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Introduction
Lesson planning and design is at the base of becoming an effective and
professional teacher. The consideration of a variety of factors is critical to
achieving high levels of professionalism, student achievement and excellent
teaching practices. The four key factors that impact educational planning will be
discussed in this essay with reference to current literature. These four factors
are, The Australian Syllabus as set by the Board of Studies (BOS), The diverse
learning needs of all students, Previous assessment data including information
collected regarding, skills, previous performances and prior knowledge, and the
National Professional Standards for Teachers as set by BOSTES.
These four factors combine to influence the decision making process of teachers
when designing teaching and learning. The syllabus provides a structure and
guideline that is both stage and unit specific, it sets the guidelines by which
students are assessed and outlines the skills and knowledge the students are
required to master. The implementation of the syllabus is influenced by the
diverse needs of the individual students in the classroom; teacher effectiveness
can be viewed through the perspective of adaptability and varying styles of
learning to achieve success in studies for all students. Furthermore to these two
factors are the National Professional standards for Teachers which is used to
inform and support teachers to achieve excellence in their professional
knowledge, professional practice and professional engagement. The final factor
that influences the implementation of syllabus content and relates directly to
professional knowledge, is the prior learning, assessment data and knowledge of
students, this is crucial in designing activities that are challenging without
overloading cognitive processes i.e. knowing your students and how they learn.
This essay will then examine a Stage 5 Science lesson plan and critique, in
regards to the four factors which influence effective teaching.

The Syllabus
The Syllabus is the backbone of the lesson plans that teachers design, it dictates
what and when content will be taught. The syllabi are essentially maps

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Thomas Saxon -

for

each

schooling

subject

that

contains

knowledge,

skills,

information, outcomes, directives, focuses and assessment guideline. The

Syllabus provides a framework for lessons and outcomes that need to be
achieved and allows for a logical and coherent progression of skills and
knowledge throughout the unit of work. The syllabus should be consulted at all
stages to ensure teaching and learning programs meet syllabus requirements
(NSW Government; Education and Communities, 2010).
In NSW the Syllabus is produced by the Board of Studies, Teaching and
Educational Standards (BOSTES), it is part of the agreed Australian Curriculum
set by the Australian Curriculum Assessment and reporting Authority (ACARA)
(Australian Curriculum Assessment and Reporting Authority. (2015). It is
important to note that whilst teachers must operate within the set syllabus, per
their chosen Key Learning Area and the constraints that are placed upon
outcomes and unit aim, Teachers must have the autonomy to choose how to
meet the outcomes and which pedagogical practices to apply (Hoerr, 2013).
Teachers decisions to implement syllabus content must be informed by cultural,
socio-economic and community factors of both their school and their students. It
is hence the teachers knowledge of the syllabus and the appropriate
implementation - according to their students needs - of said syllabus content
that will effectively determine the efficiency of teaching practices.

Diverse Student Learning Needs:

Along with the process of knowing teaching content as per the syllabus, an
effective teacher is required within the domain of professional knowledge to
understand their students and how they learn effectively and efficiently (Gillies,
2013). In modern Australian society, multiculturalism, socio-economic status,
Support systems, literacy levels and learning disabilities are all factors of the
diverse student cohort that must be considered in designing lesson plans. This
ties with the professional teaching standard 1.5 (AITSL) of Differentiate teaching
to meet specific learning needs of students across the full range of abilities
As students will not always be of the same literacy level, learning ability and skill
level it is important that Content should be scaffolded to allow students to
progress at a rate in which they are not subjected to cognitive overload whilst

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continually being challenged but achieving success and growth the is noticeable
both intrinsically and extrinsically (Marsh, Clark, Pittaway, 2014)- and are able to
overcome the zone of proximal development (Arnett, 2007).). It is critical to
being an effective teacher that the diverse needs of students is met therefore,
rather than using the traditional visual and aural teaching methods, effective
teaching requires diverse teaching styles that engage and stimulate the students
(Shimoni, Barrington, Wilde, & Henwood, 2013). These activity styles can include;
using differing content, video, readings, audio, modelling and role playing. In
following this, teachers should prepare a range of learning activities that reflect
the styles of learning in which their students are able to achieve a level of
automaticity (Arnett, 2007).

