.
• The instructions for completing each element
• the timeframe for completion of each element
• the relationship of each element of the WSU_TPA to demonstrating achievement of their teaching
performance, impact on student learning and the GTS
• their roles and responsibilities in undertaking and completing the components of the WSU_TPA
• the roles and responsibilities of their Mentor Teacher, University Advisor, School Professional
• Experience Coordinator and the Unit Coordinator/PE_ACA
• the assessment of the WSU_TPA, including marking criteria
• strategies and supports to undertake the WSU_TPA

SECTION 4: ELEMENT 1 - FINAL PROFESSIONAL EXPERIENCE REPORT

SECTION 5: ELEMENT 2 - CASE STUDY REPORT
The case study report consists of the following components (see Case Study Template):
1. Situational Analysis: the school, class and community sociocultural background
2. Overview of the three Case Study Participants (students): socio-cultural background,
analysis from assessment data of student achievement and needs.
3. Three key classroom events, each with
a) Lesson plan
b) Pre-lesson Discussion form
c) Lesson observation feedback, including evaluation and reflection
d) Post Lesson Discussion form
4. Summary of Impact
5. Appendices
The three key classroom events are to be undertaken over a minimum of 4 weeks, depending on the
approved length of time for the final professional experience placement in the initial teacher education
degree. It is expected that a Teacher Education student will require at least 3-4 days, if not more, between
each of the key classroom events so they can plan their teaching based on student assessment, evaluation
of previous lesson and feedback from the Mentor Teacher.
Case study tasks

1. Prior to development and implementation of three key classroom events, select three Case
Study Participants (students) from students who have provided parent/caregiver consent in
consultation with the Mentor Teacher. The recruitment strategy will seek a representation of a
range of learning needs and abilities from the students invited to participate. The students’
consent and parent/guardian consent will be sought before confirming participation in the TPA
case study.
2. Observe, collect and interpret data about the students’ learning requirements and
achievement levels.
3. Discuss each case study students’ assessment data collected by the Mentor Teacher for each
student.
4. Negotiate with the Mentor Teacher the context of the three key classroom events, which
could be within a unit of work OR topic designed OR chosen from within the curriculum areas
of Primary Mathematics or Primary English or Primary Science & Technology.
5. Plan the student learning experiences for the first key classroom event based on the
interpretation of case study students’ assessment data, the classroom context, resources and
research, aligned to pedagogical content knowledge, relevant syllabus documents and
assessment for learning.
6. Complete the Pre-Lesson Discussion form and discuss with the Mentor Teacher.
7. Implement the first key classroom event and gather student data for assessment and
interpretation.
8. Reflect upon and evaluate lesson, and obtain feedback from the Mentor Teacher.
9. Complete the Post Lesson Observation form and discuss with the Mentor Teacher.
10. Based on interpretation of student data, reflection and evaluation of lesson, Mentor Teacher’s
feedback and Post Lesson Observation form, plan the student learning experiences for the
second key classroom event aligned to pedagogical content knowledge, syllabuses and
12. Implement the second key classroom event and gather student data for assessment and
interpretation.

13. Reflect upon and evaluate lesson, and obtain feedback from the Mentor Teacher.
14. Complete the Post Lesson Observation form and discuss with Mentor Teacher.
15. Based on interpretation of student data, reflection and evaluation of lesson, Mentor Teacher’s
feedback and Post Lesson Observation form, plan the student learning experiences for the
third key classroom event aligned to pedagogical content knowledge, syllabuses and
17. Implement the third key classroom event and gather student data for assessment and
interpretation.
18. Reflect upon and evaluate lesson, and obtain feedback from Mentor Teacher.
19. Complete the Post Lesson Observation form and discuss with the Mentor Teacher.
20. Complete the Summary of Impact form.
21. Finalise Case Study Report

Case Study Report
Name: Daniel Jordan Student Number: 18669233 Content
 Situational Analysis
 Professional Goals
Name of school: Cambridge Park High School  Case Study Report
 Overview of Participants
 Key Classroom Event 1
Address of school: Harrow Rd, Cambridge Park NSW 2747  Lesson Plan 1
 Pre-lesson Discussion Form 1
 Evaluated Lesson Plan 1
Phone number: (02) 4731 6722  Lesson 1 Observation Feedback
 Post Lesson Discussion Form 1
Professional School Principal: Kristine MacPhail  Key Classroom Event 2
Experience  Lesson Plan 2
Placement
Mentor Teacher/s: Magdalene Kamel  Evaluated Lesson Plan 2
 Lesson 2 Observation Feedback
URL: https://thedanjordan.weebly.com/  Key Classroom Event 3
 Lesson Plan 3
 Evaluated Lesson Plan 3
 Lesson 3 Observation Feedback
 Summary of Impact
 Supporting Appendices
 Caregivers’ consent forms
 Appendix 2 Class Expectations
 Appendix 3 School Index of Community
Socio-Educational Advantage and NAPLAN
data
 Appendix 4 [Lesson 1]
 Appendix 7 [Attendance Record]
Situational Analysis
Classroom/School/Community Information - Sociocultural background: Analysis/What does this information mean?
Cambridge Park is a suburb in Western Sydney under the greater Penrith In terms of the school community I knew I was joining the efforts of an
City Council jurisdiction. The community is predominately Australian born excellent team of educators to improve student’s skills and knowledge
(78%) with 57% of both parents born in Australia also. while seeking to make engaging learning materials and content.
Aboriginal and Torres Strait Islander people make up nearly 7% of the Since I was teaching an ancient history unit on Japan, I anticipated that
Cambridge Park community compared to the NSW average of around 3%. there may be relatively low background knowledge for students to draw
on and kept that front of mind as I planned my lessons and teaching
In terms of Tertiary education, only 9% of the community has been to strategies even before I could formatively test it.
University compared to the national average of 16%.
Since the school has a relatively high population of Indigenous background
Data taken from the 2016 Census: students, I considered this within the greater narrative of the story of
https://quickstats.censusdata.abs.gov.au/census_services/getproduct/cens feudal Japan, especially their first contact with Europeans.
us/2016/quickstat/SSC10768#:~:text=In%20the%202016%20Census%2C%2
0there,up%206.9%25%20of%20the%20population.&text=The%20median% While I had the opportunity to stream videos and display slides to
20age%20of%20people,State%20Suburbs)%20was%2035%20years. students, I had to be aware that my class didn’t have laptops or any other
devices and that their writing would be either in their books or on a
Cambridge Park High School naturally reflects the community that the worksheet or other resource.
students come from. According to ACARA’s My School data, the school has
a low socio-economic profile with two thirds of students being in the Finally, I sought to incorporate professional teaching standards as outlined
bottom quarter of the socio-educational advantage index. by the Australian Institute for Teaching and School Leadership (AITSL,
2018) throughout all of my course work.
The school has 682 enrolments (53% male and 47% female) with relatively
high absenteeism and suspension rates. 15% of the students are classified
as having indigenous backgrounds, although in many cases students would
not obviously appear to be of aboriginal or Torres strait descent. Despite
some of these deficits, students and staff are great and work hard to
achieve the most they can achieve.

