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102086 Designing Teaching and Learning 1H 2017

Assessment Two Lesson Plan Analysis, Revision and

Justification

Jade Cunningham 17999508

CONTENTS

Original Lesson Plan . . . . . Pages 2 - 3

Lesson Plan Analysis . . . . . Pages 4 - 7

Modified Lesson Plan . . . . . Pages 8 - 13

Academic Justification . . . . . Pages 14 - 16

Reference List . . . . . Page 17

Page | 1
Original Lesson Plan

Year/Stage: Year 9/Stage 5


Syllabus reference:
Focus Area 5A4: Australia in Its Regional and Global Contexts (Stage 5)
Content: Australias regional and global links: migration
Outcomes:
5.2 analyses, organises and synthesises geographical information
5.9 explains Australias links with other countries and its role in the global community

Text: Geography for Australian Citizens 3rd edition, Chapter 14, pp 281284 (B. Parker 2008)
Language focus: Explaining events, stages in time, social categories, evaluating

Preparing for reading (Stage 1)


Background knowledge: (review from previous lessons)

world geography (countries and regions mentioned in text)

globalisation; political, racial and religious persecution; refugees

Australian population, ethnic and national groups


multiculturalism
Summary of the text: (each section of the text is explained to the students before reading)
The nature of migration: a large number of Australias population is from international migration
creating a diverse and multicultural nation
Why people migrate: factors like war or jobs push people out of their old country, or pull them towards a
new country
Australias migration patterns: Australias migration changed over time first convicts from 1788, then
gold rush in 1850s, mostly British after WWII from Europe to work in factories, now many from Asia

Detailed reading (Stage 2)


Read each paragraph, discuss and have students mark key information. In this sample lesson plan, the
information to mark is highlighted in the accompanying copy of the text.
Detailed reading may be performed on part of the text and/or may be set for students to complete
individually or in groups.

Note: Discuss the illustrations on each page as the text is read.

Note making from the text (Stage 3)


Students use their marked or highlighted key information to make notes. One student may write the notes
on the board as others dictate.
This might be a whole-class activity or it could start with the whole class and then be completed
individually or in groups, depending on the needs of the class and the time available.

Page | 2
The following are examples of notes from the information highlighted on the accompanying text:
The nature of migration
migration - movement of people - changing their permanent residence
multicultural diversity - Australias current identity

Why do people migrate?


push factors (forced): globalisation, unemployment, famine, war, natural disaster, drought, political, racial or
religious persecution, unstable or undemocratic government
pull factors (voluntary): globalisation, job opportunities, democratic government, labour shortages, education
opportunities, better services, favourable immigration laws, environmental amenities

Australias migration patterns

160 000 convicts transported to Australian colonies

free immigrants from the early 1790s

Goldrush era (18511870)


population trebled from 430 000 to 1.7 million
1861: Chinese 3.3%; United Kingdom 60%
Australias first official migration program
end of World War II, in 1945
displaced people (refugees) from war-torn Europe
19451965: seven million to eleven million population growth

migration from United Kingdom and Ireland
19631967: 51%
2000: 11%
last three decades increasing numbers from South-East Asia, North-East Asia and South Asia

Joint construction from the notes (Stage 4)


This is an example of a text that could be written from the notes in Stage 3.
Migration in Australia

People migrate when they change their permanent residence. The population of Australia grew through natural
increase and migration from overseas. This has created our national identity as a diverse and multicultural nation.

People migrate because of factors that push them out of their old country, or pull them towards a new country.
Push factors include unemployment, war, natural disasters, persecution or bad governments. Pull factors include
jobs or education, better services, better environments, favourable immigration laws or better government. The
effects of globalisation can be both push and pull factors.

Australias migration patterns have changed over time. From 1788, 160 000 convicts were transported to the
Australian colonies, as well as free immigrants. From 1851 to 1871, the goldrush era produced the next wave, when
the population grew from 430 000 to 1.7 million. In 1861, 60 per cent of the population was British, and 3.3 per cent
were Chinese (continued)

Joint construction may be performed on part of the text and/or may be set for students to complete
individually or in groups.

SOURCE. This lesson plan was sourced from the New South Wales Education Standards Authority (2014).

Page | 3
Lesson Plan Analysis

102086 Designing Teaching & Learning 1H 2017


Assignment 2: APST and QT Analysis Template

Section 1: Australian Professional Standards for Teachers

Evaluate the 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 been included. However, this does not mean
the other standards are irrelevant to lesson planning and evaluation more generally.