Assessment Data and Information

When deciding which syllabus outcomes to be incorporated into lesson plans, it is
important for planning for students needs, that previous assessment data by
analysed so as to understand current knowledge base, skill level and areas in
which students may not yet be competent. It is critical however to becoming an
effective teacher, that educators understand that not all students respond to the
same style of testing measures, hence it is important that an effective teachers
understand concepts such as inclusive assessment (Keefe, 2010), with the aim
of modifying assessment processes to account for the diverse needs of students.
According to Hargreaves (2005) it is important to assess for learning as
constructing knowledge, rather than learning as attaining objectives
Assessment data is however essential information to improve educational
practices, the collection of assessment information allows teachers to develop
strategies using staff collaboration which effectively encourage their peers to
modify and design teaching practices that will reflect positive change in students
learning and knowledge (Marsh, Clark, Pittaway, 2014).
It is important to acknowledge that whilst assessment data is important, it should
ont be the only indicator of learning ability. Observations, interactions and
conversations with students and anecdotal records are informal assessment
methods which can effectively be used to assess the development of a student,

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and subsequently inform further teaching practices and lesson design (Carr,
2001).

National Professional Standards for Teachers

The national standard for Australian Professional teachers includes three

Domains of teaching (Marsh, Clark, Pittaway, 2014) which are the benchmark
for teachers to maintain high quality in; Professional knowledge, Professional
Practice and Professional Engagement. Within these domains of teaching are
seven standards which impact directly upon student learning and effective lesson
planning practices. Key to designing and influencing lesson planning are
standards; 1. Know students and how they learn, 2; Know the content and how
to teach it and 3; plan for and implement effective teaching and learning
(AITSL).
It is evident through the National standards for teachers that the other 3 factors
of an effective teacher are intrinsically related to these standards. It must
however be recognised that through the pressure and stress to maintain these
teaching standards, educators may feel pressured to maintain these standards
above creativity, spontaneity, and ingenuity. And hence the loss of each may
have a negative impact on students learning.

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Stage 5 Year 10 Science Lesson Plan Analysis

The Syllabus
The chosen lesson plan comprises of a Stage 5 science lesson, in which the
students are engaging in the topic of Natural Selection, this is identified within
the lesson plan as relating to syllabus outcome; 5.8.3 (b) (BOSTES, 2012)
Relate natural selection to the theory of evolution
The lesson aims detail; desiring natural selection process, and simulating the
process of natural selection as the knowledge students will hope to learn from
this lesson. It is hence evident that the syllabus has influenced the teachers
planning and approach through implementation of class discussion of natural
selection and the environment.

Diverse student learning needs

Throughout the lesson, the Teacher has designed various activities that target
multiple

learning

styles,

beginning

with

teacher

student

questions

and

interactions, the teacher can gauge the knowledge and decision making process
of the students. Students are provided with the learning goals they are to
achieve throughout the lesson, this is once more an instance of the diverse
nature of this lesson plan, it enables students to compartmentalise and chunk
information into achievable goals this will aid goal orientated students.
Following this is a video showing and worksheet, in this case the diverse needs of
students is not addressed, as they are all required to fill in answers whilst they
watch, whilst some students may be capable of this, others may not be, hence
time should be allocated for students to review their work after the video
showing. On the whole however the lesson did cater for the diverse learning
needs of students as it implemented strategies that cater for the needs of
individual students such as interactive and practical lessons.

Assessment Data

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The lesson plan does not directly indicate reference to any previous assessment
data; it does however address the issue of prior learning that the students are
expected to understand. Due to this, it can be assumed that the students have
satisfactorily met the requirements and concepts of previous assessments and
topics. The scaffolding and progression of learning activities indicate that the
teacher understands the level and learning requirements of the students, as the
teachers use varying means of conveying information, followed by follow up
activities that reinforce these concepts. It is notable to mention that future
assessment data is mentioned in the lesson plan; this will allow the educator to
assess the students outcome and knowledge, and inform future learning
activities.