2019 NAPLAN data indicates that students are in most cases ‘well below’
the Australian average in reading, writing, spelling, grammar and
numeracy.
Data taken from My School website:

https://www.myschool.edu.au/school/41835/naplan/results
The students I taught for this report were in a stage 4, year 8 class doing a
new unit of ancient history. The unit: ‘Japan Under the Shoguns’ was
developed and taught by myself for this practicum without any resources
provided while addressing all of the NESA Syllabus requirements. It was
completed over the course of five weeks during five classes per fortnight,
and I was required to keep a tight schedule to complete all syllabus
content. While a smart board was available for teaching, students did not
have access to their own devices.
The class (8HI3) overall was of mid-range ability with some behavioural
challenges and mixed student aptitude.
Professional Goals (4-6)

Goal 1 Ongoing evaluation and reflection
Deliver engaging content that encourages student learning and input as Date: 02/06/2020
well as retention of knowledge. My first teaching lesson for this subject allowed me to informally test
student background knowledge and general skill level. Used the cinematic
Strategies: trailer for ‘The Last Samurai’ as a hook for the unit, having been sure I
• Develop an engaging sequence of lessons that deliver unit content reviewed it first for suitability (7.1 Meet professional ethics and
through various media such as verbal, visual and video teaching responsibilities). Established the social structure of medieval Japan as well
methods. as the role of the Emperor, which would be re-tested and reiterated
• Take time to recap and summarise key points of the unit throughout the unit since it ends with the fall of the Shogun and
throughout each week. restoration of the Meiji Empire. Lesson was taught from the smartboard
• Use a mix of teacher lead and student directed learning. using my original slide deck, and this continued to be the main method
throughout each lesson.
Graduate Standards:
1.1 Demonstrate knowledge and understanding of physical, social and intellectual I did realise the literacy and history skills of the class were fairly low overall
development and characteristics of students and how these which I had to take into account as I developed my lessons. Additionally, of
may affect learning.
1.2 Demonstrate knowledge and understanding of research into how all the classes I taught during my placement, this class required the most
students learn and the implications for teaching. work to keep on task (4.3 Manage challenging behaviour).
1.5 Demonstrate knowledge and understanding of strategies for differentiating teaching
to meet the specific learning needs of students Date: 05/06/2020
across the full range of abilities. Students learnt daily life in Japan, especially for the peasant classes
2.1 Demonstrate knowledge and understanding of the concepts, substance and structure
including family, social order and entertainment. I set homework for
of the content and teaching strategies of the teaching area.
2.2 Organise content into an effective learning and teaching sequence. students to design their own kabuki masks which was fun although
2.3 Use curriculum, assessment and reporting knowledge to design learning sequences probably only completed by half the students. I was reminded to set
and lesson plans. expectations about what would happen if students didn’t follow
2.5 Know and understand literacy and numeracy teaching strategies and their application instructions. We also played ‘guess the weight of the Sumo Champion’ only
in teaching areas.
for the first guess to be within 3kg!
2.6 Implement teaching strategies for using ICT to expand curriculum learning
opportunities for students.
3.1 Set learning goals that provide achievable challenges for students of Date: 5/06/2020
varying abilities and characteristics. Students learnt about the sequencing of periods from Nara to Tokugawa as
3.2 Plan lesson sequences using knowledge of student learning, content outlined in the syllabus as well as the life of the samurai. I realised that the
and effective teaching strategies. class is not yet at a level where they can easily take notes during a
3.3 Include a range of teaching strategies.
3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in
presentation or video without scaffolds or staggered sectioning, so I
their learning. slowed everything down to go through answers together. I also recapped
3.5 Demonstrate a range of verbal and non- verbal communication strategies to support the period sequences with them several times throughout the unit. I need
student engagement. to be mindful of class pacing and what I can expect to be successful
4.1 Identify strategies to support inclusive student participation and engagement in completed as I prepare future lessons.
classroom activities.
4.5 Demonstrate an understanding of the relevant issues and the strategies available to
support the safe, responsible and ethical use of ICT in learning and teaching.

To develop for students an understanding of feudal Japanese culture and Date: 16/06/2020
its relation to both modern day Japan as well as the clash of cultures that Students in this lesson looked at the ‘Three Great Unifiers’ of Japan during
came with European contact. the period of the Shoguns and the emergence of the Tokugawa Shogunate.
The YouTube video we examined showed the students poems that are
Strategies: repeated by Japanese school children to this day to give them context for
• Teach students about daily life in feudal Japan, providing a base line the cultural links in Japanese society to the Shogun period.
for their culture.

• Explain foreign influences on Japan through religion, trade and Adding ‘Hattori Hanzo, master ninja’ to the pool of historical figures
warfare. explored help keep the class engaged and entertained will still learning key
• Provide examples of the ‘bushido code’ in a modern context. information. They could see modern day references such as the ‘Hattori
Hanzo Kenpo Karate School’ and other contemporary brands in Japan that
Graduate Standards: leverage this historical character. This lesson was a reminder that keeping
1.4 Demonstrate broad knowledge and understanding of the impact of some fun things in the mix of more ‘dry’ historical information can make a
culture, cultural identity and linguistic background on the education of big difference with class engagement (Quality teaching model 2.2
students from Aboriginal and Torres Strait Islander backgrounds. Engagement).
Date: 15/06/2020
By exploring the life of the samurai and the bushido code I was able to link
this to Japan in WWII with such historical sources as the use of the katana
sword by Japanese officers as well as the ‘kamikaze’ fighter pilots. Since
students had already drawn their own katana and samurai banners this
helped contextualise the bushido spirit in modern Japanese warfare.
Reminder for me to weave this throughout the teaching of the unit to link
concepts to modern Japan and the historical continuum.
Date: 29/06/2020
Students learnt about the arrival of the Portuguese and the huge impact it
would have on Japan. They got to look at the vastly disparate customs of
European versus Japanese women in the 16th century and then make a
connection between the samurai cultural perspective that they had learnt
throughout the unit and themselves as modern high school students. This
got them to think about how globalization has impacted culture, and we
looked at contemporary examples such as K-Pop. Students responded well
to the written task and came up with a variety of perspectives.
Finally, this led to an opportunity to think and talk about how indigenous
Australians would have felt and reacted to the arrival of the colonial
British, and consider the similarities and differences to that encounter by
Europeans on boats, which enabled positive discussion (2.4 Understand
and respect Aboriginal and Torres Strait Islander people to promote
reconciliation between Indigenous and non- Indigenous Australians).

For students to be able to situate their learning of ‘Japan under the Date: 18/06/2020
Shoguns’ within a continuum of the history syllabus. Students learnt about forestation destruction and recovery under the
Tokugawa Shogunate, and how the bay of Osaka filling in led to the major
Strategies: modern metropolitan Japanese city. This allowed us to discuss
• Draw links to Imperial China, Colonial Europe and the USA. sustainability as a Cross-curriculum priority. It was a perfect way to connect
• Draw links to the industrial revolution and modernization. the Shogunate period to the modern world which was received well by the
• Draw links to the Meiji Restoration and westernization. class.
Graduate Standards: Date: 29/06/2020

2.2 Organise content into an effective learning and teaching sequence. Students learnt about the arrival of the Portuguese and the huge impact it
would have on Japan, which also demonstrated to students the impact
European powers were having on the world around them. This was linked
to the Sakoku Edict and the seclusion of Japan, and this helped students
situate the unit within the colonial period and prior to the industrial
revolution, hence widening their historical timeline perspective.
Date: 02/07/2020
Students learnt about the re-opening of Japan with the arrival of the US
fleet. This was linked to modernising and westernising Japan and helps
prepare their future studies of modern history in the 18th and 19th
centuries. It also linked the unit to modern Japan and the replacement of
the Shogun with a functional Emperor again. Getting the students to relate
cultural impact to their own lives was very effective and improved learning
significantly.

Develop student understanding of the concept of historical investigation Date: 16/06/2020
and the use of sources in understanding historical narratives. Students got to investigate the ‘Three Great Unifiers’ of Japan as famous
figures in consolidating the war-ravaged country during the warring-states
Strategies: period, using a video as one source as well as direct quotations from the
• Provide different examples of historical sources. Tokugawa Ieyasu (Dai-Nihon shiryo).
• Develop student source analysis skills.
‘Hattori Hanzo, master ninja’ also gave them the opportunity to develop
Graduate Standards: their historical enquiry skills – how much of Hanzo’s legend is fact or
2.6 Implement teaching strategies for using ICT to expand curriculum fiction? This was very popular with the class, and I would like to continue
learning opportunities for students. to make learning fun as well as meaningful in the future.
Date: 29/06/2020
Students got to examine the original Sakoku edict and its meaning, and
then consider the dramatic importance of the edict and its place in
Japanese history.
Date: 02/07/2020
Students got to read the original text of the letter sent by US President
Milliard to the Emperor of Japan with the arrival of the US fleet. We
discussed the tone (and undertone) of the letter and the overall
implications for both the Tokugawa Shogunate and Japan as a whole.
Hence, this was studied as a primary source and developed student’s
investigative inquiry skills.

