Chrestin Meina

18926457
102086 Designing Teaching & Learning
Assignment 2 Lesson Plan Analysis
Contents

Original Lesson Plan. 2

Lesson Plan Analysis using APST and NSW QTM5
Modified Lesson Plan9
Academic Justification17
References...19
Web Link for Learning Portfolio..20

1
INTRODUCTION TO ATOMS
YEAR 9 SCIENCE
AUSTRALIAN CURRICULUM LEARNING OBJECTIVES

ACSSU1771 All matter2 is made of atoms which are composed of protons, neutrons and electrons;
natural radioactivity arises from the decay of nuclei in atoms.
o Describing and modelling the structure of atoms in terms of the nucleus, protons, neutrons and
electrons
o Comparing the mass and charge of protons, neutrons and electrons

RESOURCES REQUIRED

Atomic theory video3 (duration: 3 minutes)

Im atoms song video4 (duration: 4 minutes)
BBC Bitesize atomic structure website5
Student computers
Poster making materials: A3 paper, textas etc.

LESSON OUTCOME: Students learn to identify the main components of an atom and identify that all
matter is made of atoms.

Lesson outline:

1. Explain that students will be learning about atoms and that this will form the basis for their
understanding of chemistry as a field.
2. Pre- teach concepts and vocabulary to contextualise students, as required, such as: atom, molecule,
repel, protons, neutrons, electrons, fusion, cataclysmic event, Mendeleevs periodic table, Atomic
Hypothesis etc
3. Play first video which provides an overview of the atomic theory.
4. Clarify students understanding that all matter is composed of atoms. Using a diagrammatic
representation, demonstrate the basic model of the atom to students (simply identifying that
protons and neutrons are together in the nucleus and electrons are located in energy shells
surrounding the nucleus).
5. Play 'I'm atoms' song for students. Prior to viewing, explain that this video is being shown to clarify
their basic understanding of the atom and make it memorable. Explain also that a small amount of
information which is mentioned in the song extends beyond what they need to know at the
moment.

1
http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSSU177
2
http://www.australiancurriculum.edu.au/Glossary?a=S&t=matter
3
http://www.youtube.com/watch?v=U2g1H5wPmUE
4
http://www.youtube.com/watch?v=DBjZz0iQrzI&list=PL01C3EA1772069E2B&index=3&feature=plpp_video
5
http://www.bbc.co.uk/schools/gcsebitesize/science/add_aqa_pre_2011/atomic/atomstrucrev1.shtml

2
 6. Direct students to BBC Bitesize Atomic structure revision website. In pairs, students should work
through first two pages of site and create a joint summary of key information.
7. In the same pairs, students then create A3 posters which include all of the key information they have
learnt. These posters should then be displayed in the classroom.

HOMEWORK/EXTENSION

Students visit atom building blocks6 webpage and complete associated quiz for revision of content covered
in class.

OPPORTUNITY FOR FURTHER ACTIVITY

If students are finished early or are particularly keen to learn more, they should look ahead to the
rest of the information contained within the atomic structure section of the BBC Bitesize website.
Students may wish to include the lyrics to the Im atoms song in their book as a reminder of the key
ideas covered in the song. These lyrics are available beneath the video on YouTube.

6
http://www.chem4kids.com/files/atom_structure.html

3
Source: This lesson plan was obtained from the Cap That website.
http://www.capthat.com.au/resources/introduction-atoms

4
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: There is no mention of student diversity or acknowledgement of differences between
students.

1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
12345 Comments: Aboriginal and Torres Strait Islander students are not mentioned at any point throughout
the lesson plan.

1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
12345 Comments: Mentioned once, at the end of the lesson plan that students who finish early or want to
learn more can visit a website.

1.6 Strategies to support full participation of students with disability

12345 Comments: This is not mentioned although the lesson can allow for the participation and
engagement of students with a disability.

