Part A.

Analysis

Introduction

In Australian secondary education, a teachers effectiveness is determined through

their ability to plan, prepare, and deliver learning content. Specifically, the effectiveness of a
teachers plan necessitates their ability to consider diverse students learning needs and how
subject knowledge will be assessed. Therefore, teachers need to ensure their plans are
engaging, relevant to curriculum outcomes, and professionally presented. Hence, creation of
lesson plans needs to utilise both the syllabus outcomes and relevant literature. The governing
body in NSW which sets the secondary schools syllabus is the Board of Studies, Teaching
and Educational Standards, NSW (BOSTES). Additional to this syllabus, NSW teachers need
to be aware of the Australian Professional Teaching Standards prescribed by the Australian
Institute for Teaching and School Leadership, (AITSL). In addressing learner diversity, these
professional standards outline that all students must receive interesting, rich and well-
structured learning experiences as part of a high-quality teaching program (BOSTES, 2012b).
This means a teacher needs to acknowledge that each student has various learning needs
which will require adjustments to occur. Consideration for these needs requires analysis of
previous assessment data to ensure student learning experiences are consistent. Therefore, the
professional teaching standards provide a benchmark from which a teachers professionalism
and knowledge can be measured. This essay will argue that the factors of syllabus, learner
diversity, assessment data, and professional teaching standards are vital to preparing an
effective lesson plan. Analysing and understanding these four factors will be described
followed by application to a Personal Development, Health and Physical Education (PDHPE)
lesson plan designed by BOSTES.

Syllabus

Every teacher has a responsibility to design lesson plans which address key
curriculum outcomes described in the syllabus. Lynch (2014) exclaimed this vital process
through reasoning that teachers need to consider the context of their school environment and
students world perspectives may influence their knowledge towards understanding
curriculum outcomes. Additionally, the Australian Curriculum, Assessment and Reporting
Authority (ACARA) described that each state/territory must design their own syllabus to
address the Australian curriculum (ACARA, 2016b). Consequently, with the need to deliver
quality lessons to all students, a recent curriculum reform has been undertaken by ACARA
(Lynch, 2014). This reform was based on recommendations regarding year 12 completion,
socio-economic status, and Indigenous education from the Ministerial Council on Education,
Employment, Training and Youth Affairs (MCEETYA) (2008). Resulting from these
recommendations, ACARA aimed to set a national curriculum that creates world-class
learning environments (ACARA, 2016a). Accordingly, BOSTES (2012b) have created a
syllabus for each subject taught in NSW schools which feature multiple content strands and
outcomes to ensure that classroom learning addresses prescribed Australian curriculum
content. Imperatively, this means that each respective teacher needs to create their own lesson
plans based on those strands and outcomes. Therefore, schools and teachers have a personal
responsibility to ensure planning, preparation and delivery of appropriate classroom content
occurs for all students.

Learner Diversity

The Australian curriculum was designed on the premise that each student is different
and will require diverse learning needs. Relatedly, the Disability Standards for Education
2005 highlight legislation that discrimination against an individual on the basis of a
disability is against the law (Commonwealth of Australia, 2006). Therefore, all students
need to be provided equitable education opportunities, meaning reasonable adjustments need
to be made for students with disabilities (ACARA, 2016d). This involves building on the
learning needs, interests, strengths, and goals of students whilst also addressing their
physical, social, affective, aesthetic, and cognitive learning needs (ACARA, 2016d). This can
however present planning challenges for those with low incidence disabilities (e.g. deaf, blind
or profound intellectual disability) as these students often experience a segregated education
(Dempsey and Dally, 2014). For teachers, this may involve adjusting: the learning
environment, lesson content, content delivery, or enlisting appropriate support staff (e.g.
interpreters or carers) to appropriately include all students (Dempsey & Dally, 2014).
Specifically, all student support staff in NSW require mandatory training in literacy,
numeracy, social support, and language and communication as they may be required to liaise
between schools, teachers, and families to address students needs (Dempsey & Dally, 2014).
Accordingly, these required knowledges were described as key capabilities which are
important to all students personalised learning as individuals, and active and informed
citizens (ACARA, 2016c). In this sense, addressing the fidelity, implementation, and student
engagement within a lesson plan, is vital for gauging the effectiveness of the teacher (Zhu,
Ennis & Chan, 2011).

