102086 Designing

Teaching &
Learning:
Assignment 2
Larissa Smith (17696454)
KLA: PDHPE

Contents:
1. Original lesson
plan
. Pg. 3-5
2. Adapted lesson plan to the WSU Lesson Plan
Template. Pg. 6-12
3. Lesson plan analysis using the APST and QT Analysis
TemplatePg. 13-17
4. Modified lesson plan
...Pg.
18-27
5. Academic justification
. Pg. 2829
6. Reference list

Pg. 30
7. URL web link to your Learning
PortfolioPg. 31

(Source: NSW Department of Education. (2015). Looking into homophobia. Teaching sexual health. Pg. 1-3.
Retrieved from: http://www.learning.schools.nsw.edu.au/teachingsexualhealth/files/2015/10/Look-homophobiaS5-2a90s3r.pdf)

Lesson Plan
5

Topic area: Looking

into Homophobia

Stage of Learner: Stage 5Syllabus Pages:

Date:

Location Booked:

Time: 60 minutes

Total Number of students

Printing/preparation

Outcomes

Assessment

Outcome 5.3 analyses factors

that contribute to
positive, inclusive
and satisfying
relationships

Cross Curriculum themes & General

capabilities

Lesson Number:

Students learn
about

Students learn
to

Discrimination,
Explore the impact of
harassment and
discrimination and
vilification impact of difference on
discrimination,
marginalised groups
harassment and
vilification on
individuals and the
community
Explicit subject specific concepts and
skills
-

Interpersonal communication
Decision making and problem solving
Critical thinking (analysis of influences,
attitudes, values, beliefs and norms)
Empathy building
Cooperation (assessing abilities and
strengths)
Relationship and community building
(appropriate expression of thoughts, feelings,
opinions)
Self-management skills for increasing
personal confidence and abilities to assume
control, take responsibility, make a
difference, or bring about change
Advocacy (influencing and persuasion)

Assumed knowledge and understanding to

participate in this activity, it is assumed that
students have a sound understanding of the
following Stage 4 PDHPE content: - Forms of
bullying and harassment - Ways to help others Strategies and behaviours for negotiating caring
and respectful relationships

Quality Teaching Elements (lesson focus) Highlight the appropriate

areas
Intellectual 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.
Quality Learning Environment
This 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.
Significance
This 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.

1.1 Deep knowledge

1.2 Deep
understanding
1.3 Problematic
knowledge

1.4 Higher-order
thinking
1.5 Metalanguage
1.6 Substantive
communication

2.1 Explicit quality

criteria
2.2 Engagement
2.3 High
Expectations

2.4 Social Support

2.5 Students self
regulation
2.6 Student direction

3.1 Background
knowledge
3.2 Cultural
knowledge
3.3 Knowledge
integration

3.4 Inclusivity
3.5 Connectedness
3.6 Narrative

How are the quality teaching elements you have identified

achieved within the lesson?
Teaching
element

Indicators of presence in the lesson

Larissa smith (17696454) assignment 2

Time
Intro

Teaching and learning actions

- Explain the term homophobia.
Homophobia is a form of discrimination.
Homophobia is a fear or intolerance of men and women who do
not identify exclusively as opposite sex attracted, or individuals
perceived to be gay, lesbian, bisexual or transgender, and is
usually linked with hostility towards them.
Homophobic people dont really know or care about the
sexuality of the people they harass, so opposite sex attracted
people can experience homophobic abuse too particularly if they
are perceived to be gay, lesbian, bisexual or transgender.

Organisa
tion
Teacher:
Student:
Resources:

As a whole class discuss the following questions:

What are some of the reasons why people would experience
feelings of homophobia? e.g. dont know enough about it,
upbringing, personal values and beliefs, religious beliefs, scared,
unsure.
What are the different ways that homophobia is demonstrated in
the school or community? (How might a person, who is
homophobic, act towards or treat people who they perceive as
gay, lesbian, bisexual or transgender?)
Body

Explain the following to students:

Homophobia is sometimes demonstrated in the form of
verbal and physical abuse. The majority of abuse
experienced by same sex attracted young people occurs in
schools or on the way home from school and is perpetrated
by other students. It is important to examine the reasons for,
and impact, of homophobic abuse on those involved so we
can take action to prevent it from occurring in the school
and wider community. The next activity is about exploring
the impact of homophobia.
Divide the class into 4 groups and provide each group with a
body sized piece of butchers paper and coloured pens.
Instruct students to draw an outline of a body onto their
butchers paper. Allocate one of the following characters to
each group and ask students to write their character at the
top of the body outline as a heading:
Someone who bullies
Someone who being bullied
Student bystander 1
Student bystander 2
Set the scene for the activity by explaining the following
8 | Page

Centr
ed
T/S

Teacher:
Student:
Resources:

Larissa smith (17696454) assignment 2

scenario to the class:

Each of these characters are out in the playground and are
involved in a situation where homophobia is occurring.
Explain to each group that they need to come up with as
many thoughts, feelings and actions that their character may
have or display in this situation.
Encourage students to write words and draw pictures on
their character to demonstrate their thoughts, feelings and
actions. After a set time, bring the class together and walk
around to each body outline.
Ask each group to present their characters thoughts,
feelings and actions to the rest of the class. Provide time for
other students to ask questions to clarify anything that is
written or drawn on the butchers paper.
As you move around to each character discuss the following
questions with the whole class:
What things might have influenced this characters
thoughts and feelings in this situation?
In what ways has this characters thoughts and feelings
influenced their actions? Once each group has presented ask
students to consider the following questions:
What impact would this situation have on the person being
bullied? How would this affect their social and emotional
wellbeing?
What actions could the person being bullied take to reject
or stand up to the person who is bullying? Which of these
suggestions are the safest options?
What actions could the bystander take to reject or stand up
to the person who is bullying? Which of these suggestions
are the safest options?
What actions could the bystander take to show support for
the person being bullied?
What might influence whether the bystander shows support
for the person being bullied? How does silence or
avoidance impact on homophobia?
Who can someone turn to if they find themselves in the
same situation as the person being bullied or the
bystander?

Extension (higher order thinking):

Teacher:
Student:

9 | Page

Larissa smith (17696454) assignment 2

The teacher can prompt students to think more critically by

providing other elements to each of the characters:
What if... the person being bullied wasnt same sex
attracted, why would they be a target for homophobia? Is
this the same as bullying someone who is same sex
attracted?
What if... one of the bystanders was a teacher: - What
message would this send to the person being bullied?
What do you think they would be feeling or thinking? What message would this send to the person who is
bullying? What do you think they would be feeling or
thinking?
What if... the person who is bullying was same sex
attracted themselves? What do you think they would be
thinking or feeling? Why do you think they would be
acting out in this way? Inform students that violence and
discrimination towards same sex attracted people is
against the law and has many physical, social and
emotional implications.
Brainstorm the social, physical and emotional implications
of abuse on young people who identify as same sex
attracted.

Resources:

Ask students:
What can you and the school do to help prevent and stop
abuse against same sex attracted young people?
How can the school create a more supportive environment
for individuals who are same sex attracted?
Teacher:
Student:
Resurces:
Teacher:
Student:
Conclus
ion

Resources:
Teacher:
Student:
Resources:

10 | P a g e

Larissa smith (17696454) assignment 2

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

How am I measuring the outcomes of this lesson?

Learning Outcome

Method of measurement and recording

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

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?

References (In APA)

You must list all references that you have used for the content and resources
of this lesson in this space.
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Larissa smith (17696454) assignment 2

Resources Attached:
You must list all the resources that you have created or found in this space.

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102086 Designing Teaching & Learning 2H 2016

Assignment 2: APST and QT Analysis Template
Student name: Larissa Smith
Student ID: 17696454

Section 1: Australian Professional Standards for Teachers

Evaluate the adapted lesson plan according to the following Australian Professional Standards for Teachers. Only standards directly addressed in Designing
Teaching & Learning that are relevant to this assignment have a rating scale. You can ignore the other standards for this assignment. However, this does not mean
the other standards are irrelevant to lesson planning and evaluation more generally.
Standard
1 Know
students and
how they
learn