Case Study Report
Overview of Case Study Participants
Student 1
John (pseudonym) is one of the lower ability boys in class 8HI3. He is easily distracted by his male peers and has a low attention span relative to other
students in his class. He enjoys sport and he likes to draw (or doodle) in class as a means of distracting himself and also avoiding work, especially written
tasks. He is reasonably responsive to history as a subject but can also fall into bad behaviour patterns without proper class management, which can be
assisted with a seating plan for him and/ or his friends. My strategy for John will be to find ways to keep him interested without excessive written work
while also looking for opportunities to turn his in-class drawing sessions into learning opportunities.
Student 2
Devlin (pseudonym) is a mid-range student in class 8HI3. He is diagnosed with attention deficit hyperactivity disorder (ADHD) and has undergone a very
recent medication change prior to me teaching him this unit. He enjoys history reasonably well and can be a conscientious student who can just as
quickly turn to getting out of his seat and refusing to take instruction. He plays the drums and enjoys music, and also has a twin brother at the school,
and while he sometimes likes to hold his drumsticks in class it does distract him from otherwise challenging distracted behaviour. Mr Pearce (one of my
mentors) is also his mentor teacher, so I had the opportunity to spend more time getting to know him as he regularly came to the HSIE staff room or
would come find us on playground duty. My strategy for Devlin will be to bring out the most of his academic history skills while managing his
hyperactivity and potential behavioural deficits.
Student 3
Elizabeth (pseudonym) is a high-range student in class 8HI3 relative to her peers. She works well is a self-directed fashion albeit without asking many
questions. She often sits alone and is sometimes provoked by some of the boys in the class, but generally exhibits good behaviour and is a very
consistent student. My strategy for Elizabeth is to try and increase her engagement with the unit content and general class activities and push her on
some of the higher-order concepts to see what she can achieve.
Graduate Standards:
Focus area 1.1 Physical, social and intellectual development and characteristics of students
My initial evaluation of these three students had to take into account all facets of their development.
Focus area 1.2 Understand how students learn
By reviewing their books and speaking to my mentor teacher I could form some understanding of how they learn.
Focus area 1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
These three students represent low, mid and higher levels of academic and social ability.
Focus area 1.6 Strategies to support full participation of students with disability
For Devlin I needed to be mindful of his ADHD diagnosis and to be aware that his medication had changed around the same time I started teaching him.
Focus area 3.1 Establish challenging learning goals
My lessons would need to provide learning goals for them and the class as a whole.
Focus area 3.3 Use teaching strategies
Cambridge Park High School is a PBL (Positive Behaviour for Learning) environment which I needed to incorporate in my teaching method. My mentor
had established a very good working reward system over and above positive verbal reinforcement.
Focus area 3.7 Engage parents/carers in the educative process
I needed to be prepared to work with Devlin’s mother either directly or through my mentor teacher if we experienced difficult behavioural issues.
Focus area 6.1 Identify and plan professional learning needs
To prepare this TPA report I need to not only sequence my lessons but also consider how and when to include my three specific lessons and tasks for
John, Devlin and Elizabeth.
Focus area 6.3 Engage with colleagues and improve practice
I used my two mentor teachers to help understand my classes and three students with better insight.
Focus area 7.3 Engage with the parents/carers
Parents or carers where corresponded with to request their aid in letting their child participate in the TPA exercise.

TPA Lesson Plan: 1 / 3

Stage of Lesson Engagement/ Introduction: Class begins with students producing their ‘kabuki mask’ design
to share with the class. This is a fun way to start the lesson which will bring them back into
the historical narrative of feudal Japan. We will then move into more detail on the samurai
who we have already introduced as a warrior class and key part of the social order.
Learning experiences: The learning will be a combination of my presentation of information

via the smartboard and a video with more detailed information. The students will have one
of three worksheets to use that will be suited to their abilities and are designed to reduce
excessive cognitive load. There will also be discussion at the end to allow for student input
and peer knowledge sharing giving the class all up a variety of modes to achieve learning
(Focus area 3.5 Use effective classroom communication).
Closure: Finish by challenging students to think of the samurai dichotomy: honourable

warrior or doomed to die a violent death? Protector of the weak or stand over bully? This will
help consider the overall demeanour of the Shogunate, especially when we come to the
decline of the samurai and shogun by the end of the unit. This is part of the Stage 4 Content
within the K-10 History Syllabus: Contestability: how historians may dispute a particular
interpretation of an historical source, historical event or issue.
Resources ▪ I will use the smartboard with my original power point slide deck to teach from the front.
▪ I will use YouTube to show the class a pre-viewed video
▪ Print and distribute worksheets on ‘The life of the Samurai’ (original resource)
Questions About the Samurai:

• Do you feel they lead a good life?
• Are they similar to a medieval knight? What was similar? What was different?
• What type of weapon technology began to lead the end of the samurai?
• How did the samurai influence Japanese soldiers during WWII?
Reflection Overall this class was good and worked well in a single 60 minute period. Letting the class
draw samurai weapons is a good way to break up writing activities, but can lead to lots of
talking and be a little hard to bring the class back together from. The video provided a lot of
information, but this class doesn’t overall work fast enough to let it run without interruption,
so it was necessary for me to stop the video and explain what was just covered which does
take more time. The main concepts of warrior class and bushido code where understood
based on the writing and discussion at the end.
Assessment ▪ Responses on student worksheets let me know how much information and
understanding they were gaining.
▪ Responses to the class discussion at the end will likewise inform me of lesson outcomes.
Evaluation ▪ Next time I might look for a shorter or simpler video depending on the level of the
students I was teaching to.
▪ While most of the boys enjoyed drawing, they need to be reminded that they are still
learning and not having a break or just doing an activity for fun.
▪ The worksheets gave me good feedback on what information was easily digested and
what was not (e.g. the concept of spirituality was hard to convey).

Pre-lesson Discussion 1
Teacher Education Student: Daniel Jordan
Completed by Teacher Education Mentor Teacher/ Observer: Magdalene Kamel
Student and Mentor Teacher
Date: 05 /06 /2020
Discussion Standard
Describe the class (ability levels, engagement, interests, etc.) Know your students and how
8HI3 is a mid-range year 8, stage 4 History class with 25 students of mixed ability. they learn
There are some behavioural challenges that needs to be watched and acted upon
carefully, but at the same time most of the students respond well to positive
reinforcement and the in-class reward system (wall chart with badges). Hence, I
can give out badges for good work, behaviour or answers to questions and the
students can earn (with their pre-designated groups) a small bag of chocolates
to share.
The HSIE faculty at Cambridge Park HS is using a combination of History and
Geography units with each class, so 8HI3 have just finished a geography unit
before moving back to ancient history, which gives me a fresh start with a brand-
new unit.
What is the content or curriculum area you intend to cover? Know the content and how to
The way of life in Shogunate Japan, including social, cultural, economic and teach it
political features (including the feudal system and the increasing power of the
shogun) (ACDSEH012)
The lesson will focus on the emblematic samurai warrior class.

What is the lesson outcome or learning intention for this lesson? Plan for an implement
Learning intentions: effective teaching and
• To understand the fundamentals of what and who were the samurai learning
during the reign of the Shoguns.
• To understand the warrior code of ‘bushido’, and how it also continued
into the 20th century.
• To see the samurai’s place in feudal Japanese society.
Learning outcomes:
• HT4-2 describes major periods of historical time and sequences events,
people and societies from the past
• HT4-3 describes and assesses the motives and actions of past
individuals and groups in the context of past societies
• HT4-6 uses evidence from sources to support historical narratives and
explanations
What classroom routines will you use to encourage engagement and manage Create and maintain a
behaviour? supportive and safe learning
My main strategies will be: environment
• Establish expectations with the class in the first instance.
• To engage with the school-wide PBL learning goals.
• To use my mentor’s in-class badge reward system.
• To keep the pace of the class moving between teacher-led, student-
directed and audio-visual experiences.
How will you differentiate the learning to meet the needs of the three focus Know your students and how
students (case study participants)? How will you connect the learning for they learn
students?
John (low-mid learner): The worksheet that I provide for John will have a concise
number of questions to establish some fundamentals about the samurai. He will
also be able to express himself through drawing the samurai’s weapon which will
reinforce his learning about the nature and social importance of the samurai
warrior class.
Devlin (mid-range learner): Devlin’s worksheet will have more questions that
will increase his work rate and aim to keep him occupied since he can be easily
distracted, while also not overloading him. It will include more of a picture of the
samurai’s daily life, not only their martial aspect. The drawing exercise will also
be good for Devlin since he is a drummer and likes to work with his hands (Focus
area 1.6 Strategies to support full participation of students with disability).
Elizabeth (mid-high range learner): Elizabeth will be working on the most

