Appendix 1: Lesson Plan Format A - Example€¦ · Web viewHow am I measuring the outcomes of this lesson? Learning Outcome: Method of measurement and recording; ... Understanding

17712170 Samuel Linnenbank

Pre-Lesson Plan

Topic area: Depth Study 5: Popular Culture

Stage of Learner: Stage 5 Syllabus Pages: 98 - 102

Date: Location Booked: Classroom Lesson Number: 1/3

Time: 60 minutes Total Number of students: 30 Printing/preparation: Copiesof Assignment.

Outcomes Assessment Students learn about Students learn toSyllabus outcomes

HT5.1 Explains and assesses the historical forces that shaped the modern world and Australia.

HT5.8 Selects and analyses a range of historical sources to locate information relevant to an historical inquiry.

The teacher assess the beginning work that the students have made to prepare for their online site study.

Students learn about their assignment that the next few lessons will be spent on. Students being to learn about their chosen decade through some cursory research.

Students learn to do independent inquiry based research. A skill that they will be using over the next few lessons.

Cross Curriculum themes & General capabilities

Numeracy, Literacy.

Explicit subject specific concepts and skills

Quality Teaching Elements (lesson focus) Highlight the appropriate areasIntellectual Quality

This refers to pedagogy focused on producing deep understanding of important, substantive concepts, skills and ideas. Such pedagogy treats knowledge as something that requires active construction and requires students to engage in higher-order thinking and to communicate substantively about what they are learning.

1.1 Deep knowledge1.2 Deep understanding1.3 Problematic knowledge

1.4 Higher-order thinking1.5 Metalanguage1.6 Substantive communication

Quality Learning EnvironmentThis refers to pedagogy that creates classrooms where students and teachers work productively in an environment clearly focused on learning. Such pedagogy sets high and explicit expectations and develops positive relationships between teacher and students and among students.

2.1 Explicit quality criteria2.2 Engagement2.3 High Expectations

2.4 Social Support2.5 Students’ self regulation2.6 Student direction

SignificanceThis refers to pedagogy that helps make learning more meaningful and important to students. Such pedagogy draws clear connections with students’ prior knowledge and identities, with contexts outside of the classroom, and with multiple ways of knowing all cultural perspective.

3.1 Background knowledge3.2 Cultural knowledge3.3 Knowledge integration

3.4 Inclusivity3.5 Connectedness3.6 Narrative

How are the quality teaching elements you have identified achieved within the lesson?Teaching element

Indicators of presence in the lesson

1.4 Higher-order thinking.

The lesson is based around the students using the high-order thinking patter of independent, student driven study.

17712170 Samuel Linnenbank2.6 Student Direction

The entirety of the lesson is based upon the students choosing their own direction in terms of what decade they are covering for their assignment and what they think they will need to be researching over the next few lessons.

3.2 Background Knowledge

Students are able to use their own previous understanding of the pop culture of the past to begin working on their assignment. Using their previous experiences as points of reference for future research.

Time

Teaching and learning actions Organisation CentredT/S

0-5 Students wait out the front of the classroom until the teacher lets them in. They take their seats and start unpacking for the lesson, during this time, the teacher marks the role and interacts with the students.

Teacher: The teacher lets the students into the classroom, and when they are settled, marks the attendance on the role.

Student: Students wait out the front of the classroom, enter in an orderly fashion, take their seats and get ready for the lesson.

Resources: Marks the role.

T

5-10 The Teacher then hands out the assignment task that is to be done over the next 2-3 weeks.

The Assignment referenced throughout this and the following lesson plans is included in the Appendices.

The students are to sign the slip of paper down the bottom of the handout, and hand it back. This is so the teacher can confirm who attended and received the assignment in case anyone tries to say that they didn’t get the assignment and get out of doing it.

Teacher: Hands out the copies of the assignment to the students and makes sure that all kids hand in their slips stating they received the assignment.