2 Know the content and how to teach it

2.2 Content selection and organisation
12345 Comments: As this is an introductory lesson there is no recap of learning but concepts from the
instructional video are pre-taught. Teaching and learning is linked to the relevant curriculum area
and information is presented as being relevant to future learning for chemistry.

2.3 Curriculum, assessment and reporting

12345 Comments: Creation of the posters is an example of informal formative assessment. This is
gathering information about what the students have learnt as relevant to the curriculum and
outcome for the lesson.

2.6 Information and Communication Technology (ICT)

12345 Comments: The use of ICT is integrated throughout the lesson through watching the videos and the
use of the BBC Atomic Structure website for extended learning. Also the homework/extended task
utilises an online quiz for revision of the concepts learnt.

3 Plan for and implement effective teaching and learning

3.1 Establish challenging learning goals
12345 Comments: There are two outcomes outlined in the lesson plan. They are achievable but not
necessarily challenging but this is most likely due to the lesson being an introductory one.

3.2 Plan, structure and sequence learning programs

12345 Comments: The lesson is well structured and engages students through the use of ICT to promote
learning. It gives the students an introduction to basic concepts and builds on these with a revision of
learning at the end.

3.3 Use teaching strategies

12345 Comments: This lesson uses a variety of teaching strategies such as teacher led instruction, ICT as a
source of information and paired work to facilitate student learning. The lesson could use more

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 student led inquiry and critical thinking.

3.4 Select and use resources

12345 Comments: ICT is integrated throughout the lesson in the form of videos, websites and an online
quiz for revision to enhance student learning. Students also create posters to display showing the
information they have learnt. The lesson could also incorporate the use of 3D models to demonstrate
atomic structure to students.

4 Create and maintain supportive and safe learning environments

4.1 Support student participation
12345 Comments: The use of paired learning to summarise learned concepts into a poster for display
engages all students. This may however be a cause for distraction for the students.

4.2 Manage classroom activities

12345 Comments: The activities in this lesson are clearly aimed to engage the students and enhance
learning. They are well structured with introduction to the concepts led by the teacher and then
further developed through the videos and websites. The creation of the poster in pairs also supports
student participation and learning.

4.3 Manage challenging behaviour

12345 Comments: There are no mentions of managing challenging behaviour.

4.4 Maintain student safety

12345 Comments: There is no mention of student safety and well-being.

4.5 Use ICT safely, responsibly and ethically

12345 Comments: ICT is used throughout the lesson, using appropriate videos and websites. There is no
mention, however, of using ICT safely and responsibly. The students should be reminded about the
school policy regarding safe and ethical use of ICT.

5 Assess, provide feedback and report on student learning

5.1 Assess student learning
12345 Comments: The posters are an example of informal formative assessment to gather information
about how much students have learnt during the lesson. There is opportunity to ask students what
they know about the topic at the beginning of the lesson as a way of diagnostic assessment.

5.2 Provide feedback to students on their learning

12345 Comments: At no point in the lesson is there mention of feedback wither specific or general to the
students. This can be achieved through an oral discussion of what students have learnt by
incorporating the information from the posters into the 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: The lesson outcomes and the whole lesson link directly to the curriculum objectives.
The topic is introduced as being the basis for the students understanding of chemistry. This focus is
sustained throughout the lesson.

1.2 Deep understanding

1 2 3 4 5 Comments: The students demonstrate their understanding through the creation of the posters which
summarise what they have learnt during the lesson. This does not necessarily show complex

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 understanding of the concepts but again may be due to the lesson being an introductory one.

1.3 Problematic knowledge

1 2 3 4 5 Comments: It may be possible for different understandings and perspectives to be present in the
posters but the lesson is designed to teach students certain scientific facts. There can be a discussion
of how understanding of atomic structure was developed and changed throughout time but this is
difficult due to time restrictions.

1.4 Higher-order thinking

1 2 3 4 5 Comments: The paired learning activity may provide students with some opportunity for higher
order thinking but the lesson itself is designed to teach students to identify scientific concepts
which involves lower order thinking. Again, this is due to it being a foundational lesson.