Evaluation score
1 (poor) 5 (excellent)
1.1 Physical, social and intellectual development and characteristics of students
1.2 Understand how students learn
1.3 Students with diverse linguistic, cultural,
religious and socioeconomic backgrounds

1 2 3 4 5 NA

1.4 Strategies for teaching Aboriginal and Torres

Strait Islander students

1 2 3 4 5 NA

1.5 Differentiate teaching to meet the specific

learning needs of students across the full range of
abilities

2 Know the

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1 2 3 4 5 NA

1 2 3 4 5 NA
1.6 Strategies to support full participation of
students with disability
2.1 Content and teaching strategies of the teaching area

Comments incl. evidence for evaluation score (2 sentences maximum)

Not mentioned in lesson plan however prior to lesson ask students what thy
know about topic and create boundaries to create a respectful classroom
environment. Also provide differentiated resources to support learners needs
based on different backgrounds and beliefs
Not mentioned in lesson plan however the use of eight ways resource could
be applied to help learners needs.
Group activity may assist different learning. lesson plan also provides
extension activities. Teacher could implement different resources to keep
lesson engaging for example technology and autonomy over activity
choices suitable to needs
Not mentioned in lesson plan however different resources can be applied
e.g., hearing or visual aids, translators, scribes or use of pictures to
demonstrate key concepts

content and
how to teach
it

3 Plan for an
implement
effective
teaching and
learning

4 Create and
maintain
supportive
and safe
learning
environments

1 2 3 4 5 NA

Good use of content, poor organisation of lesson. Structuring of lesson

needs to be clear, indicating introduction, body and conclusion. Specific
allocation of time and how students are going to be assess.
1 2 3 4 5 NA
Link to curriculum on sexual health, relationships and discrimination. No
explicit evidence of assessment except the use of questioning.
2.3 Curriculum, assessment and reporting
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
2.5 Literacy and numeracy strategies
1 2 3 4 5 NA
Not evidence throughout lesson plan. The teach could use computer
resources such as PowerPoint slides, videos to engage students of set
2.6 Information and Communication Technology
research tasks
(ICT)
1 2 3 4 5 NA
Provides high order thinking activity and challenges students to think about
issues. The group activity is quite basic; however, discussion questions are
3.1 Establish challenging learning goals
great.
1 2 3 4 5 NA
No structure or timing of activities. By improving this, it will help with flow
and sequencing of lesson
3.2 Plan, structure and sequence learning programs
1 2 3 4 5 NA
Only one main task throughout the lesson which is quite basic, a lot of
discussion however may need alternative activity with similar purpose if
3.3 Use teaching strategies
class isnt responsive to questions
1 2 3 4 5 NA
Not a great deal of resources. Butchers paper for activity and pen but
sources of information to help scaffold learning could have been used or
3.4 Select and use resources
ICT to link curriculum
3.5 Use effective classroom communication
3.6 Evaluate and improve teaching programs
3.7 Engage parents/ carers in the educative process
1 2 3 4 5 NA
Group activity allows student to get involved and participate in an inclusive
activity. Presentations supports participation, however some students may
4.1 Support student participation
not feel comfortable so another group member can help out.
1 2 3 4 5 NA
Activities are provided, however no structure which may affect delivery.
Creating structure help aid management of classroom activities. Teacher can
4.2 Manage classroom activities
also monitor student when completing tasks to observe the competency and
achievement amongst students
1 2 3 4 5 NA
Not addressed within lesson. Assess risks that may occur in the lesson to
prepare teacher for any likelihood of events. Importance of knowing your
4.3 Manage challenging behaviour
students to set activities to engage students
1 2 3 4 5 NA
Not addressed within lesson- assess risks before lesson
2.2 Content selection and organisation

4.4 Maintain student safety

1 2 3 4 5 NA
4.5 Use ICT safely, responsibly and ethically
5 Assess,
provide
feedback and

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1 2 3 4 5 NA
5.1 Assess student learning

Not addressed within lesson ICT was not used however it can be easily
implement into the lesson to create greater quality and add additional
resources for learning needs
Use of questions are delivered throughout the lesson. Although no explicit
assessment link in lesson plan. Use of questions encourage critically think
and apply the issue to society

report on
student
learning

1 2 3 4 5 NA
5.2 Provide feedback to students on their learning
5.3 Make consistent and comparable judgements
5.4 Interpret student data
5.5 Report on student achievement