National Professional Teaching Standards

The AITSL standards that have been addressed in this lesson plan are as follows:
2.1.2: Apply knowledge of the content and teaching strategies of the teaching
area to develop engaging teaching activities
2.6.2: Use effective teaching strategies to integrate ICT into learning and
teaching programs to make selected content relevant and meaningful
3.1.2: Set explicit, challenging and achievable learning goals for all students
3.4.2: Select and/or create and use a range of resources, including ICT, to
engage students in their learning
Standard 2.1.2 and 2.6.2 are achieved through the implementation of stage and
developmentally appropriate

teaching

and

learning

activities that

utilise

technology within the classroom, utilising ICT to engage students and make
content meaningful and relevant. Similarly to standard 2.6.2, standard 3.4.2 has
been met as the resources selected or created utilise and incorporate a variety of
resources including ICT. Each resource promotes learning in the individual,
furthermore if the resources were created and not merely chosen, it will
demonstrate knowledge and understanding of all the content being addressed.
Utilising realistic goals, and providing students with learning goals sets explicit
and realistic targets for students, having these goals discussed at both the

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beginning and the end of the lesson ensures achievement of outcomes and class
work is successful.
Thus it is evident that the lesson plan meets 5 of the Professional Teaching
Standards covering both Standard 2; Know the content and how to teach it, and
Standard 3; Plan for and implement effective teaching and learning.

Conclusion
The chosen lesson plan has effectively addressed the 4 contributing factors of
designing a lesson plan; it has successfully addressed the diverse needs of
students, upheld four AITSL standards, addressed the syllabus outcome and has
appropriately included assessment data. It is thus evident that in order to
become an effective educator, planning and preparing lesson plan according to
these four key factors is essential, and will thus result in achieving and
maintaining professional standards.

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References

Arnett, J. (2007). Adolescence and emerging adulthood. Upper Saddle River, N.J.:
Pearson Prentice Hall.
Australian

Curriculum

Assessment

and

Reporting

Authority.

(2015).

The

Australian curriculum (ACARA): civics and citizenship, economics and

business, geography and history
Australian Institute for Teaching and School Leadership (AITSL). (2011).
Australian Professional Standards for Teachers, published by the Australian
Institute for Teaching and School Leadership (AITSL). In M. Cavanagh & A.
Prescott (Ed.). Your professional experience handbook: a guide for preservice teachers. NSW, Australia: Pearson Australia
Board of Studies, Teaching and Educational Standards NSW. (2012). NSW
Syllabuses for the Australian curriculum. NSW Government. Retrieved 19
March from http://syllabus.bostes.nsw.edu.au/about/
Board of Studies, Teaching and Educational Standards NSW. (2012). Science K-10,
Syllabus. Sydney, Australia: Board of Studies NSW. Retrieved March 19
from
http://syllabus.bostes.nsw.edu.au/assets/sciencek10/downloads/sciencek1
0_full.pdf
Carr, M. 2001. Assessment in early childhood settings. Thousand Oaks: Sage.
Gillies, R. (2013). Responding to Students Diverse Needs. International Journal of
Disability,

Development

and

Education, 60(3),

181-184.

http://dx.doi.org/10.1080/1034912x.2013.813784
Hargreaves, E. (2005). Assessment for learning? Thinking outside the (black) box.
Cambridge Journal of Education, 35(2), 213-24.
Hoerr, T. R. (2013). Who Decides What?. Educational Leadership, 70(7), 86.
Keeffe, M. (2010). Inclusive assessment and accountability: a guide to
accommodations for students with diverse needs, by Sarah E. Bolt and

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Andrew T. Roach. Journal of Educational Administration and History, 42(3),

339-341. http://dx.doi.org/10.1080/00220620.2010.492979
Marsh, C.J., Clark, M., Pittaway, S. (2014). Marshs becoming a teacher (6th Ed.)
Frenchs Forest, Australia: Pearson Australia
Shimoni, R., Barrington, G., Wilde, R., & Henwood, S. (2013). Addressing the
Needs of Diverse Distributed Students. International review of Research in
Open & Distance Learning, 14(3), 134-156.
Wayman, J. C. (2005). Involving teachers in data-driven decision making: Using
computer data systems to support teacher inquiry and reflection. Journal
of Education for Students Placed at Risk, 10(3), 295-308.