Evaluation score 1 (poor) to 5 (excellent)


Comments incl. evidence for evaluation score (2 sentences)

1 Know students and how they learn


1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
12345 Comments: Lesson plan mentions once to alter the lesson based upon the needs
of the class
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
12345 Comments: Lesson plan does not mention Aboriginal or Torres Strait Islander
students, though there is the opportunity to differentiate learning
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
12345 Comments: Lesson plan does provide the flexibility for students to work
individually or in groups based upon ability. Though does not provide separate
tasks based upon ability, such as an extension task
1.6 Strategies to support full participation of students with disability
12345 Comments: Lesson plan does not directly mention specific learning support,
though does give opportunity for students to work as an individual or in groups
to benefit learning
2 Know the content and how to teach it
2.2 Content selection and organisation
12345 Comments: Lesson plan does give a clear outline of where students are up to and
is presented in sequence, though is not provided in an effective teaching
structure with no time break down
2.3 Curriculum, assessment and reporting
12345 Comments: Lesson plan has limited opportunity for assessment and feedback,
with the only opportunity for informal assessment being students write notes
on the board. Lesson plan does align with learning outcomes allowing for further
formal or informal assessment and reporting
2.6 Information and Communication Technology (ICT)
12345 Comments: Lesson plan does not use any strategy to implement Information and
Communication Technology, though there is opportunity to implement this
3 Plan for and implement effective teaching and learning
3.1 Establish challenging learning goals
12345 Comments: Lesson plan sets small goal for the overall lesson for students to learn
the presented content, though does not approach this in a challenging way
3.2 Plan, structure and sequence learning programs
12345 Comments: Lesson plan is structured based upon students prior knowledge,
though the lesson uses a limited variety of teaching strategies to deliver content
3.3 Use teaching strategies

Page | 4
12345 Comments: Lesson plan uses a limited variety of teaching methods, relying on
one textbook. Though the lesson does have the potential to incorporate a
number of strategies
3.4 Select and use resources
12345 Comments: Lesson does use textbook as a resource, though does not draw upon
any other. Lesson has the ability to use ICT and other resources to engage
students in learning
4 Create and maintain supportive and safe learning environments
4.1 Support student participation
12345 Comments: Lesson plans use of group work aims to achieve inclusive student
participation. Engagement with lesson could be strengthened through the use of
classroom activities and resources, such as ICT
4.2 Manage classroom activities
12345 Comments: Direction of classroom activities flows from prior lessons and student
knowledge. Activities given in the lesson plan are outlined in each lesson stage.
The lesson plan could be improved with clear organisation of the lesson into a
template
4.3 Manage challenging behaviour
12345 Comments: Lesson plan does not outline an approach to managing classroom
behaviour. Judgement is difficult without understanding of the context of the
class, their behaviour or previously outlined expectations
4.4 Maintain student safety
12345 Comments: Lesson plan does not specifically outline student safety, though the
lesson strategies and resources could be understood to be of a safe nature
4.5 Use ICT safely, responsibly and ethically
12345 Comments: As ICT is not used in any form within the lesson plan, the safety and
ethical use of ICT is not outlined. The lesson plan uses a school textbook which
would be identified by the school as a safe text
5 Assess, provide feedback and report on student learning
5.1 Assess student learning
12345 Comments: The lesson plan does have the opportunity for informal assessment
of students learning through the use of students writing on the board and
participating in group work. Informal assessment of student learning could be
strengthened with groups presenting their work in a class discussion
5.2 Provide feedback to students on their learning
12345 Comments: Feedback of students and their learning can be done so through the
discussion of students answers written on the board and in each groups
discussion

Section 2: NSW Quality Teaching Model

Evaluate the lesson plan according to the following NSW Quality Teaching model elements.