1.5 Metalanguage
1 2 3 4 5 Comments: Terms such as atom, proton, neutron, electron etc will be used throughout the lesson to
develop understanding of scientific concepts. There is specific pre-teaching of vocabulary at the
beginning of the lesson.

1.6 Substantive communication

1 2 3 4 5 Comments: The paired learning provides for opportunities for substantive communication as the
students can share ideas. There is, however, a lack of substantive communication between the
teacher and students.

Quality learning environment

2.1 Explicit quality criteria
1 2 3 4 5 Comments: The lesson plan does not explicitly highlight the expectations of students. It makes brief
references to what each activity is supposed to teach students, and may therefore be linked to what is
expected of them.

2.2 Engagement
12345 Comments: NA as lesson has not been implemented. There is the chance that some students may
lose focus during the lesson, especially when watching the videos or conducting their research. They
may also become distracted when working in pairs. However, the use of ICT and pair work may also
prove to be more engaging for students.

2.3 High expectations

1 2 3 4 5 Comments: High expectations are not evident although this could be due to the lesson being an
introductory/foundational one. No expectations are made clear.

2.4 Social support

1 2 3 4 5 Comments: NA as the lesson has not been implemented. Before working in pairs there is
opportunity for the teacher to explain that students should have mutual respect for each other. The
teacher demonstrates this through their own behaviour and attitude towards students, and through
encouraging a positive classroom environment.

2.5 Students self-regulation

1 2 3 4 5 Comments: NA as the lesson has not been implemented. If the students are engaged and aware of
expectations they will self-regulate and the teacher will not have to spend time directing student
behaviour.

2.6 Student direction

1 2 3 4 5 Comments: The activities of the lesson are set out by the teacher. Students may only have a choice
in the pace or time they spend doing their research and creating the poster.

3 Significance
3.1 Background knowledge
1 2 3 4 5 Comments: This lesson is designed to introduce new concepts to the students; it assumes they have
no background knowledge relating to the content. There is opportunity to ask students what they
know about matter/atoms in the beginning of the lesson as a form of informal diagnostic assessment.

7
3.2 Cultural knowledge
1 2 3 4 5 Comments: No acknowledgment of any cultural knowledge. The lesson uses only knowledge from
the dominant discourse in science in Australia. This may be due to limited time. If possible the
instructional videos or websites that are set can incorporate knowledge from other cultures, or
explain that this knowledge is from one cultural understanding.

3.3 Knowledge integration

1 2 3 4 5 Comments: Integration of information into other KLAs or subjects is not utilised.

3.4 Inclusivity
12345 Comments: NA as the lesson plan has not been implemented. Inclusivity is also not mentioned in the
lesson plan.

3.5 Connectedness
1 2 3 4 5 Comments: The content of the lesson is not connected to anything outside of learning in the
classroom/school.

3.6 Narrative
12345 Comments: Narrative is not used in the lesson.

Section 3: Identifying Areas for Improvement

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

APST
1) 1.4 Strategies for teaching Aboriginal and Torres Strait 2) 1.5 Differentiate teaching to meet the specific learning needs
Islander students of students across the full range of abilities
QT model
1) 3.2 Cultural knowledge 2) 3.6 Narrative

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 Lesson Plan

Topic area: Science Stage of Learner: Stage 5 Syllabus Pages:

(Year 9) CW1 a, b

Date: 12/05/2017 Location Booked: Science labs Lesson Number: 1/4

Time: 60 minutes Total Number of students 25 Printing/preparation

Atomic Theory video
Im atoms song video
BBC Bitesize Atomic
Structure video
Aboriginal use of Resin
Technology video
Student devices
3D models of atoms
A3 posters
textas