comprehensive worksheet, which will include the martial aspects, daily life but
also more of the spiritual/ philosophical aspects of the samurai warrior. Elizabeth
is not necessarily a keen vocal contributor, but I can ask directed questions that
will allow me to share her knowledge and hard work with her peers.
(Focus area 1.5 Differentiate teaching to meet the specific learning needs of
students across the full range of abilities).
Describe the teaching strategies you intend to use to share new information Plan for an implement
and give students the opportunity to demonstrate understanding (e.g. ALARM, effective teaching and
group work, project-based learning, etc.) learning
For this lesson I will work on a multi-modal approach to delivering course content
and outcomes. I have structed the lesson to provide time for me to give explicit
instruction, time for the video presentation and exercise as well as student-led
activities with drawing and collaborative discussion. I’ve been mindful of not
pushing cognitive overload onto students by have a three-tier worksheet which
will also differentiate different levels of detail around the samurai warrior class
I will focus on using PBL techniques and the badge reward system to promote
positive learning recognition over punitive classroom management.
How will you ensure review of learning occurs? Assess, provide feedback and
report on student learning
I will have three major ways of rating learning –
1. Student worksheets by level
2. Class discussion at the end of the lesson
3. Walking around the classroom and discussing work with students as the
work.
The combination of these three strategies should inform my pedagogy for future
lessons and also for my three case study students. I will also be able to provide
feedback to students during this class and the next and seek to recap or reiterate
information or concepts that students struggled to record or understand (Focus
area 1.2 Understand how students learn).
Adapted from Cambridge Park HS

Lesson 1 Observation Feedback
Agreed focus area(s)

• Students learn about the feudal samurai caste, and their social, spiritual and marital Teacher Education Student: Daniel Jordan
attributes. Mentor Teacher / Observer: Magdalene Kamel

• Students get to examine some differing views on the true nature of the moral position Date: 09/06/2020
of the samurai in society.
• Students learn about the bushido code as a cultural aspect of Japanese society.
What did the Teacher Education Student say/do? Evidence What did the students say/do? Evidence
• Daniel began by restating his classroom behavioural expectations with • Students were able to clearly see Daniel’s expectations around
students. This helps the class know what consequences there will be for behaviour which helped settle them down to having a student teacher
continued misbehaviour or actions. taking the class.
• Daniel then used the smartboard to deliver his presentation on slides • Students wrote key points from the slides before drawing the katana
which contained key details and engaging visuals. sword and yumi bow in their books.
• After introducing samurai and ronin, students we asked to draw their • Students then worked on the worksheets provided during the video
weapons in their books. presentation.
• He then continued to explain the class activity that took place in • Students then got to speak and answer questions at the end of the class.
conjunction with a video presentation.
• Daniel concluded with questions to the class around the video and the
samurai more generally.

NSW Education Standards Authority (NESA). (2006). A classroom practice guide 2nd ed. (2006).
Retrieved from https://app.education.nsw.gov.au/quality-teaching-
rounds/Assets/Classroom_Practice_Guide_ogogVUqQeB.pdf
Stefanakis, E. (2010). Differentiated assessment: how to assess the learning potential of every
student. San Francisco, US: Jossey-Bass.
Street, B. (2009). Multiple literacies and multi-literacies. In R. Beard, D. Myhill & M. Nystrand The
SAGE handbook of writing development (pp. 137-150). London: SAGE Publications.


Stage of Lesson Engagement/ Introduction: This lesson begins with a recap of the social classes including
the samurai and shogun before going into the timeline of feudal Japan.

via the smartboard. The students work on a timeline worksheet as well as do a group
exercise with period cards. They will also draw a flag representing on the five periods and
incorporating themes in their illustration to demonstrate learning.
Closure: We will finish by looking at my completed timeline sheet as well as a picture of the
Edo castle and how the Tokugawa palace remains an icon in Japan today.
Resources ▪ I will use the smartboard with my original power point slide deck to teach from the
front.
▪ Print and distribute period cards for group exercise and allow room for students to
organise themselves (original resource)
▪ Print and distribute worksheets on ‘Japan under the Shoguns – Timeline’ (original
resource)
Questions • What are the major periods covered during the unit?
• Who ruled and where were they located?
• What were key features of the period?
Reflection This lesson worked quite well overall by using three methods of learning for the same
principle concepts and historical knowledge (Focus area 1.5 Differentiate teaching to
meet the specific learning needs of students across the full range of abilities). Letting
the students move around during the class brought a lot of energy as the groups
competed to be the first ones to get their order right, which I rewarded with the
badge system. I though the timeline worksheet would be easier to complete given
that I was providing all of the information in my slides which may indicate that more
time was needed for this level of class.
▪ Organising the groups showed my not only their knowledge of the content, but also
showed me how they were employing their social skills and organization more generally.
Evaluation ▪ Having less information with more striking points is better than too much in a mixed
ability class.
▪ While the class enjoyed the time to draw and do their work activities, it is also the time
where class discipline can quickly deteriorate if not carefully managed.
▪ A number of students struggled with the illustration exercise and would have really
benefited from some good examples.

Date: 11 /06 /2020
Discussion Standard
Describe the class (ability levels, engagement, interests, etc.) in respect to the Know your students and how
implementation of Lesson One. they learn
8HI3 is a mid-range year 8, stage 4 History class with 25 students of mixed ability,
and the first lesson gave me more of my own feel for how that worked
throughout the 25-student class that also has quite a few absentees at any given
time. This is important when it comes to pacing and how much workload I
prepare for each lesson.
teach it
The way of life in Shogunate Japan, including social, cultural, economic and
political features (including the feudal system and the increasing power of the
shogun) (ACDSEH012).
Students will sequence the Nara and Heian periods and the Kamakura,
Muromachi and Tokugawa shogunates, identify key places in Japan during this
period and outline key cultural, economic and political features of this society,
including the increasing power of the shogun.
▪ Students will learn about the five key main periods covered in the unit, learning
and key features
▪ Students will associate key themes of feudal Japan with the unit timeline
▪ This will help students locate the social classes and different Shogun
governments within the overall unit
Learning outcomes:
• HT4-4 describes and explains the causes and effects of events and
developments of past societies over time
• To keep the pace of the class moving between teacher-led, student-
directed, including letting the students work independently as well as in
groups (Focus area 4.2 Manage classroom activities).

students?
John (low-mid learner): The worksheet exercise will be the same for all students
this time, however I will work with John on capturing the foundational elements.
He will also be able to express himself once again through drawing that
simultaneously link to the main themes and learning (Focus area 3.3 Use
teaching strategies).
Devlin (mid-range learner): Like John, the worksheet exercise will be the same
for all students this time, however I will work with Devlin on capturing the
foundational elements and see what he can expand on. The drawing exercise as
well at the group exercise will really give Devlin opportunities to use his energy
in a learning context that he finds fun while also not forcing him to focus too long
on a single task (Focus area 1.6 Strategies to support full participation of students
with disability).
Elizabeth (mid-high range learner): Elizabeth will be working the same timeline
exercise but with much higher expectations. In particular, I am keen for her to
understand the key principles and characteristics of each period rather than just
the basics of who was in charge and where they were based (Quality teaching
model 1.4 Higher-order thinking).
For this lesson I will use three different methods of delivering content, which is
to teach from the smartboard using my slide presentation, arrange students to
work in groups in a friendly and competitive way and also continue to include
drawing exercises that are relevant to learning (Focus area 1.5 Differentiate
teaching to meet the specific learning needs of students across the full range of
abilities).
1. Student worksheets
2. Student’s flag illustrations and meanings
3. Group work including accuracy of task as well as ability to work co-
operatively with peers
4. Walking around the classroom and discussing work with students as the
work.
The combination of these three strategies should inform my pedagogy for future
lessons and also for my three case study students. I will also be able to provide
feedback to students during this class and the next and seek to recap or reiterate
information or concepts that students struggled to record or understand (Focus
area 1.2 Understand how students learn).