Evaluation score refer to NSW QTM Classroom Practice Guide for each element
Comments incl. evidence for evaluation score (2 sentences)

1 Intellectual quality
1.1 Deep knowledge
1 2 3 4 5 Comments: Key concepts are covered during the lesson, though in general are
not explored in a deep way. Note taking from a textbook by students is done so
on a superficial level
1.2 Deep understanding

Page | 5
12345 Comments: Understanding of concepts is shallow during the lesson as it is
predominantly student led reading. Students are not given the opportunity to
develop their knowledge from the textbook reading. The lesson does give the
opportunity to make relationship with prior knowledge of other lessons
1.3 Problematic knowledge
1 2 3 4 5 Comments: Knowledge presented in the textbook presents only one position of
migration in Australia. The lesson could provide the opportunity to demonstrate
multiple perspectives through other resources
1.4 Higher-order thinking
1 2 3 4 5 Comments: Lower order thinking dominates the lesson plan through the reciting
of textbook knowledge. Group work provides the opportunity for students to
engage and analyse information, though the lesson plan is not clear if this will
facilitate higher order thinking
1.5 Metalanguage
1 2 3 4 5 Comments: The specific use of a textbook throughout the lesson plan is to
identify and define concepts and metalanguage of migration in Australia.
Definitions of migration and multicultural identity are examples of
metalanguage that is explored by students readings. It is unknown if the teacher
comments on metalanguage
1.6 Substantive communication
1 2 3 4 5 Comments: Substantive communication is limited between students and
teachers. Students engagement with content occurs briefly in group work,
though the quality of engagement is unknown in the lesson plan
Quality learning environment
2.1 Explicit quality criteria
1 2 3 4 5 Comments: Lesson plan does not provide an explicit criteria of students work,
though does make technical reference to the types of notes that should be
made.
2.2 Engagement
1 2 3 4 5 Comments: Lesson plan does not mention the engagement of students in the
task. It can be inferred from the type of task using only the textbook that the
lesson may have a mixed level of classroom engagement
2.3 High expectations
1 2 3 4 5 Comments: The use of note taking from a textbook can be seen as having low
expectations and not challenging. The lesson plan does not communicate the
expectations of students being able to complete the task
2.4 Social support
1 2 3 4 5 Comments: The lesson plan is not clear on the support of teacher to student,
though as the task can be conducted in groups, this would allow for the
possibility of positive peer support
2.5 Students self-regulation
1 2 3 4 5 Comments: It is unclear on the behaviour of students during the lesson, the task
does support students demonstrating autonomy. Group work may require the
teacher to regulate behaviour throughout the lesson
2.6 Student direction
1 2 3 4 5 Comments: The lesson plan demonstrates that students have minimal control of
the lessons direction. Students do have the possibility to control their method of
informal assessment, and also the choice of focus of migration
3 Significance
3.1 Background knowledge

Page | 6
12345 Comments: A summary of previously learnt content at the beginning of the
lesson demonstrates some level of reflection on background knowledge. The
topic of migration provides the chance for the lesson plan to draw upon out of
school background of individual students
3.2 Cultural knowledge
1 2 3 4 5 Comments: There is some evidence of cultural knowledge of students present in
the lesson plan, though it is shallow. As the topic is migration, there is great
potential to demonstrate diversity of the students history in the activity
3.3 Knowledge integration
1 2 3 4 5 Comments: Lesson plan does not make any connections to other topics or
subjects. Migration is a topic that could be linked to numerous subject areas,
including history to enhance students learning
3.4 Inclusivity
1 2 3 4 5 Comments: The lesson plan is unclear if no negative exclusion is evident, though
the use of group work and identification of different students levels creates an
inclusive lesson, catering to students needs
3.5 Connectedness
1 2 3 4 5 Comments: Connection is made in relation to migration in Australia and its
position in the world, though it is weak. The lesson plan does hold the possibility
to make strong connections of migration and the world to an audience by sharing
students history
3.6 Narrative
1 2 3 4 5 Comments: There is no narrative evident in the textbook content that dominates
the lesson plan. The use of a narrative of migration would strengthen students
connection to the content

Section 3: Identifying Areas for Improvement

Identify the two APST standards and two NSW QT model elements you are targeting for improvement.

APST
1) 3.4 Select and use resources 2) 4.5 Use ICT safely, responsibly
and ethically
QT model
1) 1.1 Deep Knowledge 2) 3.2 Cultural Knowledge

Page | 7
Modified Lesson Plan

Topic area: Geography Stage of Learner: Stage 5 (Year 9) Syllabus Pages: 5A4

Date: 12.05.2017 Location Booked: Geography Lesson Number: 4 / 6


Classroom
Time: 60 minutes Total Number of students: 26 Printing/preparation
- Butchers paper and textas for each
group
-Prepared document of group
Seating allocation
-Prepared document of clear
Group instructions
-Prepared source sheets of variety of
Websites and newspaper articles
(along with original textbook), for
Each of the five groups created and
printed (Groups: Why do people
migrate?, Australias migration history,
Social Justice in migration, Australias
Migration links to Asia, Australias
migration culture)
-Fridge magnets for butchers
Paper to be held on board