Student: The students receive the assignment and then fill out and sign the slip down the bottom that states they got the assignment and hand it to the teacher.

Resources: 30 Copies of the Assignment.

T

10-30 For the next 15 minutes, the Teacher will go through the assignment with the students, getting them to highlight the important words and explaining what is expected from the students in terms of what the presentation looks like and what content needs to be included. The teacher can use an exemplar of the task from a previous class or create their own.

Teacher: Explains to the students what they are to do and what they need to hand in to the teacher on the due date. The teacher can also show them an example of the previous work that they can model theirs off.

Student: Listen to the teachers instructions about what the assignment is and write down/understand what the teacher is saying.

Resources: Teacher needs a copy of the assignment, and an example of previous work for the students to use as a model. The students need to have their books out and writing down pertinent information.

T

30-40 The teacher then answers any questions that the students have about the assignment and states that the next few lessons will be dedicated to working on this assignment, The teacher can then start to sort the students into pairs, or let them work individually.

Teacher: Answers any questions that the students have about the assignment.

Student: Have questions for the teacher to answer, and make sure they completely understand the assignment.

Resources: None

T/S

17712170 Samuel Linnenbank40-60 For the rest of the lessons, the students have the chance to

start work on their assignment.. During this period of the lesson they can choose their decade as well as start to outline what they should research and bring up for each of the 4 sections. The teacher is walking around helping each student

Teacher: Walks around the classroom helping the students decide their decade and what sort of things they are going to mention based on the outline from the assessment.

Student: Starts to work on their assignment, outlining what they are going to mention and write about. They can start to artistically plan it out as well as content wise.

Resources: None.

S

17712170 Samuel LinnenbankReflectionWhat have I learned about the teaching and learning process when preparing this lesson?

I learnt how hard it is to structure a competent engaging lesson around a simple premise or one single activity. It was a struggle trying to find things to do after the teacher explained the assessment task to the students, so eventually I replaced activities after with the students starting work on their assignment.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recordingHT5.1 This is measured by what the student choose to include in

their list of what they know, or think is important for them to research in future lessons.

HT5.8 This is determined by how the students begins to research ideas and information for their assessment task during the lesson.

Other considerations

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

Graduate Standards

Evidence within this lesson

1.5 All of the activities that are done within this lesson can be performed by almost anyone, with any skill range. Assuming at all students are mentally competent, the tasks are achievable.

2.2 The content of the lesson comes directly from syllabus and assessment task. The assessment task is also directly linked to the syllabus

3.2 The content is planned so that it is the first step in a multi-step planned set of lessons. The content of the lesson itself is not explicitly structured in a significant way, but the lesson in the scheme of the following lessons is an important step.

WHS What are the key risk issues that may appear for and need to be reduced/eliminated in this lesson? Using your syllabus and support documents as well as other WHS policy- Outline the key WHS considerations that are to be applied in this lesson?

The students need to make sure that their bags are stored securely away in order to negate a tripping hazard. The exits need to be left clear in case of emergency. There needs to be a fire blanket or extinguisher present nearby.

References (In APA) No references. Resources Attached:

The Assessment Task can be found in the appendices below.

17712170 Samuel LinnenbankPost-Lesson 1 Plan

Topic area: Depth Study 5: The Globalising World – Popular Culture 1945 - Present

Stage of Learner: Stage 5 Syllabus Pages: 98 – 102

Date: November 1st Location Booked: Classroom Lesson Number: 2 / 3

Time: 60 minutes Total Number of students: 30 Printing/preparation: Laptops

Outcomes Assessment Students learn about Students learn toSyllabus outcomes

HT5.2 Sequences and explains the significant patterns of continuity and change in the development of the modern world and Australia

HT5.4 Explains and analyses the causes and effects of events and developments in the modern world and Australia.

The assessment in this lesson is how much work the students have to show the teacher after their four lessons doing the site study.

Students learn about the quality and current status of their work for the assessment task.


Critical and creative thinking, ICT, intercultural understanding.