• Students learn the sequence of the unit timeline. Teacher Education Student: Daniel Jordan
• Students learn about the characteristics of the major periods. Mentor Teacher / Observer: Magdalene Kamel
• Students learn who ruled over each period and from where. Date: 15/06/2020
• Daniel began by stating expectations to the class for the lesson and • Students filled out their timeline sheets as the periods were taught and
activities. explained from the front.
• Daniel then used the smartboard to deliver his presentation on slides • Students drew the flags in their books.
which again contained key details and engaging visuals. • Students then worked in groups of five to arrange their sequences, with
• He distributed timeline worksheets for the class to work on as this was the first group to do so each receiving a badge reward.
done.
• Students were asked to illustrate a flag design that represented one or
more of the periods.
• Students were organised into groups to demonstrate the right sequence
of period and overall timeline.


Stage of Lesson Engagement/ Introduction: This lesson will open with the questions –
▪ What is globalization?
▪ What culture do we get from being part of a global community?

via the smartboard and YouTube video. The students work on a worksheet as to record and
demonstrate learning of key concepts around the clash of cultures between Japan and the
West. They will answer the creative question to create a contemporary viewpoint and
consolidate their learning.
Closure: We will finish by looking at how the Tokugawa Shogunate reacted to the arrival of
the Portuguese including their executions and expulsion of Christianity and their seclusion
from the world with the ‘Sakoku Edict’.
Resources ▪ I will use the smartboard with my original power point slide deck to teach from the
front and show the two YouTube videos.
▪ Print and distribute worksheets on ‘Contact with the Europeans’ (original resource)
Questions • What is globalization?

• What culture do we get from being part of a global community?
• How did the Tokugawa Shogunate react to the ‘European threat’?
Reflection I have found that YouTube videos can be a little less engaging than you first expect when it is
reasonably dry historical content, and once again the best way to deliver videos for me was
to regularly pause and put an idea in my own words or a question (Focus area 4.2 Manage
classroom activities, Focus area 4.3 Manage challenging behaviour).
I was most happy with how the written creative part of the lesson worked, with several
different points of view being expressed in the bits of writing I got to see in class.
Unfortunately, I ran out of time to hear them read out to the class, but it very much helped
me see that they were grasping the concept of the huge culture gap the Shogunate
experienced in meeting Europeans for the first time.
▪ Students made written creative responses to the activity to imagine they were 17th
century samurai meeting students from Cambridge Park High School.
Evaluation ▪ This lesson set me up with the class to finish the unit on the theme of the Tokugawa’s and
their reaction to Europeans and the coming arrival of the Americans and worked beyond
expectation for me.
▪ Quite a long run time of video was a bit of an obstacle that I needed to carefully manage,
keeping in mind there were several students with behavioural challenges.

Date: 26 /06 /2020
Discussion Standard
Describe the class (ability levels, engagement, interests, etc.) in respect to the Know your students and how
implementation of Lesson One and Lesson Two. they learn
8HI3 is a mid-range year 8, stage 4 History class with 25 students of mixed ability,
and the first two lessons gave me more of my own feel for how that worked
throughout the 25-student class. This continues to be important when it comes
to pacing and how much workload I prepare for each lesson.
teach it
Theories about the decline of the Shogunate, including modernisation and
westernisation, through the adoption of Western arms and technology
(ACDSEH065)
Students will explore questions such as what globalization is, what culture do
we get from being part of a global community and will relate that to how the
Tokugawa Shogunate reacted to the ‘European threat’.
learning
• Explain why the Tokugawa Shoguns isolated Japan from the rest of the
world from AD 1639
• Identify examples of modernisation and westernisation in Japan in this
period and explain their impact
• Assess the importance of Western influence on the decline of the
Shogunate
Learning outcomes:
• HT4-3 describes and assesses the motives and actions of past individuals
and groups in the context of past societies
• HT4-4 describes and explains the causes and effects of events and
developments of past societies over time
• To keep the pace of the class moving between teacher-led tasks
including video presentations as well student-directed learning (Focus
area 4.2 Manage classroom activities).

students?
John (low-mid learner): The worksheet exercise will be the same for all students
this time, and again I will work with John on capturing the foundational
elements. This time I will have him complete the same written follow up exercise
since I really need to see how much he has learnt and what he can express in
terms of literacy and not only illustrative mediums (Focus area 3.3 Use teaching
strategies).
Devlin (mid-range learner): Like John, the worksheet exercise will be the same
for all students this time, once again I will work with Devlin on capturing the
foundational elements and see what he can expand on. I’m hoping to get Devlin
to be able to complete some of the ‘additional section’ questions and hope for a
more detailed written exercise response. Having taught him now for several
lessons and with the rapport I have built, I deliberately want to see if I can have
him work without a deliberate activity that takes him away from his desk, but I
am still ok with him holding his drum sticks if that will help keep him settled
(Focus area 1.6 Strategies to support full participation of students with
disability).
Elizabeth (mid-high range learner): I’ve included for Elizabeth an advanced

section on the same worksheet which will ask deeper questions and expression
of knowledge (Quality teaching model 1.4 Higher-order thinking). My ambition
is for this to translate into a more sophisticated written response that will link
back to content we have been covering over the course of the unit.
For this lesson I will use once again the smartboard to present my slide
presentation alongside video YouTube content before letting the student’s
synthesize the information into the written task as a form of gradual release.
5. Student worksheets
6. Student’s written responses.
I am particularly interested in how students creatively organise their thoughts in

writing using the historical content they have learnt. Can they think like a 17th
century samurai? (Focus area 1.2 Understand how students learn).


• Students learn about Japanese first contact with the European Portuguese. Teacher Education Student: Daniel Jordan
• Students learn about major cultural differences between Japan and ‘the West’ during Mentor Teacher / Observer: Magdalene Kamel
the 17th century. Date: 29/06/2020
• Students see how the Tokugawa Shogunate reacted.
• Daniel began again by stating expectations to the class for the lesson • Students filled out their worksheet sheets while they watched the
and activities as well as giving explicit instruction about the way the videos and received instruction throughout.
period would run. • Students completed a written task based on being a samurai and
• He distributed worksheets for the class to work on during the YouTube meeting students like themselves and considering the cultural
videos. interpretations that would bring.
• Daniel then used the smartboard to deliver his presentation on slides as • Students also finished written work from slides that followed on the
well as play the two videos on his lesson plan. position of the Shogun in light of meeting the Portuguese.
• Students were then asked to do their written tasks in which time Daniel
moved around the classroom answering questions and engaging with
the class.

Conway, R. & Walker, P. (2017). Curriculum, Learning, Teaching and Assessment Adjustments. In
Foreman, P., & Arthur-Kelly, M, (Ed.), Inclusion in action (5th ed.) (pp. 133-195). South
Melbourne, VIC. Engage Learning Australia.
NSW Education Standards Authority (NESA). (2006). A classroom practice guide 2nd ed. (2006).
Retrieved from https://app.education.nsw.gov.au/quality-teaching-
rounds/Assets/Classroom_Practice_Guide_ogogVUqQeB.pdf

Summary of Impact
Student
Date: 01 /07 /2020
Case Study Participants (Focus students)
• John (low-mid learner)
• Devlin (mid-range learner)
• Elizabeth (mid-high range learner)
Discussion Link to Graduate Teacher