Outcomes Assessment Students learn about: Students learn to:

Page | 8
Syllabus outcomes Lesson assessment (5.2) Reading and (5.2) Analyse numerous
5.2 analyses, organises Questioning during comprehending sources of information to
and synthesises recap to gage sources about construct an informed
geographical students Australias migration understanding of
information understanding of migration in Australia
previously learnt (5.2) Organise
5.9 explains Australias content information of (5.9) Demonstrate the
links with other Australias migration role of and links with
countries and its Observing and makes links to other countries for
role in the global individuals other countries migration in Australia
community contribution to
group discussion (5.9) Australias (5.9) Understand and
migration history in address issues of social
Informal the global community justice and human rights
assessment of that occur as a result of
group work (5.9) The cultural, migration in Australia and
through class economic and political other countries
presentations advantages and
disadvantages of
migration to Australia

(5.9) Social justice


issues in Australia and
other countries
Cross Curriculum themes & General Explicit subject specific concepts and skills
capabilities Stage 5 Geography explores the unit Australias
Cross Curriculum themes: regional and global links. Students have/will
History- students will have background learn/t about: world geography; globalisation;
knowledge of migration and Australian History political, racial and religious persecution; refugees;
English and History- students will be familiar Australian population, ethnic and national groups;
with drawing upon sources for information multiculturalism. The students will now explore
migration in Australia and its linkages to other
General Capabilities: countries, particularly Asia.
Critical and creative thinking- students will be Students will have background knowledge of
able to explore and build upon given migration from previous lessons in the unit, along
information with history and personal experiences.
Group work- students will be able to work Students will learn in this lesson to define
cooperatively with their peers to summarise migration and apply it in a global context. Students
and present information will be applying knowledge of migration to analyse
Individual history- students may be familiar geographical information, and explain the links of
with migration and be able to draw upon their Australias migration in a global community
own family migration story context with other countries such as Asia. This
lesson draws upon students skills in analysing
sources to form an understanding of concepts, and
students ability to work in a group with their
peers.

Page | 9
Time Teaching and learning actions Organisation Centred
T/S
Intro Roll call Teacher: Let Year 9 into Teacher
2 mins the classroom quietly, have
them sit in their assigned
seat in preparation for
group work.

Mark the roll.

Student: Enter classroom


and sit at assigned seat.
Get equipment out and
prepare for lesson to
commence.
Resources: Projector with
seating plan displayed and
Year 9 roll
Body Recap of previous lessons Teacher: Ask class for their Teacher
10 mins Definitions of globalisation; political, definition of each key term.
racial and religious persecution; Give opportunity for
refugees; multiculturalism students to ask any
questions they have on
Identify statistics of Australian past lesson content
population, ethnic and national groups
Open the ABS Australian
population clock via the
projector for students to
see current population

Get students to reflect on


previous notes on Australia
and its ethnicity

Student: Refer to previous


lessons notes and ask any
questions to the teacher

Reflect on and make any


notes of recap
Resources: Whiteboard,
Projector with ABS
population clock displayed

Students notebooks
8 mins Define Migration Teacher: With the classes Teacher
Provide multiple definitions from participation write
syllabus, online sites and dictionary for definition for migration on
class to create their definition the board
Page | 10
Instructions for group work Set up projector to display
Display prepared document of document of group work
instructions via projector instructions

Explain the use of group work for Hand out butchers paper (
formulating notes of the focus areas of with prewritten topic
Australias migration headings), textas and
source sheet to each of the
Detail the expectations of each groups 5 groups, only after
presentations in their analysis of their instructions have been
sources- Each group must read, discuss given
and makes notes on butchers paper
about each of their given sources, Student: Note down the
potential for students to discuss their definition of migration into
own experience of migration, prepare for notebook
a 2 min presentation
Ask any questions about
instructions and activity
Resources: Use of
whiteboard to display
document

Butchers paper, textas and


source sheets for each
group

Students notebooks
20 mins Group Work Teacher: Supervise groups Student
Each group analyses their sources, as they discuss and analyse
making notes on butchers paper for their sources
presentation
Provide feedback and
Groups make links to other countries and direction for each group
Australias position in the global
community Student: Work
cooperatively and
As groups have not be formed based productively in groups to
upon ability, students have the chance analyse, understand and
for peer learning, with a variety of levels summarise information on
of ability and also personal histories butchers paper
present in each group
Resources: Students use
butchers paper and textas