6 Engage in
professional
learning

6.1 Identify and plan professional learning needs

7 Engage
professionally
with
colleagues,
parents/carer
s and the
community

7.1 Meet professional ethics and responsibilities

7.2 Comply with legislative, administrative and organisational requirements

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6.2 Engage in professional learning and improve practice

6.3 Engage with colleagues and improve practice
6.4 Apply professional learning and improve student learning

7.3 Engage with the parents/carers

7.4 Engage with professional teaching networks and broader communities

Feedback may be given during presentations or when listening to discussion

however should be more explicit in lesson plan.

Section 2: NSW Quality Teaching Model

Evaluate the adapted lesson plan according to the following NSW Quality Teaching model elements. If you mark an element as NA (not applicable) please justify
in your comments.
Dimension

Element

Intellectual
quality

Deep knowledge

Code
(refer to QT model
documentation for
criteria for each
number)
1 2 3 4 5 NA

Deep understanding

1 2 3 4 5 NA

Problematic knowledge

1 2 3 4 5 NA

Higher-order thinking

1 2 3 4 5 NA

Metalanguage
Substantive communication

1 2 3 4 5 NA
1 2 3 4 5 NA

Explicit quality criteria

1 2 3 4 5 NA

Engagement

1 2 3 4 5 NA

High expectations

1 2 3 4 5 NA

Social support

1 2 3 4 5 NA

Students self-regulation

1 2 3 4 5 NA

Quality
learning
environmen
t

16 | P a g e

Comments incl. evidence for code (2 sentences maximum)

Review of students prior knowledge could have been assessed.

Although students engage in key concepts in regards to discrimination
and harassment in a community
The activity should allow students to get a deep understanding of
concepts. The use of questions in discussions allows students to
critically think about the issues and understand reasoning
Students are encouraged to look at different perspectives of people in
their activity. Students are also encouraged to explore the social
construction of homophobia expressed in communities
Activities within the lesson regularly encourage students to think
especially with eh group activity which develops empathy in students
towards those categories given
Explicitly shown in lesson plan
Teachers and students will be engaging in substantial communication
throughout the lesson specifically in presentations and discussions
Not explicit in lesson. Expectations should be demonstrated and
encourage to students
Students are encouraged to be actively engage during activities.
Activities also allow students to connect with content by apply
schooling context to scenarios
High expectations are encouraged in activities. Everyone is expected
to participate
Group activity provides social support especially if one person doesnt
feel confident presenting however that student is good at researching.
It allows students to work together in friendly environment
Group activity provides some self-regulation however resources could
have been used to assist with students autonomy for example more

Significance

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Student direction
Background knowledge

1 2 3 4 5 NA
1 2 3 4 5 NA

Cultural knowledge

1 2 3 4 5 NA

Knowledge integration

1 2 3 4 5 NA

Inclusivity

1 2 3 4 5 NA

Connectedness

1 2 3 4 5 NA

Narrative

1 2 3 4 5 NA

scenario options
Not very explicit in lesson plan. Students dont have many choices
One direct question that link to this however activity doesnt
encourage for background knowledge to be identified
One direct question that link to this however activity doesnt
encourage for cultural knowledge to be identified
Not addressed in lesson plan. Teacher can directly link the content to
wider community and other content and subject matters
Discussion allows students to express opinions and ideas and goup
activity encourages team work
Content allows students to this how key concepts impact communities
and school contexts
Students are encouraged to link their own stories through the use of
scenarios given however not explicitly instructed

18 | P a g e

Lesson Plan
Topic area: Looking
into Homophobia

Stage of Learner: Stage 5Syllabus Pages: 33-34

Date:

Location Booked:

Time: 60 minutes

Total Number of students

Printing/preparation:
Resources: Computers, butchers
paper and pens & projector for
video

Outcomes
Outcome 5.3 analyses factors
that contribute to
positive, inclusive
and satisfying
relationships

Assessment
Questioning
throughout lesson
to assess
understanding of
concepts and
presentation of
concepts
delivered to class
by students.
We want students
to be able to
identify form of
homophobia within
the community
and have the
ability to examine
the impacts of
discrimination on
gender diverse
groups