Standards
Provide a summary of impact on the learning of the three Case Study
Participants
I feel that the unit was an overall success in terms of conveying to the class as Standard 1 Know students
well as to John, Devlin and Elizabeth, the key features as outlined in the syllabus and how they learn
while also developing their historical investigation skills in addition to general (1.1, 1.2, 1.3, 1.4, 1.5, 1.6)
literacy, critical thinking and interpretation of different sources and
perspectives. Standard 2 Know the
content and how to teach it
John: John presented some challenges in that history is not his favourite subject (2.1, 2.2,2.3, 2.4, 2.5, 2.6)
and he has a relatively low attention span for textbook style work. However, I
played to John’s strengths by including strong and exciting visuals in my slides Standard 3 Plan for and
that he would often doodle in his book, as well as incorporate deliberate learning implement effective
activities that used his illustrative skills to bed down foundational knowledge. In teaching and learning (3.1,
terms of the written work, by funnelling down his worksheets to the core 3.2, 3.3, 3.4, 3.5)
elements I avoided burdening him with a cognitive overload and also managed
his time spent completing the tasks to avoid loss of focus and a fall into Standard 4: Create and
misbehaviour. His illustration of a flag featuring a gun and a sword beautifully maintain supportive and
encapsulated the introduction of the European firearm to the samurai culture. I safe learning environments
encouraged him to organise the final written task as bullet points which allowed (4.1, 4.2, 4.3, 4.4, 4.5)
him to more concisely organise his thinking. I’m proud of John’s effort and class
participation and feel he gained solid insights in our topic of Japan under the
Shoguns.
Devlin: Devlin was one of the students I’ve had most contact with during my
second professional placement due to his proximity to one of my mentors. I was
given reasonable warning about his change of ADHD medication and asked to
keep an eye on his behaviour in class. To this end, I incorporated a number of
activities where Devlin could move around the class and be physically active, or
even just had him help hand out worksheets or get things from the staff room if
we needed anything and so on. I also regularly taught using a combination of
teaching from the front with slides, showing engaging audio/ visual media and
student work time to keep the pace of each lesson moving to mitigate distraction
and idling. I feel all of these strategies worked really well for Devlin who
demonstrate a keenness for learning and the unit more generally by regularly
participating in class discussion and answering questions.
By having him attempt the next levels of each exercise I was able to try and
stretch his level of comprehension, and I was especially pleased by some of the
questions he asked in class that demonstrated a genuine interest in the unit. An
example was asking me if the katana sword was more effective for having a
curved blade. Overall, I feel that his medication change seemed to be working
positively in his favour in terms of his ability to concentrate in class. Combined
with differentiating my teaching style I feel Devlin worked really well throughout
the unit.
Elizabeth: Elizabeth works to a very good standard and I gave her extra work that
she regularly achieved. While the illustrative tasks were less her forte, she did
very well at reaching for the deeper meaning concepts and higher-order thinking
during each lesson. Her behaviour was always very good, and she wasn’t
distracted by her peers nearly as much as the two boys. Her final written piece
demonstrated some excellent retention of key concepts such as loyalty unto
death for the samurai: “I’d think all the time don’t let my master die over and
over again. I would think if my master dies I have to’. The group activity helped
her develop her peer interaction skills since she is relatively quiet and a little
introverted, and tying that activity to the badge reward system really helped get
her involved.
Write a critical reflection on your own classroom teaching practice in terms of

the teaching cycle of planning, teaching and assessing, reflecting on
feedback/observation/ student data.
Not only is the teaching cycle of planning, teaching, assessing and reflecting Standard 3 Plan for and
essential to strive for beast teaching practice, but I found it worked at every level, implement effective
both before, during and after each lesson. There were teaching moments that I teaching and learning (3.1,
realised needed adjusting as I was teaching them (such as pausing videos to 3.2, 3.3, 3.4, 3.5)
rephrase difficult concepts), and other times where too much linear content
delivery lead to conversations starting or students getting distracted which is Standard 5: Assess, provide
conducive with the link between poor behaviour and static content delivery feedback and report on
(Cothran, Kulinna & Garrahy, 2009). student learning (5.1, 5.2,
5.3, 5.4, 5.5)
It was definitely a personal challenge for me to deliver high level content that
was simultaneously covering the syllabus from an area of ancient history that I
have no background knowledge of (I am modern history trained). I had to build
all content and resources from scratch which was difficult and time consuming
but also fulfilling and highly informative not only of the course content but my
pedagogical skills generally. I had to be aware also of the school context of low
SES and low tertiary education which could reflect in some students a lesser
appreciation for the merit of their education (McKay & Devlin, 2015). Students
regularly come without books or pens, so planning included not only course
content but more practical classroom arrangements to make sure everyone was
participating in the learning to their best of their abilities.
It was however really helpful to have a positive reward system in place that I
could combine with positive feedback loops while also assessing class knowledge
or skill gaps. As stated by Alter, Walker and Landers (2013), sometimes the skill
or knowledge caps are the real underpinning issue of bad behaviours due to
students not knowing how to complete the work or feeling insecure about their
intelligence or academic ability, and this has to be an important part of planning
for every class you teach.
References
Alter, P., Walker, J., & Landers, E. (2013). Teachers' Perceptions of Students'
Challenging Behavior and the Impact of Teacher Demographics. Education &
Treatment of Children, 36(4), 51-69.
Cothran, D., Kulinna, P. & Garrahy, D. (2009). Attributions for and consequences
of student misbehaviour. Physical Education and Sport Pedagogy, 14(2), 155-167.
McKay, J., & Devlin, M. (2015). ‘Low Income Doesn't Mean Stupid and Destined
for Failure': Challenging the Deficit Discourse around Students from Low SES
Backgrounds in Higher Education. International Journal of Inclusive Education,
20(4), 1-17.
From your critical reflection, what future professional learning would you
undertake to improve your teaching practice.
I have found that in-situ teaching is itself a great teacher, and this placement has Standard 3 Plan for and
been no exception with many things being highlighted to me that will benefit my implement effective
teaching in the future. Just by being part of a HSIE staff room and by building teaching and learning (3.1,
rapport with fellow teachers I’ve seen how much knowledge and experience 3.2, 3.3, 3.4, 3.5)
there is to be shared from those people.
Standard 6 – Engage in
Likewise, the larger teaching community offers similar help and knowledge professional learning (6.1.1,
sharing such as the Teaching Learning Network (TLN) 6.2.1, 6.3.1, 6.4.1)
https://tln.org.au/courses/ as well as keeping up to date with NESA’s
Professional Development providers and information sessions Standard 7 – Engage
https://educationstandards.nsw.edu.au/wps/portal/nesa/teacher- professionally with
accreditation/how-accreditation-works/providing-professional- colleagues, parents/carers
development/information-sessions. and the community
(7.1.1, 7.2.1, 7.4.1)
More specific to history teaching are groups such as the History Teacher’s
Association of NSW Facebook Group https://www.facebook.com/HTANSW/.
There are also great YouTube history channels such as ‘The Great War’ (WWI)
https://www.youtube.com/channel/UCUcyEsEjhPEDf69RRVhRh4A which are an
excellent resource of historical content that is well researched and professionally
presented, either for use in class or just for personal research and learning.
In terms of my tertiary education I will continue this year with the last semester
of my Master of Education at Western Sydney University with the following
units:
• Contemporary Teacher Leadership

• Research, Teaching and Learning 2
• Aboriginal & Culturally Responsive Pedagogies
• Professional Practice Community Engagement

Supporting
Appendice
s
Appendix 1 Caregivers’ consent forms
WSU_Teaching Performance Assessment Guide M.Teach (Birth – 12years) 1H 2019 47

Appendix 2 Class Expectations
Appendix 3 School Index of Community Socio-Educational Advantage and NAPLAN

data

Appendix 4 Case Study Lesson 1
Example presentation slide (original resource).