Outcomes Assessment Students learn about Students learn to

Lesson assessment ACSSU177 CW1 Scientific

All matter is made of understanding changes
SYLLABUS OUTCOMES Informal atoms that are and is refined over time
diagnostic composed of
through a process of
assessment protons, neutrons
A student: and electrons; review by the scientific
through oral
SC5-16CW natural community.
discussion
Explains how models, radioactivity
theories and laws about arises from the Students:
What is matter?
matter have been refined decay of nuclei in
as new scientific evidence What is matter a. identify that all
atoms
becomes available made of? matter is made of
atoms which are
A student: Informal
composed of protons,
SC5-1VA formative neutrons and
Appreciates the assessment electrons(ACSSU177)
importance of science in through
their lives and the role of information b. describe
scientific inquiry a presented on the structure of atoms
In increasing
posters in terms of the nucleus,
understanding of the
world around them protons, neutrons and
Informal
electrons
formative
assessment SC5-9WS
through online
quiz A student:

9
 Presents ideas and
evidence for a particular
purpose and to a specific
audience, using appropriate
scientific language,
conventions and
representations

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

Aboriginal and Torres Strait Islander Students are beginning the Unit The Chemical World.
histories and culture This is an introductory lesson into the field of chemistry.
Include YouTube video of Aboriginal Spinifex Students have not had specific learning regarding the
resin technology to demonstrate other composition and structure of matter.
cultures understandings and use of chemistry
They will be learning to identify that matter is made up
Literacy of atoms and to describe the structure of an atom. They
will also be demonstrating the knowledge they have
The creation of the posters with key
information allows students to develop their attained from this lesson by presenting their information
literacy skills. This lesson also allows students on A3 posters.
to expand their scientific vocabulary.
Personal and social capability
Students work in pairs, which allows them to
develop skills in collaborative learning,
effective teamwork and communication.
Information and communication
technology capability
ICT is used throughout the lesson, through the
videos and research from the provided
website. The extension task also features the
use of an online quiz.
(ACARA, 2017)

Time Teaching and learning actions Organisation Centred

T/S

10
Intro Teacher to take attendance Teacher: Checks that Teacher
attendance
2
minutes Student: Students take their
seats at computers and give
their attention to the teacher.
Note the new unit.

Resources: Unit title The

Chemical World is on the
board/projector

Body 1. Explain that students will be learning about Teacher: Introduce the topic Teacher
atoms and that this will form the basis for their and lead discussion of what
6 students already know. Then
understanding of chemistry as a field.
minutes explains key concepts.
2. Ask if students have any knowledge about
atoms.
What is matter made of?
Student: Tries to recall any
What are atoms?
information regarding this
3. Pre- teach concepts and vocabulary to topic from their background
contextualise students, as required, such as: knowledge. Students can take
atom, molecule, repel, protons, neutrons, notes. Students understand
electrons, fusion, cataclysmic event, what they are expected to
Mendeleevs periodic table, Atomic Hypothesis learn and why.
etc
The teacher also explains clearly what students
are expected to learn in this lesson. Resources:

4. Teacher explains that students may take
notes of they wish and plays first video which
provides an overview of the atomic theory on
projector/smart board. Video allows for
differentiated learning.
*If captions are available on the YouTube
Teacher: Plays the video then Teacher
reiterates that matter is and
composed of atoms. Teacher Student
uses the smart board to bring
up visual representations of
atoms and their structure.

6 videos turn them on for differentiated learning

minutes and to give students access to audio, visual and
written media forms- eg for Aboriginal
students or those with learning disabilities or
language barriers.
5. Clarify students understanding that all
matter is composed of atoms. Using a
diagrammatic representation, demonstrate the
basic model of the atom to students (simply
Student: Engages with the
video by watching, listening
and/or taking notes. Learning
is supported further through
visual representation and
models.