Cross Curriculum themes & General

capabilities
PDHPE is not under the Australian
curriculum, therefore these cross
curriculum themes and general
capabilities dont apply

Lesson Number:

Students learn
about

Students learn
to

Discrimination,
harassment and
vilification
impact of
discrimination,
harassment and
vilification on
individuals and the
community

Explore the impact of

discrimination and
difference on
marginalised groups

Explicit subject specific concepts and

skills
-

Interpersonal communication
Decision making and problem solving
Critical thinking (analysis of influences,
attitudes, values, beliefs and norms)
Empathy building
Cooperation (assessing abilities and
strengths)
Relationship and community building
(appropriate expression of thoughts, feelings,
opinions)
Self-management skills for increasing
personal confidence and abilities to assume
control, take responsibility, make a
difference, or bring about change
Advocacy (influencing and persuasion)

Assumed knowledge and understanding to

19 | P a g e

participate in this activity, it is assumed that

students have a sound understanding of the
following Stage 4 PDHPE content: - Forms of
bullying and harassment - Ways to help others Strategies and behaviours for negotiating caring
and respectful relationships

Quality Teaching Elements (lesson focus) Highlight the appropriate

areas
Intellectual 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.
Quality Learning Environment
This 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.
Significance
This 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.

1.1 Deep knowledge

1.2 Deep
understanding
1.3 Problematic
knowledge

1.4 Higher-order
thinking
1.5 Metalanguage
1.6 Substantive
communication

2.1 Explicit quality

criteria
2.2 Engagement
2.3 High
Expectations

2.4 Social Support

2.5 Students self
regulation
2.6 Student direction

3.1 Background
knowledge
3.2 Cultural
knowledge
3.3 Knowledge
integration

3.4 Inclusivity
3.5 Connectedness
3.6 Narrative

How are the quality teaching elements you have identified

achieved within the lesson?
Teaching
element

20 | P a g e

Indicators of presence in the lesson

Time
Intro

Teaching and learning

actions
-

5min

Mark roll and introduce

myself
Quick overview of lesson
and link prior knowledge
from students to support
with content being delivered.

Organisation
Teacher: mark roll, have
worksheets already prepared on
desks for students, load slides
Student:
Sit at a desk with a worksheet and
gets prepared for lesson

Centre
d
T/S

Teach
er

Resources: Roll, powerpoint

slides/projector

Body

10min

Activity 1 direct instruction

and discussion:
Present to the class a video on
homophobia to exemplify
homophobia before defining key
concepts
Explain the term homophobia and its
impacts:
- Homophobia is a form of
discrimination.
- Homophobia is a fear or
intolerance of men and
women who do not identify
exclusively as opposite sex
attracted, or individuals
perceived to be gay, lesbian,
bisexual or transgender, and
is usually linked with
hostility towards them.
- Homophobic people dont
really know or care about
the sexuality of the people
they harass, so opposite sex
attracted people can
experience homophobic
abuse too particularly if they
are perceived to be gay,
lesbian, bisexual or
transgender.
- Homophobia is sometimes

demonstrated in the form

of verbal and physical
21 | P a g e

Teacher: plays video, defines

terminology of slides, question
students understanding of
homophobia. If students struggle
with questions get them to think
about how it links to sense of self
and relationships
Student: watch video, copy slides
or highlight important information
on worksheet
Resources: Youtube
https://www.youtube.com/watch?
v=lrJxqvalFxM
presentation slides

Teacher

abuse. The majority of

abuse experienced by
same sex attracted young
people occurs in schools
or on the way home from
school and is perpetrated
by other students. It is
important to examine the
reasons for, and impact, of
homophobic abuse on
those involved so we can
take action to prevent it
from occurring in the
school and wider
community. The next
activity is about exploring
the impact of
homophobia.
As a whole class discuss the
following questions linking to the
video:
What are some of the reasons why
people would experience feelings of
homophobia? e.g. dont know
enough about it, upbringing,
personal values and beliefs, religious
beliefs, scared, unsure.
What are the different ways that
homophobia is demonstrated in the
school or community? (How might a
person, who is homophobic, act
towards or treat people who they
perceive as gay, lesbian, bisexual or
transgender?)