Explicit subject-specific concepts and skills

Analyses and uses sourcesSynthesise information from sources and transform it into usable informationIndependent research.


This refers to pedagogy focused on producing deep understanding of important, substantive concepts, skills, and ideas. Such pedagogy treats knowledge as something that requires active construction and requires students to engage in higher-order thinking and to communicate substantively about what they are learning.





2.4 Social Support2.5 Students’ self-regulation2.6 Student direction




How are the quality teaching elements you have identified achieved within the lesson?Teaching element Indicators of presence in the lesson

1.2 Deep understanding The main part of the lesson focuses on students using the information that they have gained during the online site study to fill in the blanks of their presentation. Connecting the knowledge they have gained, with the expectations and understandings required from the assessment task.

2.3 High Expectations Students are given the marking rubric for their assessment task and know what they have to have to hand in to order to reach the mark that they want. The tasks and the teacher are there to support them and push them into higher marks.

3.3 Knowledge Students combined their existing knowledge of the importance of historical

17712170 Samuel Linnenbankintegration. sources, as well as their existing ICT and multi-media skills to create the

presentation. 0 -5 The students wait out the front of the classroom until the

teacher lets them in. The students enter the classroom and sit down at their seat getting ready for the lesson. During this time the teacher marks the role and interacts with the students.

Teacher: Have the roll ready to be marked.

Student: The students wait outside, take their seats and take out what they need for the lesson.

Resources: Rolls

T

5 – 10 The teacher gives an update on when the due date of the assignment task is and reiterates what’s to be expected to be completed and handed in.

Teacher: Explicitly re-states what they want from the students in regards to the assignment.

Student: Listen to the teacher and understand what they need to do for the assignment.

Resources: None

T

10-60 For the rest of the lesson, the students can continue to work on their presentations with the teacher being able to give feedback as to the direction of the project and what it is lacking. It’s the last amount of class time they will have to make this presentation before it is presented next lesson. The students have laptops in order to conduct more research if necessary and by the end of the lesson, it is expected that by the end of the lesson each student will have something to show the teacher that could be submitted and marked.

The teacher during this part, can do a mini-lesson to address any major issues that the students are having as a peer group. This is a fluid lesson that the teacher has to read and go with the flow of the lesson.

Teacher: The teacher walks around the room and gives feedback to the students regarding how they are going on their assignments. The teacher can direct students in how their presentation is going, what they need to work on and what is going well. Student: The student needs to have completed work from the previous lessons done in the computer room for the teacher to critique and provide feedback on. They also need to be working on their presentations.

Resources: The students need to have their work from the previous lessons and their presentation.

S

What have I learned about the teaching and learning process when preparing this lesson?

During the creation of this lesson, I learned how hard it is to create a lesson that follows on from a site study that is different but still continues on the idea of student-driven inquiry-based independent learning. So I made this lesson a mixture, with the main part of the lesson being the independent study, but the teacher taking a much more active role in the classroom and become a leader.


Learning Outcome Method of measurement and recordingHT5.1 Explains and assesses the historical forces and factors that shaped the modern world and Australia.

This is measured by how the students explain their choices in regards to their chosen fashion trends, music trends etc. etc., and how they changed Australia during their own decade

HT5.4 Explains and analyses the causes and effects of events and developments in the Modern World and Australia.

This is measured by how well the students evaluate the effect that these different decades of pop culture had on Australia and its current pop culture.




Graduate Standards


1.2 Understand how students learn.

This is evidenced due to the lesson being designed around the students learning at their own pace and their own ability. The main part of the lesson is designed so that the teacher can help the students that they know need help.

2.3 Curriculum, assessment and reporting

The lesson is planned around the syllabus, the assessment schedule and the assessment task. Its sequenced around scaffolding towards the assessment task presentation that takes place in the next lesson.

2.6 Information and Communication Technology.

The entirety of this lesson, and the lessons preceding this lesson, all have extensive usage of ICT and the assessment task that is being done during class is ICT based.