Assessment Data

Addressing the effectiveness of teaching based on students success is largely

dependent on assessment data analysis. Specifically, the MCEETYA (2008) have
recommended that student assessment needs to reflect the Australian curriculum in a rigorous
and comprehensive manner. Hence, measuring this data involves: reviewing learning
progress to inform future learning goals, assessing learning based on students meeting
curriculum outcomes, and analysing assessment performance which can inform future
teaching practices (MCEETYA, 2008). ACARA (2016b) also described three types of
assessment data: formative assessment (ongoing classroom assessment), summative
assessment (twice-yearly school reporting), and annual national based testing (National
Assessment Program Literacy and Numeracy [NAPLAN]). This annual test provides a
measure against national minimum standards for literacy and numeracy (National Assessment
Program, 2013). An example of applying assessment data to planning is seen in ONeills
(2012) study of English proficiency for 35 Taiwanese students persuasive writing ability.
Using the Australian NAPLAN scoring criteria, ONeill (2012) found that 33 students
managed to score a minimum grade of developing or better, with only two students
possessing limited knowledge. Therefore, ONeill (2012) concluded that students possess
enough knowledge about English to begin developing advanced persuasive writing
techniques. Evidently, assessment data not only provides key measures of the teachers
effectiveness, but also indicators of what students may need to develop learning skills
(ACARA, 2016b).

Professional Teaching Standards

The above three factors are vital towards shaping and implementing professional
teaching standards in secondary education. BOSTES (2012a) described that professional
standards are used to extend quality teaching and knowledge through the use of standard
descriptors that outline different levels of teaching expertise. AITSL (2014) have deemed
these four teaching levels as: Graduate, Proficient, Highly Accomplished, and Lead. They
also define seven standards for each level which include: Professional knowledge,
Understanding content and how to teach it, Professional practice, Maintaining safe and
supportive learning environments, Assessing and reporting, Professional learning, and
Engaging with parents/carers and community (AITSL, 2014). Relatedly, Gard (2011)
emphasises that teachers need to be scientifically literate, though aware of the values they
personally place on students education. In terms of practice, Hammond (2014) identified the
importance of teaching standards as influential skills to enabling student cohesion and
address learning needs. Imperative to this process are the substantial knowledge and abilities
which teachers possess (Hammond, 2014). These abilities include setting appropriate
assessments and understanding how students language and literacy abilities influence
learning programs (Hammond, 2014). Inherently, possessing these abilities and knowledges
will enhance teachers abilities to plan and prepare lessons which are inclusive of all
students learning needs.

Part B. Stage 4 PDHPE lesson plan analysis

Introduction

The factors of syllabus, learner diversity, assessment data, and professional teaching
standards are vital to influencing a lesson plans design. Therefore, it is important for
teachers to create age appropriate and manageable activities that engage all students. The
following analysis is of a lesson plan from BOSTES (2014a) which explores the topic of
tobacco use. The lesson plans focal point is about explaining and evaluating cause and effect
of the drug, whilst also discussing terms used in anatomy and physiology. The plan follows
four stages which are reviewing, reading, note taking, and construction of text based on
information studied.

Syllabus

This lesson was created from strand three of the PDHPE syllabus which refers to
individual and community health (Board of Studies, 2003). Accordingly, this plan addresses
outcome 4.6: A student describes the nature of health and analyses how health issues may
impact on young people. (BOS, 2003, p.12). It was also specified that students will both
learn about and how to describe the short and long-term implications of drug use on health
and wellbeing (BOS, 2003). Though this plan addresses the syllabus outcomes, a major issue
facing the subject of PDHPE is the age of its syllabus compared to other secondary subjects.
Macdonald, Abbott, lisahunter, Hay and McCuaig (2014) offer reasoning for this through
suggestion that evolving research within the field of health science makes knowledge about
health-enhancing behaviours difficult to define. Therefore, as the prescribed text for this plan
was written in 1999, planned activities may be better adapted to more recent literature. This
may include an excerpt from a journal article or a (reputable) newspaper report which
provides up-to-date information. Additionally, an effective teacher may modify this plan to
include a secondary syllabus outcome or provide a variety of texts for students to choose
from.