20minu
tes

Activity 2: Group activity

Divide the class into 4 groups and
provide each group with a body
sized piece of butchers paper and
coloured pens. Instruct students to
draw an outline of a body onto

22 | P a g e

Teacher: Encourage students to write

words and draw pictures on their
character to demonstrate their
thoughts, feelings and actions. Move
around room and assist students
Student: students in groups
conducting research and brainstorms
with personal devices of classroom

student

their butchers paper. Allocate

one of the following characters to
each group and ask students to
write their character at the top of
the body outline as a heading:
Someone who bullies
Someone who being bullied
Student/ bystander 1
Student bystander 2
Explain to each group that they
need to come up with as many
thoughts, feelings and actions that
their character may have or
display in this situation.

computers
Resources: butchers paper and pens,
computers

Each group also needs to research

a campaign or organisation thats
against homophobic bullying
and/or discrimination which can
be used to help students think of
implications towards social,
physical and emotional health
Scenario:
Each of these characters are out
in the playground and are
involved in a situation where
homophobia is occurring

Activity 3: Presentations
15minu
tes

Ask each group to present their

characters thoughts, feelings and
actions to the rest of the class.
Each group with also explain the
organisation, campaign or support
site to the class
Teacher evaluates and provides
feedback by asking following
questions or getting to students to
think about it to lead discussion

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Teacher: Organise time for

presentations and ensure the class is
listening to groups and being respectful
Student: Students present
presentations, roughly 2 min per group
allow for student to ask questions to
presenting groups
Resources: PowerPoint presentations
or using resources and information on
butchers paper

student

What things might have

influenced this characters
thoughts and feelings in this
situation?
In what ways has this
characters thoughts and feelings
influenced their actions? Once
each group has presented ask
students to consider the following
questions:
What impact would this
situation have on the person being
bullied? How would this affect
their social and emotional
wellbeing?
What actions could the person
being bullied take to reject or
stand up to the person who is
bullying? Which of these
suggestions are the safest
options?
What actions could the
bystander take to reject or stand
up to the person who is bullying?
Which of these suggestions are
the safest options?
What actions could the
bystander take to show support
for the person being bullied?
What might influence whether
the bystander shows support for
the person being bullied? How
does silence or avoidance impact
on homophobia?
Who can someone turn to if they
find themselves in the same
situation as the person being
bullied or the bystander?

Extension (higher order thinking):

Extensi
on
activity

The teacher can prompt students

to think more critically by
providing other elements to each
of the characters:

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Teacher: information/questions
provides additional worksheet for
students who like to be challenged
Student: optional for students to
advance thinking
Resources: worksheet with this

student

 What if... the person being

bullied wasnt same sex
attracted, why would they be
a target for homophobia? Is
this the same as bullying
someone who is same sex
attracted?
What if... one of the
bystanders was a teacher: What message would this
send to the person being
bullied? What do you think
they would be feeling or
thinking? - What message
would this send to the person
who is bullying? What do you
think they would be feeling or
thinking?
What if... the person who is
bullying was same sex
attracted themselves? What
do you think they would be
thinking or feeling? Why do
you think they would be
acting out in this way? Inform
students that violence and
discrimination towards same
sex attracted people is against
the law and has many
physical, social and emotional
implications.
Conclus
ion
10
minute
s

Summarise key points and link to

past or future lessons based on health
topics.
Ask students:
What can you and the school do to
help prevent and stop abuse against
same sex attracted young people?
How can the school create a more
supportive environment for
individuals who are same sex
attracted?