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ASSESSMENT STANDARDS FOR DESIGNING TEACHING AND LEARNING ASSIGNMENT 1 ESSAY 1H 2016
STUDENT NAME Thomas Saxon TOTAL MARK./50
Criteria

Fail
0-24/50

Pass
25-32/50

Credit
32.5-37/50

Distinction
37.5-42/50

MARKS /20 TOTAL

Part A. ANALYSIS
Demonstrates an
understanding of each
of the four factors that
determine teachers
decisions about lesson
planning
1. The Syllabus
2. Diverse student
learning needs
(including literacy
levels, learning
disabilities)
3. Previous
assessment
data
4. National
Professional
Standards
for
Teachers
Draws on literature
evidence
to analyse how the
four factors
determine teachers
decisions about lesson
planning

Does not
sufficiently show
understanding of
each of the four
factors that
determine
decisions about
lesson planning

Demonstrates
understanding of
each of
the four factors that
determine decisions
about lesson
planning

Demonstrates clear
understanding of the four
factors that determine
decisions about lesson
planning

Demonstrates
Demonstrates
insightful
sophisticated
understanding of the understanding of the
four factors that
four factors that
determine decisions
determine
about lesson planning
decisions about
lesson planning

Little use of
literature
evidence to
discuss the four
factors

Uses literature
evidence
to discuss the four
factors

Writing is

Writing is mostly

Integrates literature
Competently
evidence
integrates
to discuss the four factors literature
evidence to
discuss the four
factors
Writing tends to be
analytical
9

Higher Distinction
42.5-50/50

Competently
integrates
and synthesises
literature evidence
to discuss the four
factors

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DESIGNING

(10 marks)

MARKS /20 TOTAL

PART B APPLICATION
Identifies whether the
four factors inform the
lesson plan
(5 marks)
Discusses the ways in
which the factors
inform the lesson plan
or how they could be
incorporated to
improve the lesson
plan.
(15
marks)
MARKS
/10
ACADEMIC WRITING
Presents work
professionally, with
clear academic writing
and APA referencing
style within the word
limit.

TEA CHING

AND

LEARNING 1H

2016

analysis

Does not apply

discussion to
each of the four
factors

Little or no
discussion of the
ways that the
factors inform
the lesson plan
or how they
could be
incorporated
Essay lacks
structure; little
evidence paper
has been edited;
terminology
inappropriate;
frequent
spelling/
typographic
errors
Overuse
of
quotatio
ns
no or
inaccurate

Makes limited
reference
to whether each of
the
four factors inform
the lesson plan
Limited discussion
of the ways that the
factors inform the
lesson plan or how
they could be
incorporated
Essay adheres to
essay format;
mostly well formed
paragraphs with
coherent and
grammatically
correct sentences,
some typographic
and /or spelling
errors; generally
accurate APA
referencing
Overuse of
quotations, some
paraphrasing

displays critical
thinking

Discusses whether the

factors
inform the lesson plan

Critically discusses
Critically and
whether the factors
confidently
inform the lesson plan discusses whether the
factors inform the
lesson plan

Demonstrates clear
Demonstrates deeper
understanding in
understanding in
discussion about how
discussion about how
the factors inform the
the factors inform the
lesson plan or how they lesson plan or how
could be incorporated to they could be
improve the lesson plan incorporated to
improve the lesson
Well-structured essay
Well-structured
with well-formed
essay with well
paragraphs, coherent
written paragraphs,
sentence construction; confident, coherent
effective grammatical
sentence
expression; competent construction; welluse of appropriate
developed
grammatical
terminology; minor
expression; uses
typographic and /or
spelling errors; mostly appropriate
terminology;
accurate APA
referencing in- text and few typographic or
reference list;
spelling errors
Greater use of
accurate APA
paraphrasing, some
referencing
quotations
Greater use of
paraphrasing,

Demonstrates a
highly developed
understanding
Of how the factors
inform the lesson
plan or how they
could be incorporated
to
improve the lesson
Well-structured
essay
with well written
paragraphs, Highly
developed
grammatical
expression and use
of terminology. Very
few typographic or
spelling errors;
consistently accurate
APA referencing.
Predominant
use of
paraphrasing,
some
quotations