3.1 Establish challenging learning goals.

The assessment task this lesson is based around sets goals for children of all skill levels to achieve. The ultra-capable students have the goals and the outline to get the top mark, and the challenge is there for students who want to try to get the best mark they can.

4.1 Support student participation.

The lesson is centred around each student participating as much as they can.


Students need to make sure that they leave the entry and exit clear at all times in case of emergency in the classroom. All bags need to be stored or hung on chairs to reduce tripping hazard and students need to make sure they are using the chairs and tables correctly (ie not learning back on their chairs or sitting on tables).

Resources Attached:

Assessment Tasks can be found the Apppendix Below.

17712170 Samuel LinnenbankPost-Lesson 2 Plan

Topic area: Depth Study 5: Popular Culture

Stage of Learner: Stage 5 Syllabus Pages: 98 - 102

Date: November 20th Location Booked: Classroom Lesson Number: 3 /3

Time: 60 minutes Total Number of students: 30 Printing/preparation: MarkingSheets for student work.

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes

HT5.1 Explains and assesses the historical forces and factors that shaped the modern world and Australia

HT5.4 explains an analyses the causes and effects of events and developments in the modern world and Australia

HT5.8 Selects and analyses a range of historical sources to locate information relevant to an historical inquiry

HT5.10 Selects and uses appropriate oral, written, visual and digital forms to communicate effectively about the past for different audiences.

The assessment in this lesson is the presentation part of the formal assessment that they received weeks prior. Its an assessment on their ability to do an historical inquiry independently, as well as how they transform that information and put it in their presentation.

Students learn about the pop culture of different decades through the presentations made by other students. They can see the choices made by the other students as to what was relevant to be included and compare that to their own presentation.

Students get to practise their presentation and public speaking skills. They learn to shape a presentation to a specific audience.


Critical and Creative thinking, ICT, Intercultural Understanding.

Explicit subject specific concepts and skills


This refers to pedagogy focused on producing deep understanding of important, substantive concepts, skills and ideas. Such pedagogy treats knowledge as something that requires active construction and requires students to engage in higher-order thinking and to communicate substantively about what they are learning.





2.4 Social Support2.5 Students’ self-regulation2.6 Student direction




How are the quality teaching elements you have identified achieved within the lesson?Teaching element

Indicators of presence in the lesson

17712170 Samuel Linnenbank1.1 Deep Knowledge

The indications of the QTE present in the lesson is that the students are expected to have deep understanding of the popular culture of the decade that they have studied, and that knowledge is coming through in their presentation

2.4 Social Support

This is evidenced by the students getting together and watching their peers do their presentations and congratulating and supporting their friends and classmates who may be scared or nervous about doing their presentation.

3.5 Connectedness

There is a connectedness between the students due all of them having to present their presentations. They can talk and share with each other their own information and things that they discovered in the research of their assessment task.

Time

Teaching and learning actions Organisation CentredT/S

0 - 5 The students wait out the front of the classroom until they are let in. Once the teacher lets them in, the students take their seats and unpack for the lesson, during this time, the teacher marks the role.

Teacher: The teacher lets the students into the classroom, and when they are settled, marks the attendance on the role.

Student: Students wait out the front of the classroom, enter in an orderly fashion, take their seats and get ready for the lesson.

Resources: Roll.

T

5 - 10 During this time, the teacher tells the students that, as they were told last week, they are presenting their presentations on the pop culture of their chosen decade today. The teacher then asks for volunteers for who wants to go first, and then makes up an order for the rest of the lesson.

Teacher: Tells the students that they are presenting today, and then chooses the order in which people are presenting to the class.

Student: Have their presentations ready to go, as well as volunteer to go first or suggest their place in order if they wish.

Resources: Paper to mark down the order in which students presented.

T

10 - 55

The teacher watches the students give their presentations and marks them according to the rubrics. During this period, the students who are not presenting are working on any material given by the teacher, or watching their peers present.