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information

Teacher: collect and pack up

classroom or additional resources
Student:
Pack up equipment
Resources:

teacher

Reflection
What have I learned about the teaching and learning process when preparing
this lesson?
During this process of preparing a lesson, I have learnt the importance and
significance of clearly structuring and allocating time within a lesson plan.
This allows the teacher delivering the lesson to completely achieve all tasks
that need to be completed during a lesson. Also, when structuring a lesson
plan its important to clearly identify tasks and outcomes within the lesson so
any reader could feel confident in delivering the lesson effectively.
Structuring a lesson plan consists of many activities that engage students
and using multiple resources for student participation. When resourcing the
lesson plan for the assignment, it taught me how much time is needed to
plan and resource activities to develop a lesson plan to meet the
requirements of the quality teaching model and Australian professional
standards for teachers. By meeting these requirements, it reflects the
teachers professional conduct and quality of practice. Reflecting on the
lesson that I deconstructed improved my awareness for elements that are
needed to be considered in lesson plans. I enjoyed the experience and I
believe further lesson planning practice will improve the quality of my own
planning for future teaching. From analysing a lesson plan and using a
template, its clearly evident to me what is considered effective which can
help future planning and construction of lesson plans. Whilst modifying the
lesson plan, a reoccurring thought of assessment stuck with me as I changed
activities. I needed to measure students understanding of the content that
was being delivered effectively to serve purpose to the activities chosen.

How am I measuring the outcomes of this lesson?

Learning Outcome
5.3

Other considerations

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Method of measurement and recording

Formative assessment by questioning students
understanding and assessing quality and
achievement of work within lesson. An example
of this is discussion question directed towards
the student after activities have been
completed or before new concepts are being
delivered

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

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?
In this lesson, there is minimal risk that could potentially occur. The lesson is
conducted in a classroom whereby behaviour and safety is monitored by the teacher.
Resources used within the lesson include computers/ laptops etc. which require cords.
These cords may create a trip hazard for other students so its important for teachers
to tape down any leads and remind students to be aware of cords they are using. Due
to the controversial topic, students have different views and beliefs so its very
important for the teacher to create an inclusive and safe environment so any students
who may feel discomfort, anger or strongly opinionated towards the issue, do not
cause or create violence and increase other hazard risks towards individuals in the
classroom for example throwing tables or chairs. Prior to lesson, the teacher should
ensure the classroom is safe with equipment working functionally and effectively in
order to eliminate and risks in the classroom (NSW Department of Education, 2015).

References (In APA)

NSW Department of Education. (2015). Work health and safety policy.
Retrieved from:
https://www.det.nsw.edu.au/policies/staff/WorkHealthSafety/PD20130454.sht
ml

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NSW department of Education and Communities. (2015). Using the NSW

model of pedagogy as a framework to reflect on PDHPE programs and
practice. Retreived from:
http://www.curriculumsupport.education.nsw.gov.au/secondary/pdhpe/prolear
n/reading/pr_005.htm
NSW Board of Studies. (2015). Personal development, health and physical
education 7-10 syllabus. Retrieved from:
https://www.boardofstudies.nsw.edu.au/syllabus_sc/pdf_doc/pdhpe-7-10syllabus.pdf
NSW Department of Education. (2015). Looking into homophobia. Teaching sexual health. Pg. 1-3. Retrieved from:
http://www.learning.schools.nsw.edu.au/teachingsexualhealth/files/2015/10/Look-homophobia-S5-2a90s3r.pdf)

Resources Attached:
Youtube. (2015). Stand up! Dont stand for homophobic bulling. Retrieved
from: https://www.youtube.com/watch?v=lrJxqvalFxM

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Academic Justification:
This response will discuss four changes within the lesson plan in relation to
the Australian professional standards for teachers (APST) and the Quality
teaching model (QT). Justifications include two standards and two elements.
These changes applied to the lesson plan are seen to be improvements in
terms of the APST and QT model. Improvements towards APST included
Information and communication technology and secondly content selection
and organization. Both standards are from the domain of professional
knowledge (Aitsl, 2011). Improvements towards two elements from QT
model included knowledge integration and background knowledge.
In the lesson plan, content selection and organization was improved by
sequencing learning and teaching activities from the organization of content
(Aitsl, 2011). This involved restructuring lesson plan into segments which
includes introduction, body consisting of multiple activities followed by
conclusion. During these different segments the teacher is allocated a timing
frame to continuously change teaching methods to help students stay
engaged and remain attentive (Hornsby, 2015). The organization and
sequencing of content started with a video about the focused concept of the
lesson to activate thinking and allow students to draw upon their own beliefs,
opinion and knowledge (Hornsby, 2015). This encourages diversity by
creating an accepting environment and allowing for the teacher to build on
students prior knowledge rather than students being sponges for
information without the teacher recognizing students temperaments.
Providing the lesson with structure, it allows the delivery of the lesson to
flow, reducing disruptions and increasing productivity to meet educational
outcomes (Garet, Porter, Desimone, Birman & Yoon, 2001).
The implementation of information and communication technology (ICT) is
designed to improve students knowledge through different learning
strategies (Buabeng-Andoh, 2012). ICT allows teachers to expand curriculum
learning for students and teaching effectiveness (Aitsl, 2011). Examples of
ICT used in the lesson consisted of computers however worksheets were still
provided for students with the same content for different learning needs of
students. The implementation of a video and PowerPoint presentation
provides visual aids to supports students learning (Buabeng-Andoh, 2012).
Allowing students to research and create presentations also increases the
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skills and knowledge in students towards technology which is popular in the