11
 identifying that protons and neutrons are
together in the nucleus and electrons are
located in energy shells surrounding the
nucleus). Also show 3D models and pass some
around the classroom.
(Use smart board or white board for visual
representation and 3D models to allow for
differentiated learning- eg for Aboriginal
students)
6. Play 'I'm atoms' song for students. Prior to
viewing, explain that this video is being shown
to clarify their basic understanding of the atom
and make it memorable. Explain also that a
small amount of information which is
mentioned in the song extends beyond what
they need to know at the moment.
7. Show students video of Aboriginal use of
11 Spinifex Technology. Ask students what they
minutes have learnt from this video.
What does this video tell us?
Explain that this shows us that Indigenous
people also used science, including chemistry;
their methods included observation,
predictions and trial and error.
*If captions are available on the YouTube
videos turn them on for differentiated learning
and to give students access to audio, visual and
written media forms eg for Aboriginal students
or those with learning disabilities or language
barriers.
12
Resources:
http://www.youtube.com/wat
ch?v=U2g1H5wPmUE
Teacher: Explains that the song Student
video has more information
than the students are required
to learn for this lesson, to
clarify expectations.
Lead discussion about what
students have gained from
Aboriginal use of technology
video and clarify that
Indigenous people used
scientific methods and
Chemistry too. This is to help
students develop their
knowledge on Aboriginal and
Torres Strait Islander peoples
which is a cross-curriculum
content area, as well as
provide them with links of how
chemistry is used in the real
world in other cultures. This
increases interest in science
and can improve performance
(Hulleman, & Harackiewicz,
2009).
Student: Watch videos. Share
information about what they
have learnt/why this is
important.
Resources:
Video:
http://www.youtube.com/wat

8. Tell students they will now be using their
own smart devices. Instruct students to take
out their smart devices and remind them of the
school policy regarding responsible and safe
use of ICT.
9. Direct students to BBC Bitesize Atomic
structure revision website. In pairs, students
30
should work through first two pages of site and
minutes
create a joint summary of key information.
Remind students about being respectful of
classmates when working together.
10. In the same pairs, students then create A3
posters which include all of the key
information they have learnt. Explain that the
posters should be created as if they will be
presented at a science conference for high
school students. These posters should then be
displayed in the classroom.
Teacher should state that they are going to
answer questions and provide help if students
need it. The teacher should spend a little time
with each pair to provide assistance and
answer questions.
Additional Activities:
If students are finished early or are
particularly keen to learn more, they
should look ahead to the rest of the
information contained within the
atomic structure section of the BBC
Bitesize website.
Students may wish to include the lyrics
to the Im atoms song in their book as
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ch?v=DBjZz0iQrzI&list=PL01C3
EA1772069E2B&index=3&feat
ure=plpp_video
Video: Australian Aboriginal
use of Spinifex resin
technology
https://www.youtube.com/wa
tch?v=CoMKQww5pq8
Teacher: Makes expectations Teacher
clear to students regarding the
use of ICT. Gives directions
about the task, including
expectations of behaviour
when working in pairs. Walks
around during the rest of the
lesson to give students
assistance and answer
questions.
Student: Listens to teacher, is
made aware of expectations Student
regarding behaviour and the
task. Work in pairs to create
poster with a specific purpose.
Resources:
Smart devices
Website:
http://www.bbc.co.uk/schools
/gcsebitesize/science/add_aqa
_pre_2011/atomic/atomstrucr
ev1.shtml
Posters and textas
 a reminder of the key ideas covered in
the song. These lyrics are available
beneath the video on YouTube.

Conc. 11. Ask students to volunteer information they Teacher: Leads class discussion Teacher
have learnt from the lesson. and explains homework.
5
minutes 12. Explain the homework task to students.
Students visit the atoms building blocks
webpage and complete the associated quiz for Student: Volunteers
information and makes note of
revision of content covered in class.
homework.