Teacher: Sits in a positon where they can unobstructed see the presentation and still maintain classroom behaviour. Then watches each individual presentation and awards them a mark according to the assignments marking rubric.

Student: Waits their turn, gives their presentation to the best of their ability. When not presenting, making sure that they are being respectful to the other students and doing work or watching the presentations.

Resources: Marking rubric, assessment sheets for each student to write their mark on.

S

55 - 60

Over the last 5 minutes, the teacher writes down the names of everyone who didn’t present or didn’t want to present for future reference. They then tell the students to pack up their belongings and get ready for the end of class.

Teacher: Concludes the presentations, writes down the names of the students who did not get to present due to time, or refused to present. Followed by telling the students to pack up and

T

17712170 Samuel Linnenbankwaiting for the bell to ring.

Student: Listen to the teacher, then when told to, pack their bags and wait for the bell to ring.

Resources: Paper to write down the list of people left to present.

17712170 Samuel LinnenbankReflectionWhat have I learned about the teaching and learning process when preparing this lesson?

During the creation and planning of this lesson I faced the problem of how to plan a lesson around students doing their presentations. Trying to manage a classroom wherein all students except for one are doing a presentation. After a few weeks placement I sat in a lesson just like this, and found that students themselves are very supportive of their peers and don’t usually interrupt the presentations, so that experience shaped this lesson plan.


Learning Outcome Method of measurement and recordingHT5.1 Explains and assesses the historical forces and factors that shaped the modern world and Australia

This is measured by how well the students explain the effects of the different trends and pop culture items had on the decade that that they were studying and Australia now. Its measured by how students state the immediate effect of pop culture.

HT5.4 Explains an analyses the causes and effects of events and developments in the modern world and Australia

This is measured by how the students explain that their decade had on Australian culture today, as well as its interactions with other decades. This is measured by how students state the overarching effect that pop culture had on the modern world and Australia.

HT5.8 Selects and analyses a range of historical sources to locate information relevant to an historical inquiry

This is measured by the strength and the validity of the information the students are using for their presentation.

HT5.10 selects and uses appropriate oral, written, visual and digital forms.

This is measured by how their presentation is structured, what sort of metalanguage they are using, what they are mentioning, the sources and photos they are using.



Graduate Standards


2.6 Information and Communication Technology

This standard is shown by the students continued us of ICT in their presentation. The teacher over the last few lessons have

4.2 Manage classroom activities

The teacher has to manage the class thoroughly and efficiently throughout this lesson as it imperative that the students support and respect each. Because there is no clear content for most of the lesson, it is very important for the teacher to manage the classroom effectively. The fluidity of the lesson does allow for some experiments in regards to classroom management.

5.1 Assess The entire lesson is centred around the teacher marking the students

17712170 Samuel Linnenbankstudent learning

on their presentation in class.

5.2 Provide feedback to students on their learning.

This combines with the standard before, the teacher gives immediate worthwhile and constructive criticism to the students on their presentation.


The entries and exits need to be kept clear in case of emergency, the bags need to be stored in case of tripping hazards.

Resources Attached:Assessment task discussed can be found in Appendix below.


Lesson Plan Justification.

These lessons have been developed for the Stage 5 Depth Study “Popular Culture (1945-

Present)” from the NSW K-10 History Syllabus (Board of Studies, NSW, 2012, pp.99) and

have been created to provide students with a sequential set of lessons that takes place during

the depth study. The lessons are designed as a “flipped” classroom that scaffolds them and

supports the completion of their assessment task (which is included in the Appendices

below). The lessons follow a constructivist approach combined with the benefits of

independent learning to help students to reach the syllabus outcomes as well as to help them

understand their own learning.

These three lesson plans, combined with the four lessons that take place within a computer

room following the “flipped classroom” model. The flipped classroom model is defined as

the Center for Teaching at Vanderbilt University, is “a reversal of traditional teaching where

students gain first exposure to new material outside of class, usually via reading or lecture

videos, and then class time is used to do the harder work of assimilating that knowledge.”