John’s worksheet – establishing foundational knowledge:
He was also learning by illustrating some of the classes/ characters in his

book:

Devlin’s worksheet – expanding on key concepts to answer more
questions around daily life and training:

Elizabeth’s worksheet demonstrates her ability to grasp a range of
concepts and manage a higher cognitive load as she listened to a
combination of video and oral presentation:

Example slide of a period:
‘Period Cards’ for class activity:
John’s worksheet – captures key periods, locations and state of rule:

John’s flag demonstrates the Muromachi period where there is huge civil
war and also the arrival of the Portuguese:

Devlin’s worksheet gives more detail including the names of Shoguns and
the date range of each period:
Devlin’s flag is based on the Nara period where they begun constructing
huge Buddhist temples:

Elizabeth’s worksheet details characteristics of each period and an
overview of the Shogun reign:
Her flag represents the Heian period where art flourished. She has drawn
waves breaking over mountains:

Arrival of the Europeans and culture clash example slides:

John’s worksheet where he has managed the main section:
This is combined with his written response section where he

demonstrates that he understands the Europeans posed a threat to the
Japanese social order, as well as being culturally and technologically
different:

Devlin’s worksheet has a more thorough response to the main section
with one answer in the additional section:
Hi written response focused on their appearance, but I was impressed

that he spoke about their clothes not being ‘cotton or silk’:

Elizabeth’s worksheet was very well completed despite the large volume
of questions and concepts:
As already mentioned, she wrote deeper meaning into her written

response, showing an understanding of what the samurai were thinking
and how their loyalty to their master was paramount. I also appreciate
her appraisal of my class being ‘cool and calm’ compared to a nearby
classroom that was misbehaving. This demonstrates a feeling of working
in a safe classroom environment (Standard 4: Create and maintain
supportive and safe learning environments):

Appendix 7 Attendance Record

SECTION 6: ELEMENT 3 - PRESENTATION OF EVIDENCE
In Section 2, the three elements of the TPA were outlined. The presentation of evidence is the culminating
element of the WSU_TPA where Teacher Education Students demonstrate achievement of the Graduate
Teacher Standards (AITSL, 2011) and classroom readiness, including their ability to plan student learning
experiences based on assessment of student achievement, implement teaching plans, evaluate teaching
and impact on student learning.
The criteria reflect Teacher Education Students meeting the Graduate Teacher Standards (AITSL, 2011) as
evidenced through the completion of each component of the WSU_TPA, especially the Case Study Report.
CRITERIA STANDARD
Working beyond* Working at** Working towards#
Describe and Very clear, precise and Clear, concise and detailed No or limited description or
analyse own extensive description and description and analysis of analysis of teaching/learning
teaching analysis of the teaching/learning cycle cycle (the lessons
practices using teaching/learning cycle (planning, implementation of aims/outcomes, the
artefacts and (planning, implementation of lessons and achievement of teaching/learning activities)
evidence lessons and achievement of aims/outcomes, the and the impact of own
aims/outcomes, the teaching/learning activities teaching on student
teaching/learning activities and assessments task/s) and participation and learning.
and assessments task/s) and the impact of own teaching
the impact of own teaching on student participation and
on student participation and learning.
learning.
Discusses an extensive range Discusses a range of factors No or limited discussion of
of factors influencing the influencing the shaping of factors influencing the
shaping of learning for the learning for the three focus shaping of learning for the
three focus students, such as students, such as their three focus students, such as
their decisions for addressing decisions for addressing the their decisions for addressing
the strengths and meeting strengths and meeting the the strengths and meeting the
the needs of students. needs of students. needs of students.
Extensive connections Connects own teaching No or limited connections
between own teaching practices to achievement of made between own teaching
practices and achievement of the Graduate Teaching practices and the Graduate
the Graduate Teaching Standards. Teaching Standards.
Standards.
Reflect on Exceptional use of relevant Uses relevant evidence from There is no or limited use of
teaching evidence from research, research, pedagogical practice relevant evidence from
practice and pedagogical practice and case and case study report to relevant research,
impact of own study report to evaluate own evaluate own teaching and pedagogical practice and case
teaching on teaching and impact on impact on students’ learning. study report to evaluate own
three students’ students’ learning. teaching and impact on
learning students’ learning.
Plan for own Provides a detailed plan for Provides a plan for improving No or limited description of a
professional continuous improvement of own teaching practice and plan for improving their
learning teaching practice aligned to some directions for future teaching practice
future professional learning. development based on the
evidence they have provided.
Communicate Presentation is well- Presentation is generally well- Presentation is difficult to

professional structured and presented structured and well-presented understand with errors that
learning using excellent using appropriate interfere with clarity of
communication skills. communication skills. meaning.
* Exemplary achievement ** Satisfactory # Unsatisfactory

SECTION 7: WSU Teaching Performance Assessment and assessment of Graduate Teaching Standards
Standard 1 – Know students and how they learn
Graduate Teacher Element 1 Element 2 Element 3 Assessed elsewhere in course
Standard Descriptor Professional Experience report Case study Presentation [Learning portfolio]
1.1.1 Demonstrate knowledge and

understanding of physical, social and
intellectual development and X X X
characteristics of students and how these
may affect learning.

understanding of research into how
students learn and the implications for X X X
teaching.
1.3.1 Demonstrate knowledge of teaching

strategies that are responsive to the
learning strengths and needs of students X X X
from diverse linguistic, cultural, religious
and socioeconomic backgrounds.
1.4.1 Demonstrate broad knowledge and

understanding of the impact of culture,
cultural identity and linguistic background X X X
on the education of students from [dependent on context of class]
Aboriginal and Torres Strait Islander
backgrounds.

understanding of strategies for
differentiating teaching to meet the X X X
specific learning needs of students across
the full range of abilities.

1.6.1 Demonstrate broad knowledge and
understanding of legislative requirements
and teaching strategies that support X X
participation and learning of students with
disability.
Standard 2 – Know the content and how to teach it

Standard Descriptor Professional Experience report Case study Presentation Learning portfolio

understanding of the concepts, substance
and structure of the content and teaching X X X
strategies of the teaching area.
2.2.1 Organise content into an effective

learning and teaching sequence.
X X X
2.3.1 Use curriculum, assessment and

reporting knowledge to design learning
sequences and lesson plans. X X X
2.4.1 Demonstrate broad knowledge of,

understanding of and respect for Aboriginal
and Torres Strait Islander histories, cultures X X X
and languages. [dependent on context of class]
2.5.1 Know and understand literacy and

numeracy teaching strategies and their
application in teaching areas. X X X
2.6.1 Implement teaching strategies for

using ICT to expand curriculum learning
opportunities for students. X X

Standard 3 – Plan for and implement effective teaching and learning
Standard Descriptor Professional Experience report Case study Presentation Learning portfolio
3.1.1 Set learning goals that provide

achievable challenges for students of
varying abilities and characteristics. X X X
3.2.1 Plan lesson sequences using

knowledge of student learning, content and
effective teaching strategies. X X X
3.3.1 Include a range of teaching strategies.
X X X
3.4.1 Demonstrate knowledge of a range of

resources, including ICT, that engage
students in their learning. X X X
3.5.1 Demonstrate a range of verbal and

non-verbal communication strategies to
support student engagement. X X X
3.6.1 Demonstrate broad knowledge of

strategies that can be used to evaluate
teaching programs to improve student X X X
learning.
3.7.1 Describe a broad range of strategies

for involving parents/carers inthe educative
process. X X

Standard 4 – Create and maintain supportive and safe learning environments
Element 1 Assessed elsewhere in
Graduate Teacher Element 2 Element 3
Professional Experience report course
Standard Descriptor Case study Presentation
Learning portfolio
4.1.1 Identify strategies to support inclusive

student participation and engagement in
classroom activities. X X X
4.2.1 Demonstrate the capacity to organise

classroom activities and provide clear
directions. X X X
4.3.1 Demonstrate knowledge of practical

approaches to manage challenging
behaviour. X X X
4.4.1 Describe strategies that support

students’ well-being and safety working
within school and/or system, curriculum X X X
and legislative requirements.
4.5.1 Demonstrate an understanding of the
relevant issues and the strategies available
to support the safe, responsible and ethical X X
use of ICT in learning and teaching.
Standard 5 – Assess, provide feedback and report on student learning

Learning portfolio
5.1.1 Demonstrate understanding of
assessment strategies, including informal
and formal, diagnostic, formative and X X X
summative approaches to assess student
learning.
purpose of providing timely and

appropriate feedback to students about X X X
their learning.
5.3.1 Demonstrate understanding of
assessment moderation and its application
to support consistent and comparable X X
judgements of student learning.
5.4.1 Demonstrate the capacity to interpret
student assessment data to evaluate
student learning and modify teaching X X X
practice.
5.5.1 Demonstrate understanding of a
range of strategies for reporting to
students and parents/carers and the X X
purpose of keeping accurate and reliable
records of student achievement.
Standard 6 – Engage in professional learning

Learning portfolio

role of the Australian Professional
Standards for Teachers in identifying X X
professional learning needs.
6.2.1 Understand the relevant and

appropriate sources of professional
learning for teachers. X X
6.3.1 Seek and apply constructive feedback

from supervisors and teachers to improve
teaching practices. X X X

rationale for continued professional
learning and the implications for improved X X
student learning.
Standard 7 – Engage professionally with colleagues, parents/carers and the community

Learning portfolio
7.1.1 Understand and apply the key

principles described in codes of ethics and
conduct for the teaching profession. X X X
7.2.1 Understand the relevant legislative,

administrative and organisational policies
and processes required for teachers X X
according to school stage.
7.3.1 Understand strategies for working

effectively, sensitively and confidentially
with parents/carers. X X X
7.4.1 Understand the role of external

professionals and community
representatives in broadening teachers’ X X X
professional knowledge and practice.