21st century, promoting meaningful learning (Buabeng-Andoh, 2012). Many
students may have technology literacy which provides a resource for
interaction and a catalyst to future learning, transforming information for
students of today (Bruce, 2004).
When teaching a class, teachers can only assume that all students have
learnt the syllabus up to date and understood educational outcomes.
However, this assumption can lead to poor recognition of student learning
needs and diversity amongst students which can affect their school
performance (Hunter, 2004). In the lesson plan, there was only assumptions
on previous knowledge therefore in the introduction, its justified so the
teacher can grasp an understanding of students knowledge specifically
relating to gender diversity and bullying. Students enter a classroom with
different life and educational experiences which teacher need to consider
(Hunter,2004). Providing a video for students in the introduction will allow
the teacher to assess students understanding my asking questions or
students thoughts. Doing this, creates thinking and integrates challenges of
different perspectives (Hornsby, 2015). It also creates significance towards
the lesson by establishing purpose and meaning towards students prior
knowledge (NSW Department of Education and Training).
Teaching students content and allowing them to understand when to apply
concepts is significant. Teachers need to teach subject matter to students,
however what student do with that knowledge and how they apply it to their
life or other studies questions or values the purpose of teaching that content
(Cochran, 1991). Kimpston and Relan (1991), states the importance of
curriculum integration to provide learners with the skills needed for society.
this is justified in the lesson plan by linking homophobia to a schooling and
wider community context. It also allows students to research support
systems for individuals vulnerable to discrimination or bullying. This activity
Implicitly teaches students awareness to resources available to students who
are vulnerable towards this issue including knowledge of implications on
individuals and how to get help. Teachers need to explicitly make connect
relationships between curriculum disciplines to create thinking, reasoning
and problem solving (Kimpston and Relan, 1991).
From applying these modifications to the lesson plan, its created
improvements in regards to APST and QT model which can determine the
quality of teacher and significance of a lesson.

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References:
Relan, A., & Kimpston, R. (1991). Curriculum integration: A critical analysis of
practical and conceptual issues Retrieved from
http://search.proquest.com.ezproxy.uws.edu.au/docview/63002384?
accountid=36155
Aitsl. (2011). Australian professional standards for teachers. Retrieved from

http://www.aitsl.edu.au/docs/default-source/apstresources/australian_professional_standard_for_teachers_final.pdf
Hornsby, D. (2015). What it takes to teach a large class- and do it well. The
conversation. Retrieved from https://theconversation.com/what-it-takes-to-

teach-a-large-class-and-do-it-well-44167
Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional
development effective? Results from a national sample of teachers. American educational research
journal, 38(4), 915-945.c
Cochran, K. F. (1991). Pedagogical Content Knowledge: A Tentative Model for Teacher Preparation.
Bruce, C. S. (2004). Information literacy as a catalyst for educational change. A background paper.
Hunter, M. C. (1982). Mastery teaching. Thousand Oaks, CA: Corwin Press.

http://files.hbe.com.au/samplepages/CO1635.pdf
NSW department of education and training. (2015). Quality teaching in NSW
schools. Retrieved from:
http://www.curriculumsupport.education.nsw.gov.au/secondary/technology/7_
10/technology/prog_tool_template/tm_pedag_design.pdf

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