(2016, What is it? section) While these lessons do not completely follow the description of a

“flipped classroom” due to its lack of pre-recorded lectures or readings, but this is only due

to the limitations of running this in a high-school setting. The expansive nature of the school

system means that in one classroom the students may have devices and access to the internet

at home, while at another school the conditions may be different. These lessons and the

digital artefact are designed to surpass that with all of the instructions being contained within

the website.

Regardless of its challenges, the “flipped classroom” model has its benefits. Bergmann and

Sams (2012) outline these benefits “This model puts more onus on learners to actively learn

and individualizes the experience so students learn what is pertinent to them and their

17712170 Samuel Linnenbanklearning needs.” (pg. 60) (This factors into the concept of differentiation for students because

“these videos also help learners who are struggling with a concept because they can stop,

pause, and replay them as many times as needed.”(Bergmann, Sams, 2012, pg.60) What this

set of lessons does fulfil is the idea of the “flipped mastery classroom” where the students

can move throughout the content at their own pace in order to meet the requirements for the

set of the lessons as well as the assignment that the lessons are organised towards. This was

a cognitive choice due to the benefits of a flipped classroom, as well as the benefits of

allowing a student class time to work on assignments.

The digital artefacts are designed around the four essential pillars of the flipped classroom as

defined by Hadman, McKnight, McKnight, and Arfstrom (2016). These are “Flexible

learning environments, a shift in the learning culture, the use of intentional content, and

professional educators.” All of these lessons are planned around these pillars. The content on

the website is designed to achieve the “flexible learning environment” pillar with all of the

content and questions being flexible to any of the decade that the student has chosen, as well

as flexible in which order they can be completed. “Professional Educators” has already been

fulfilled with the presence of the teacher during the lesson. The “shift in learning culture” is

the basis for this lesson, as it is created to depart from the traditional classroom model and

get the students experiencing a more independent student-driven learning and all of the

benefits that come with it. The real strength of these lessons is its use of “intentional content”

with all of the classroom being designed around the assessment task and scaffolding them to

complete it.

While the class is modelled on the flipped classroom, it is designed for independent research

and learning. It achieves this through its use of online learning, and content that is focused on

guiding and streamlining what the students are researching. There is a multitude of benefits

for online learning, including the availability of the material so that the students that fall

behind can access it at home if they want to, it can involve and engage students that typically

17712170 Samuel Linnenbankmay not enjoy school work and most importantly it continually develops their ICT skills

which is a large part of the syllabus.

The pre-lesson and the post-lessons are designed to establish and continue this environment

of constructivist-based independent learning. This according to Warring (2013),

“necessitates an inquiry-based approach, with learners taking control and making decisions

with the support of a tutor” (Teaching and learning in the online constructivist context

section). Warring (2013) also states that “to successfully perform in this context, learners

need to practise high levels of decision making on a continuum of the degree of learner

choice, versus teacher direction” (teaching and learning on the online constructivist context

section) which is evident in the pre-lesson. It starts the student down the path of student-

driven inquiry within the first lesson, with the students independently choosing the decade

they are going to focus on, as well as start to inquire as to what they are going to research in

each section. After the online flipped classroom lessons, the class moves back into its normal

room, with the teacher still maintaining a facilitation role but allowing the space for them to

move it back to a more traditional instructional role after the depth study has finished.

All of these lessons have been designed around maximising the benefits from the flipped

classroom model, independent learning, and student driven learning. Each lesson of the

website is designed to fulfil these concepts and use them to get the best results in the class.

The lesson plans are also scaffolded to help students complete the assignment given to them

in class earlier as this will lead to all students having some work to hand in, and will improve

the quality of all students work. These online lessons, combined with the pre and post

lessons have been created to achieve the many different known pedagogical benefits of these

different concepts.