Learner Diversity

This lesson plan has also been considered from a broad perspective of inclusivity and
diversity. Firstly, this plan follows a linear design, meaning all students should be able to
follow its structure and content. Secondly, the opportunity to work as an individual or in
groups is vital to learner diversity, as not all students can work at the same pace (BOSTES,
2015). Additionally, activities of reading, note-taking, discussing textbook illustrations, and
joint construction appeal to a range of student learning needs. It is also possible to apply
Vygotskys (1978) theory for the zone of proximal development (ZPD) to this lesson plan.
Vygotsky (1978) determined four stages in his ZPD, which fit into an individuals schemata
(worldview) that determine specific boundaries for what can be understood. Explicitly, when
a child is learning knowledge beyond the boundary they are able to cope with, they will need
adult assistance, which McInerney (2014) refers to as scaffold instruction. Therefore, this
plan allows students to either discuss ideas with each-other, analyse the text individually, or
to work with a carer/support teacher if need be. This also allows the classroom teacher to
roam between groups in order to assist students learning, whilst including those with low
incidence disabilities.

Assessment data

This lesson plan described that students complete a review of previous learning
surrounding lifestyle decisions and drug addiction. Therefore, it is assumable that this lesson
plan is part of a larger program about students learning for health and wellbeing. Hence, the
plan has been well thought out as the background knowledge is specific to this lessons
outcomes and understanding the impacts of real-world lifestyle choices. Implicitly,
Champion, Teesson and Newton (2013) have highlighted the need for students to understand
their content in relation to marketing and understanding how a product may adversely affect
wellbeing. They achieve this through their statement that young people are led to incorrectly
believe that these substances [New and Emerging Drugs] are low-risk and safe to use, despite
there being no evidence to support this (Champion, Teesson & Newton, 2013, p.1169). This
statement highlights the importance of applying classroom content knowledge towards real-
world decisions. An example of this is through project-based learning, which Lenz, Wells and
Kingston (2015) suggest is essential to student development through experiencing a real-
world topic of interest. From this perspective, providing an assignment to students which
summarises their understanding of tobacco use on personal wellbeing would display their
knowledge about the topic. Additional to this method, analysing previous assessment data can
determine a students level of knowledge retention. Therefore, this lesson plan allows for
further learning which can be informed through assessment data.

Professional Teaching Standards

This plans structure and detailed content has been designed to address professional
teaching standards. The linear structure, which utilised four stages and highly detailed notes
to accompany activities allows all teachers to use the plan with minimal preparation.
Effectively, teachers are able to guide students responses beyond simpler topics like
consequences and effects of tobacco use, towards more substantial topics like respiratory
disease, gangrene, and legal implications (BOSTES, 2014a). One noticeable drawback from
this plan, however, is the exclusion of estimated activity timings. Hence, additional
considerations for effective and professional teaching should revolve around classroom and
behaviour management (AITSL, 2014). Lyons, Arthur-Kelly and Ford (2015) exclaim that
classroom management should incorporate school wide practices and understanding,
individual students needs, and teachers own management approaches. Furthermore,
practices surrounding relationships and communication, classroom organisation, professional
reflexivity, and curriculum assessment and pedagogy should also be considered (Lyons,
Arthur-Kelly & Ford, 2015). Therefore, creating a generalised classroom behaviour
management plan could be vital supplementary material to any lesson. This would enhance
the plans value, assisting teachers who experience difficulties with student behaviour or
providing for the needs of diverse learners.
Conclusion

In conclusion, this plan was well designed and inclusive of students needs, as options
were provided for individual or group work. This plan is well detailed, flexible, and any
teacher should be able to use it. This plan utilised ongoing formative (i.e. review of previous
work) and summative (i.e. joint construction of notes) assessment methods, whilst being
adaptable towards project based learning. This plan also addressed a key syllabus outcome,
though it could be adapted to include other outcomes or alternative activities from the
syllabus. This lesson plans design has addressed the four key factors discussed throughout
this essay, making it an effective lesson plan for teaching students about the cause and effect
of tobacco use.i
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