Resources:
http://www.chem4kids.com/fil
es/atom_structure.html

14
Reflection

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

Modifying this lesson plan has been very challenging but it has also been quite eye opening for me. I did not
realise how much work and thought go into creating/building upon a lesson plan. In doing so I have been
able to take a deeper look at the Professional Standards and Quality Teaching Model, which has undoubtedly
enhanced my understanding of how to construct a lesson plan, as well as influenced my teaching strategies
for the future.

In particular, through evaluating the original lesson plan and modifying it, it has been demonstrated to me
that some aspects that are missing from many lesson plans. These include setting out expectations for
students regarding their learning and behaviour, as well as allowing strategies for differentiated learning.

Moreover, I found it quite challenging to incorporate Aboriginal and Torres Strait Islander histories and
cultures into the lesson. It seemed quite far-fetched to link learning about atoms to this cross-curriculum
content area, but I was pleased to find that Aboriginal peoples made use of scientific knowledge, particularly
the use of chemistry and chemical reactions, in many of their daily life tasks such as preparing food and
making weapons. I chose the video about Aboriginal people using Spinifex resin technology to make
weapons, as this lesson was an introductory one to the field of chemistry, and the video showed how
another culture used chemistry and scientific methods in varying ways.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

CW1 a, b Informal diagnostic assessment through oral questions

CW1 a, b and SC5-9WS Informal formative assessment through the information

posters

CW1 a, b and SC5-9WS Informal formative assessment through online quiz

WHS

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

The main areas of risk in this lesson come from the use of ICT. The students are reminded of

15
the school policy regarding safe, responsible and ethical use of ICT. The teacher needs to
monitor the students to make sure they are on task and using the recommended website to
gather information and are not using any inappropriate or unsafe websites.
As the lesson involves working in pairs students may need to move around the classroom, so
precautions should be taken to avoid trip hazards such as bags on the floor and cords from
chargers and chairs should be tucked in if not being used.

16
Justification

By analysing the original lesson plan through the Australian Professional Standards for Teachers (APST)
(AITSL, 2014) and the NSW Quality Teaching Model (NSW QTM) (Ladwig & Gore, 2003) it was seen that there
was room for improvement. In the original lesson plan, the standards that needed to be addressed were
Standards 1.4 Strategies for teaching Aboriginal and Torres Strait Islander students, and 1.5 Differentiate
teaching to meet the specific learning needs of students across the full range of abilities (AITSL, 2014).

APST Standard 1.4 was addressed in the modified lesson plan by using culturally responsive teaching.
Krakouer (2015) states that culturally responsive teaching practices have been shown to improve academic
outcomes for Indigenous students. Krakouer (2015) described cultural responsiveness as being a way for
teachers and education systems to eliminate the discomfort Indigenous students experience due to living in
two very different worlds between school and home. Any culturally responsive teaching strategy was found
to incorporate Indigenous world views, knowledge and perspectives (Krakouer (2015). The modified lesson
included the addition of a YouTube video Australian Aboriginal use of Spinifex resin technology. The reason
this resource was chosen is because it shows an Aboriginal man using his knowledge of chemistry to create a
weapon/tool from resin. It portrays Indigenous knowledge of science and is hence culturally responsive
pedagogy. Other particular culturally responsive strategies highlighted by Krakouer (2015) include having
clear instructions, not over-talking, making learning goals clear, using visual learning tasks and having the
same high expectations of Aboriginal students as for other students, being supportive and promoting
Aboriginal culture. In the modified lesson, the teacher gives clear instructions, sets out learning and
behavioural expectations, uses videos, diagrammatic representations and 3D models and lets the students
know that they can provide assistance. These are important strategies that were implemented to meet the
needs of Aboriginal and Torres Strait Islander students.