17712170 Samuel LinnenbankReference List.

Bergmann, J., & Sams, Aaron. (2012). Flip your classroom : Reach every student in every

class every day (First ed.).

Hamdan N , McKnight P , McKnight K , Arfstrom K M , (2013). The flipped learning

model: A white paper based on the literature review titled "A review of flipped

learning." Retrieved from

http://fln.schoolwires.net/cms/lib07/VA01923112/Centricity/Domain/41/

WhitePaper_FlippedLearning.pdf

Brame, C., (2013). Flipping the classroom. Vanderbilt University Center for Teaching.

Retrieved from http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/.

Warring, S. (2013). A MODEL OF INDEPENDENT LEARNING APPLIED TO THE

ONLINE CONTEXT. Quarterly Review of Distance Education, 14(1), 25-34.


Appendices A – E

Appendix A – Scope and Sequence

Appendix B – Concept Map

Appendix C – The Assessment Schedule

Appendix D – Classroom read assessment task

Appendix E – Unit Outline


Appendix A: Stage 5 – Scope and Sequence

Year 9:Term 1

10 weeks25 hours

The Making of the Modern WorldWeek 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10

Overview: The Making of the Modern World: Industrial Revolution, imperialism, colonialism, movement of peoples

Depth Study 1: Investigating the Ancient Past - Movement of people

Outcomes: HT5.1, HT5.2, HT5.4, HT5.7, HT5.9, HT5.10

Year 9:Term 2

10 weeks25 hours

The Ancient WorldWeek 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10

Overview: The Making of the Modern World (integrated throughout Depth Study 3: lead up to WWI, imperialism and interwar years, Holocaust)Core Study - Depth Study 3: Australians at War (World Wars I and II)

Outcomes: HT5.1, HT5.2, HT5.4, HT5.5, HT5.7, HT5.9, HT5.10


Year 10:Term 1

10 weeks25 hours

The Modern World and AustraliaWeek 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10

Overview: The Mordern World and Australia ( the post-war years, Cold-War, post-Cold War years)Core Study – Depth Study 4 – Rights and Freedoms (1945-Present)

Outcomes: HT5.2, HT5.3, HT5.6, HT5.8, HT5.9, HT5.10

Year 10:Term 2

10 weeks25 hours

The Modern World and AustraliaWeek 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10

Overview: The Making of the Modern World and The Modern World and Australia (elements from the overviews that provide a context for the optional study)Depth Study 6: School Developed Topic - Australia in the Vietnam War Era

Outcomes: HT5.1, HT5.4, HT5.5, HT5.6, HT5.8, HT5.9, HT5.10


Appendix B: Concept Map

Stage 5 is semesterized. So they do two terms of history in Year 9 and then two terms of History again in year 10. Task Number Term Task Type Weighting

1 Year 9Term 3Week 9

Persuasive Writing task.

The Industrial Revolution

20%

2 Year 9Term 4

Week 10

Yearly Examination In class exam

based on Depth Study 3: Australians at War.

Stage 5 Historical Skills test

30%

3 Year 10Term 3Week 9

Source-Based analysis:

Rights and Freedoms.

25%

4 Year 10Term 4

Week 10

Multimedia Presentation

Presentation on Popular Culture

Based on Stage 5 Historical Skills.

25%

Total 100%


Appendix C: Assessment Schedule


Appendix D: Assessment TaskClassroom-ready Assessment Task:

Stage 5: Depth Study 5: The Globalizing World

Activity name: Popular Culture Presentation. Weighting is 25%

ContextStudents during the last few weeks have been looking at Australian popular culture and how it has changed from the 1950’s to now. These decades include the 50’s, the 60s, the 70s, the 80s, the 90s, and the 2000s. Students are to choose a decade and frame their presentation around the pop culture of their decade. The students have to answer questions on 4 different key areas of Australian Popular Culture. These are:

Movies: What were some of the most famous movies from the time period? What effects did they have on the culture at the time, as well as the effects it had on today’s pop culture?