SECTION 8: Element 2 Case study report aligned with Graduate Teaching Standards
Standard Standard Standard Standard Standard Standard Standard 7

1 2 3 4 5 6
Situational Analysis 4.4 7.1
the school, class and community sociocultural background
TES identifies three Case Study Participants and obtains parental/ caregiver
consent
Overview of the three Case Study Participants (students): socio-cultural 1.1 5.1
background, analysis from assessment data of student achievement and 5.4
needs.
TES negotiates with the Mentor Teacher (MT) the context of the three key 1.3 2.1 3.1 4.1 5.1
classroom events: within a unit of work OR topic designed and delivered by 1.5 2.2 3.2 4.4 5.4
the Teacher Education Student OR within the curriculum area of Primary 2.3
Mathematics or Primary English or Primary Science 2.5
First Key classroom event 1.3 2.1 3.1 4.1
TES plans the student learning experiences based on the interpretation of case 1.5 2.2 3.2
study students’ assessment data, the classroom context, resources and 2.3 3.3
research, aligned to pedagogical content knowledge (PCK), relevant syllabus 2.5 3.4
documents and assessment for learning
TES completes the Pre-Lesson Discussion form and discusses with MT. 4.1 6.3
TES implements the first key classroom event and gathers student data for 3.5 4.2 5.1
assessment and interpretation, reflects upon and evaluates lesson and 4.3 5.2
obtains feedback from Mentor Teacher. 5.4
TES completes the Post Lesson Observation form and discusses with Mentor 3.6 5.4 6.3
Teacher
Second Key classroom event 1.3 2.1 3.1 5.4
TES plans the student learning experiences for the second key classroom 1.5 2.2 3.2
event aligned to PCK, syllabuses and assessment for learning; based on 2.3 3.3
interpretation of student data, reflection and evaluation of lesson, MT’s 2.5 3.4
feedback and Post Lesson Observation form.
TES implements the second key classroom event and gathers student data 3.5 4.2 5.1
for assessment and interpretation, reflects upon and evaluates lesson and 4.3 5.2
obtains feedback from MT. 5.4
TES completes the Post Lesson Observation form and discusses with MT. 3.6 5.4 6.3
Third Key classroom event 1.3 2.1 3.1 5.4
1.5 2.2 3.2
TES plans the student learning experiences for the third key classroom event 2.3 3.3
aligned to PCK, syllabuses and assessment for learning; based on 2.5 3.4
interpretation of student data, reflection and evaluation of lesson, MT’s
feedback and Post Lesson Observation form.
TES implements the third key classroom event and gathers student data for 3.5 4.2 5.1
assessment and interpretation, reflects upon and evaluates lesson and 4.3 5.2
obtains feedback from MT. 5.4
TES completes the Post Lesson Observation form and discusses with MT. 3.6 5.4 6.3
TES completes their Summary of Impact. 1.1 2.1 3.1 4.1 5.1 6.3
1.3 2.2 3.2 4.2 5.2
1.5 2.3 3.3 4.3 5.4
2.5 3.4 4.4
3.5

SECTION 9: Element 3 Presentation of evidence of teaching performance and impact on student learning aligned with Graduate
Teaching Standards
Criteria Standard Standard Standard Standard Standard Standard Standard 7

1 2 3 4 5 6
Describe and analyse own teaching practices using artefacts and evidence 1.1 2.1 3.3 4.1 5.1 6.3
1.2 2.2 3.4 4.2 5.2
2.3 3.5 4.3
Reflect on teaching practice and impact of own teaching on three students’ 1.2 2.2 3.1 4.1 5.1
learning 1.3 2.3 3.2 4.3 5.2
1.5 3.5 4.4 5.4
3.6
Plans for own professional learning 6.1 7.4
6.4
Communicates ideas to others
SUMMARY 1.1 2.1 3.1 4.1 5.1 6.1 7.4
1.2 2.2 3.2 4.2 5.2 6.3
1.3 2.3 3.3 4.3 5.4 6.4
1.5 3.5 4.4
3.6

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WSU Teaching Performance Assessment (WSU_TPA)

Instructions and Guidance Information

SECTION 1: Purpose of the WSU Teaching Performance Assessment ............................................. 3

WSU_Teaching Performance Assessment Guide M Teach Secondary 2

SECTION 2: Overview of Western Sydney Teaching Performance Assessment (WSU_TPA)

WSU_Teaching Performance Assessment Guide M Teach Secondary 3

There are three components to the WSU_TPA:

Each of these components is outlined below.

Element 1: Professional Experience Report

Element 3: Presentation of evidence (see Section 6)

WSU_Teaching Performance Assessment Guide M Teach Secondary 4

Teacher Education Student (Pre-service teacher)

TES will need to:

WSU_Teaching Performance Assessment Guide M Teach Secondary 5

School professional experience coordinators

WSU_Teaching Performance Assessment Guide M Teach Secondary 6

Unit coordinator/ Professional Experience Academic Course Advisor (PE-ACA)

WSU_Teaching Performance Assessment Guide M Teach Secondary 7

WSU_Teaching Performance Assessment Guide M Teach Secondary 8

Case study tasks

WSU_Teaching Performance Assessment Guide M Teach Secondary 13

WSU_Teaching Performance Assessment Guide M Teach Secondary 14

WSU_Teaching Performance Assessment Guide M Teach Secondary 16

Data taken from My School website:

Professional Goals (4-6)

Goal 2 Ongoing evaluation and reflection

WSU_Teaching Performance Assessment Guide M Teach Secondary 18

Goal 3 Ongoing evaluation and reflection

Graduate Standards: Date: 29/06/2020

Goal 4 Ongoing evaluation and reflection

WSU_Teaching Performance Assessment Guide M Teach Secondary 21

WSU_Teaching Performance Assessment Guide M Teach Secondary 23

WSU_Teaching Performance Assessment Guide M Teach Secondary 24

Learning experiences: The learning will be a combination of my presentation of information

Closure: Finish by challenging students to think of the samurai dichotomy: honourable

Questions About the Samurai:

WSU_Teaching Performance Assessment Guide M Teach Secondary 25

The lesson will focus on the emblematic samurai warrior class.

Elizabeth (mid-high range learner): Elizabeth will be working on the most

WSU_Teaching Performance Assessment Guide M Teach Secondary 27

Lesson 1 Observation Feedback

Agreed focus area(s)

attributes. Mentor Teacher / Observer: Magdalene Kamel

WSU_Teaching Performance Assessment Guide M Teach Secondary 28

WSU_Teaching Performance Assessment Guide M Teach Secondary 30

WSU_Teaching Performance Assessment Guide M Teach Secondary 31

Learning experiences: The learning will be a combination of my presentation of information

WSU_Teaching Performance Assessment Guide M Teach Secondary 32

WSU_Teaching Performance Assessment Guide M Teach Secondary 33

WSU_Teaching Performance Assessment Guide M Teach Secondary 34

Lesson 2 Observation Feedback

Agreed focus area(s)

WSU_Teaching Performance Assessment Guide M Teach Secondary 35

WSU_Teaching Performance Assessment Guide M Teach Secondary 37

Learning experiences: The learning will be a combination of my presentation of information

Questions • What is globalization?

WSU_Teaching Performance Assessment Guide M Teach Secondary 38

WSU_Teaching Performance Assessment Guide M Teach Secondary 39

Elizabeth (mid-high range learner): I’ve included for Elizabeth an advanced

I am particularly interested in how students creatively organise their thoughts in

WSU_Teaching Performance Assessment Guide M Teach Secondary 40

Agreed focus area(s)

WSU_Teaching Performance Assessment Guide M Teach Secondary 41