Instructions remain
displayed via projector
15 mins Group Presentations Teacher: Provide feedback Student
Each group has 2 minutes to present of each groups
their analysis of their topic to the class presentation, facilitate
class discussion of content

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Notes are taken by the other groups in Student: As a group
their notebooks present summarised work
to the class. Answer
questions the class/
teacher may ask about
topic

Take notes of other groups


content on migration

Resources: Fridge magnets


for groups to use to display
their butchers paper at the
front during their
presentation
Conclusion Summary Teacher: Reflect on the Teacher
5 mins Highlight the importance of building an task to the class, drawing
understanding of a topic from a variety the importance of
of sources analysing geographic
sources, and linking
Provide the opportunity for students (If Australia to the global
they wish) to discuss their own migration community
story
Student: Reflect on the
task completed by each
group and Australias
migration

Students may tell their own


migration story to the class

Resources: Display of
groups butchers papers

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

In modifying the Australias regional and global links: migration lesson plan, it has highlighted the timely
process of lesson planning. Preparing a single lesson requires significant preparation, reflection and
modification in order to create an effective lesson. I found that when lesson planning it is valuable to
create a draft plan to analyse against the Australian Professional Standards for Teaching (APST) and NSW
Quality Teaching (QT) frameworks before establishing a concrete lesson plan. The syllabus outcomes of a
lesson plan must remain the central focus of a lesson plan. As Geography is a developing and changing
field, I believe it is important to use current and up to date information.

A particular restriction I have learnt in the modification of a lesson plan is the length of a class. When
planning a lesson, sixty minutes is not a large amount of time to address multiple syllabus outcomes,
complete administration requirements and have students complete a set task. Through the teaching and
learning process I have learnt that as a teacher I will need to be able to be flexible and creative within my
lesson plan. Individual students and classes will operate differently to each other in response to a set task,

Page | 12
as a teacher I must be able to alter my lesson to be able to achieve the learning outcomes in an effective
way. Some classes will work effectively based upon assigning groups, while other classes will work better
as individuals.
I have found the teaching and learning process of modifying a lesson plan valuable to my understanding of
applying learning outcomes. The APST and QT models are valuable in self-reflection and modification to
provide students with an effective and engaging lesson. The process of planning a lesson has deepened my
knowledge of the Geography syllabus and use of ICT resources in an effective and ethical manner.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording


5.2 analyses, organises and Informal assessment of individuals in their contribution to the
synthesises geographical analysis of source information of migration in Australia. This will
information be done through observation and questioning during group
work discussions.
5.9 explains Australias links with Informal assessment of groups ability to link Australias
other countries and its role in the migration and other countries, with the role it has in the global
global community community. This will be done so through the questioning of
groups in how they were able to draw links from Australia.

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?
This lesson plan is a regular timetabled Geography classroom lesson that does not have any key risk
issues that differ to another classroom lesson. Considerations of Workplace Health and Safety would
be addressed in a schools procedures and policies. Reducing the risk of any Workplace Health and
Safety concerns are addressed by continual teacher supervision throughout the lesson.

Page | 13
Academic Justification

Modifications made to the original stage five Geography lesson plan, Australias regional and global links:

migration, have been made with focus on improving the strengths of the lesson based upon the Australian

Professional Standards for Teaching (APST) and NSW Quality Teaching (QT) models. The modified lesson

plan focuses upon the use of a variety of resources, safe and ethical use of Information Communication

Technology (ICT), deepening the learnt knowledge of students, and allowing students to have direction

within the lesson.

The modified lesson plan has made improvements based upon the original lesson plans singular use of a

textbook throughout the lesson. The use of one textbook does not provide students with sufficient

information or evidence of the operations of migration in Australia and other countries. Standard 3.4 select

and use resources of the APST has been addressed to incorporate ICT resources to build upon the original

text, engaging students to learn through investigation, supporting for the achievement of learning outcomes

(AISTL, 2014). Research has shown that providing multiple perspectives of a theoretical concept is important

for the teaching and learning of Geography. Students are able to construct their own understanding of a

topic as active learners (Puttick, 2013). As the learning outcome 5.2 is concerned with the analysis and

organisation of geographic information, it was important that modifications were made to allow students

to interpret multiple perspectives of Australian migration. The use of a variety of resources engages students

to establish their own informed understanding.