Music: What were the popular genres of music at the time? What were some famous artists and their contribution to music and popular culture?

Fashion: What were some of the fashion trends of the decade? How did fashion change over the decade? What caused these changes?

Sports: What were the main sports that were played from the decade? What are some of the biggest sports moments from that decade?

Description of activity


These students have to do: A PowerPoint Presentation: This is a presentation that contains at least 10 slides.

These slides need to include at least 200 words on their chosen topic and relevant pictures and sources.

An Essay: A 250-300 word essay that answers one of these two questions: 1. How has pop culture changed from your decade to now and why? 2. What are the effects that the pop-culture of your chosen decade has on

Australia today?

Areas for assessmentHistorical Skills and historical concepts.

Critical thinking skills. Research and information synthesis skills. Knowledge, recall, and understanding. Evaluation skills Application and presentation performance skills.


Outcomes HT5-1 Explains and assesses the historical forces and factors that shaped the modern

world and Australia HT5.3 explains and analyses the motives and actions of past individuals and groups in

the historical contexts that shaped the modern world and Australia. HT5.4 explains and analyses the causes and effects of events and developments in the

modern world and Australia HT5.6 Uses relevant evidence from source to support historical narratives,

explanations and analyses of the modern world and Australia. HT5.7 explains different contexts, perspectives and interpretations of the modern

world and Australia. HT5. Applies a range of relevant historical terms and concepts when communicating

and understanding of the past. HT5.10 Selects and uses appropriate oral, written, visual and digital forms to

communicate effectively about the past for different audiences.


Criteria for assessing learningStudents will be assessed on their ability to: Describe their chosen Topic eloquently and adequately. The usage of the correct sources and information/ Their choices and reasons for everything covered in each section. Uses the correct terms when talking about the past. Select the appropriate sources and photos from their chosen decade Uses the correct sources for historical information. The quality and length of their presentation.

Feedback See the marking criteria below.

Recording evidence of learningThis is a formative assessment, and what this is designed to record is: Understanding and engagement with the classroom and activities and the content

through the 250-300 word part of the assignment. Show ICT skills through their research of the text part as well as the design of their

presentation. Their understanding of Australian pop culture, as well as pop culture in general.

ScaffoldThe scaffolding that exists for this assignment is in the lessons planned around it. There are 4 online “flipped classroom” lessons that have been created to help these students


achieve this assessment task. The lessons created use the students doing independent research into one section per lesson to help them learn and get information that they can synthesis and transform to use in their assignments. This means that all students have dedicated class time to work on this assignment regardless of their socioeconomic status or home conditions. Due to the independent nature of the lessons, the capable students can go off by themselves and the teacher has time to help the students that require it.

Criteria for Written Report Mark Very detailed and accurate presentation on their chosen decade. The topic has been clearly and very presented to a high standard, with

complete integration of the chosen method. The correct usage and placement of photos and diagrams. Students have used high-quality information from varied sources in high-

quality ways, and the information is properly referenced.

Outstanding26 – 30

Detailed and accurate presentation on their chosen decade through their presentation

The Topic has been clearly and well-presented and accurately depicted The correct photos and sources have been used. Students have used a variety of sources and their information is well organised

and sourced with acceptable referencing.

High 20-24

Satisfactory presentation of their chosen decade. The decade has been reasonably covered and the presentation is acceptable

and readable. The correct photos and sources have been used. Students have sourced their information from a limited amount of places, have

the incorrect information and have rudimentary references.

Sound11 - 19

Student’s presentation on their chosen decade is basic and limited. Their reasoning behind the content of their presentation is limited or false. Bare and minimal evidence of proper research and

Basic5 - 10

Students have failed to submit/attempt the task. Students have not met any of the outcomes for this task.

Limited0 - 5


Appendix E: Unit Outline

Documents

Appendix 1: Lesson Plan Format A - Example€¦ · Web viewHow am I measuring the outcomes of this lesson? Learning Outcome: Method of measurement and recording; ... Understanding