APST Standard 1.5 was addressed through differentiated teaching strategies which are used as part of
educational best practice to meet the diverse needs, interests and abilities of students and hence improve
their academic outcomes (Tomlinson et. al., 2003). Tomlinson et. al., (2003) recommend differentiated
teaching strategies to meet the needs of students in diverse classrooms. They recommend the use of small
teaching groups so that specific learning needs can be met (Tomlinson et. al., 2003). Although, the original
lesson plan has the students work in pairs, the modified lesson plan specifies that the teacher moves around
the classroom to the different pairs to provide support as students have different levels of learning needs.
This gives the teacher more ability to address the difference in learning ability, which they may not be able
to if they had left the students to do their work without checking on them. The authors also recommend
varying the materials used for teaching, so that the teaching materials are more beneficial to a wide range of
learners (Tomlinson et. al., 2003). In the modified lesson the teacher uses oral instruction, videos, visual

17
representations, and 3D models as learning materials. This aims to provide methods which suit each learner
in a diverse ability classroom. This also links with a learner- centred teaching strategy (Tomlinson et. al.,
2003), wherein the teacher assesses the class knowledge so as to provide specific teaching based on what
they know. In the modified lesson plan the teacher carries out an informal diagnostic assessment to get an
idea of where the students knowledge is and this determines how much or how little information the
teacher gives as pre-learning before letting students watch the first video.

The NSW QTM showed that the lesson plan was lacking in 3.2 Cultural knowledge and 3.6 Narrative (Ladwig
& Gore, 2003). Cultural knowledge and Narrative were incorporated into the modified lesson plan again,
through the Aboriginal technology YouTube video. This resource was chosen as it demonstrates to the
students a narrative of the man, and an account of the process it takes to create his tool using scientific
knowledge from his Aboriginal culture. It highlights to the students how knowledge of science, in particular,
chemistry, is present in other cultures. The Melbourne Declaration on Educational Goals for Young
Australians (MCEETYY, 2008) outlines that schools should make a commitment to understand the value of
Indigenous cultures and build on the cultural knowledge of Indigenous students. The changes made to the
lesson plan, have aimed to address this focus on cultural knowledge as a goal for schools to create successful
learners and informed citizens ((MCEETYY, 2008).

The use of narrative through the video also shows how chemistry (a concept they are being introduced to) is
used in the real world by another culture. A discussion into quality teaching by the NSW Department of
Education and Training (2003), states that the use of narrative can enhance student understanding. This
narrative enhances the student learning as it links to the real world (Hulleman, & Harackiewicz, 2009), whilst
also teaching them about another culture. Utilisation of this narrative in the modified lesson was done so
that the students will learn to value the scientific knowledge, skills and culture of Aboriginal peoples, and
add to their learning experience.

18
References

Australian Curriculum, Assessment and Reporting Authority (2016). Curriculum. Retrieved from
http://www.acara.edu.au/curriculum 10th May 2017

Australian Institute for Teaching and School Leadership (AITSL) (2014). Australian Professional
Standards for Teachers. Retrieved from
http://www.aitsl.edu.au/australian-professional-standards-for-teachers 10th May 2017

Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science
classes. Science, 326(5958), 1410-1412.

Ladwig, J., & Gore, J. (2003). Quality teaching in NSW public schools: A Classroom Practice Guide. NSW
Department of Education and Training.

Krakouer, J. (2015). Literature review relating to the current context and discourse on Indigenous cultural
awareness in the teaching space: Critical pedagogies and improving Indigenous learning outcomes
through cultural responsiveness. Retrieved from
http://research.acer.edu.au/indigenous_education/42 10th May 2017

Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYY) (2008). Melbourne
Declaration on Educational Goals for Young Australians. Retrieved from
http://www.acara.edu.au/curriculum/development-of-australian-curriculum 12th May 2017

NSW Department of Education and Training, Professional Support and Curriculum Directorate (2003).
Quality teaching in NSW public schools Discussion paper. Retrieved from
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Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin, K., ... & Reynolds, T.
(2003). Differentiating instruction in response to student readiness, interest, and learning profile in
academically diverse classrooms: A review of literature. Journal for the Education of the Gifted, 27(2-
3), 119-145.

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Web link for Learning Portfolio

http://cmeina.weebly.com/

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