Incorporating numerous resources into the modified lesson plan required consideration of the safe and

ethical use of ICT for teachers and students that had not previously been made. Supporting the selection

and use of resources is standard 4.5 of the APST use ICT safely, responsibly and ethically. Improving the

Page | 14
use of resources in the modified lesson plan required considerations of the implications of ICT to be made

(AITSL, 2014). The use of ICT is demonstrated to be important for the teaching and learning of Geography

as it develops students skills for the interpretation and construction of knowledge (Bracko, 2012).

Interpretation of geographic information allows students to achieve learning outcome 5.9, explaining

linkages of concepts. As the use and availability of technology within the classroom can be difficult, the

modified lesson plan has taken a particular approach to ICT in order to both protect students and provide

an equitable lesson. In an approach to the use of ICT in a safe, responsible and ethical manner, it has been

utilised as a tool for the teacher in their preparation of the lesson. This method incorporates ICT resources

and content into the lesson, avoiding issues that are associated with access and misuse of technology.

The inclusion of group work in the modified lesson plan is supported by 1.1 of the QT model deep

knowledge. As the original lesson plan approaches the topic and learning outcomes in a shallow manner,

students were unable to receive a holistic or engaged understanding of key concepts of the lessons learning

outcomes (NSW DET, 2003). Deep knowledge is central focus in the achievement of learning outcome for

the modified lesson plan, achieved through students engagement with a group task and presentation. The

successful implementation of group work in the classroom is an effective teaching strategy in providing

students with the opportunity to view how other students understand and approach content, and facilitate

cooperative sharing of information and stories (Vaca, Lapp and Fisher, 2011). Introducing group work and

presentations into the modified lesson plan gives students a sense of accountability for their learning. Group

presentations allow students to create deep knowledge and achieve the learning outcomes 5.2 and 5.9.

Deep knowledge is created in groups discussion and analysis of migration information, and further

strengthened when linking to other groups researched information. Deep knowledge is an important focus

of a lesson plan for students to make judgement and create understanding of key ideas, reflecting learning

outcomes.

Page | 15
Significant focus has been made in the modification of the migration lesson plan to incorporate cultural

knowledge, 3.2 of the QT model. Migration in Australia is a significant topic for students to explore in order

to achieve their learning outcomes. The original lesson plan makes little consideration in the incorporation

of students diverse values, beliefs, knowledge and experience of migration (NSW DET, 2003). The modified

lesson plan understands that each individual student in the year nine classroom will have some form of

background knowledge of migration in Australia that could be influenced by their cultural perception. The

use of group work in the modified lesson plan provides students with the opportunity to discuss their

experience of migration amongst their peers. This strengthens students understanding and analysis of

geographic information in achieving learning outcome 5.2 as it provides a personal account. Peer to peer

learning is an important teaching strategy for establishing a safe environment for students to discuss and

incorporate their cultural knowledge into a task (Vaca, Lapp and Fisher, 2011). Cultural knowledge is an

important tool for the teaching and learning as it engages students in content for the achievement of

learning outcomes.

Modifications made to the original lesson plan has been influenced and supported by academic research.

Engaging students in content through the use of resources and teaching strategies allows teachers the ability

to facilitate the achievement of learning outcomes.

Page | 16
Reference List

Australian Institute for Teaching and School Leadership (AITSL). (2014). Australian professional
standards for teachers. AITSL. Retrieved from http://www.aitsl.edu.au/australian-
professional-standards-for-teachers/standards/list

Bracko, A.B. (2012). The model of ICT use in geography lessons. MIPRO.

Harte, W., & Reitano, P. (2015). Pre-service geography teachers' confidence in geographical subject
matter knowledge and teaching geographical skills. International Research in Geographical
and Environmental Education, 24(3), 223-236.

New South Wales, Department of Education and Training (NSW DET). (2003). Quality teaching in
NSW public schools: A classroom practice guide. NSW DET.

New South Wales Education Standards Authority (NESA). (2014). Sample lessons. Board of Studies.
Retrieved from http://www.boardofstudies.nsw.edu.au/7-10-literacy-numeracy/pdf-
doc/geography-sample-lesson-plan.pdf

Puttick, S. (2013). Looking at and looing along: a conceptual framework for teaching different
perspectives in geography. International Research in Geographical and Environmental
Education, 22(4), 353-366

Vaca, J., Lapp, D & Fisher, D. (2011). Designing and assessing productive group work in secondary
schools. Journal of Adolescent and Adult Literacy, 54(5), 372-375.

Page | 17

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