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Modern History

Portfolio Artefacts and Critical Reflection

By Rachel Foster 17439190

2017
Modern History Secondary Curriculum Assessment Two

Lesson Plan One __________________________________________________________________Page 3


Online Digital Resource ________________________________________________________Page 11
Lesson Plan Two _______________________________________________________________ Page 12
Lesson Plan Three _____________________________________________________________ Page 17
Justification _____________________________________________________________________ Page 30
Reference List __________________________________________________________________ Page 34
Appendix A: Scope and Sequence _____________________________________________ Page 35
Appendix B: Concept Map _____________________________________________________ Page 36
Appendix C: HSC Assessment Schedule ______________________________________ Page 37
Appendix C: Assessment Task ________________________________________________ Page 38
Appendix D: The Unit Outline _________________________________________________ Page 45
Appendix E: The Relational Table ____________________________________________ Page 50

2
Lesson Plan One

Topic area: Stage of Learner: Syllabus Pages:


World War One 1914-1918 Stage 6 26-27
Date: Location Booked: Lesson Number: 1 / 3
March 2017 Classroom
Time: 60 minutes Total Number of students: Printing/preparation:
25 As required

Outcomes Assessment Students learn about Students learn to


H3.2 – locate, select and In class source War on the Western Evaluate the
organize relevant based analysis, Front: usefulness, reliability
information from establishing a - The nature of and perspectives of
different types of basis for the trench warfare sources.
sources. digital resources and life in the
H3.3 – analyze and evaluate students will use trenches Present the findings of
sources for their in study for this dealing with investigations on
usefulness and unit of work. experiences of aspects of World War
reliability. Allied and One, analyzing and
H3.5 – plan and present the German synthesizing
findings of historical soldiers. information from
investigations, (BOSTES, 2009, different types of
analyzing and pg.26). sources.
synthesizing (BOSTES, 2009, pg.26).
information from
different types of
sources.
(BOTSES, 2009, pg.26).

Quality Teaching Elements (lesson focus) Highlight the appropriate areas


Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

3
How the quality teaching elements you have identified are achieved within the
lesson.

Teaching element Indicators of presence in the lesson


1.4 Higher Order Thinking This is evident throughout this lesson plan by introducing
students to a new level of source based analysis skills. These skills
are being built upon from the Preliminary course and will be a
vital skill in their HSC paper on the core study. Therefore
developing higher order thinking skills on source based analysis
gives students the ability to answer questions effectively and
succinctly.
2.2 Engagement Evidence of this can been seen through the ability to integrate
collaborative learning through group discussion.
3.5 Connectedness The online digital resource is an effective tool students can use to
further their knowledge and understanding of the unit of work.
The use of ICT allows students to be connected even when not at
school through multimodal forums allowing for Q&A and deeper
understanding.

Time Teaching and learning actions Organisation Centered


T/S
5 - 10 Mark Roll, students seated. Teacher: Mark Roll, settle students down, do they T
have all their materials.

Student: Come in quietly, be seated and get out class


workbook.

Resources: Roll
10-15 Introduce lesson activity on source Teacher: Hand out the source analysis template and T
analysis and the online digital resource. guideline sheet the 6 C’s, Explain the task for the
lesson and introduce the online digital resource.
What will they use it for?
How do they access it?
What is required?

Student: Skim over source analysis template and


guideline sheet.

Resources: Handout worksheet, Online digital


resource.
15 -20 As a class have a discussion about the 6 Teacher: Guide students through what the 6 C’s T
C’s source analysis worksheet. Guide mean, how is this an effective guide to source
students through the process of source analysis, answer any questions students may have
analysis and how it can be done about the source analysis process.
affectively.
Student: Ask any relevant questions in regards to
source based analysis.

Resources: 6 C’s source based analysis worksheet


(worksheet attached below).

4
20 - 40 Group work, students are to form small Teacher: Instruct the students to form small groups S
groups or join together in their table or turn to face each other in their table groups and
groups to work together to answer the using the 6 C’s template students are to answer the
source based analysis questions sourced based questions provided on worksheet.
provided using the 6 C’s template.
Student: Working collaborative in small groups,
students are to use the 6 C’s worksheet to answer
the questions.

Resources: The 6 C’s worksheet.


40 - 50 A representative spokesperson from Teacher: Call in the nominated spokesperson from S
each group will share with the class each group to discuss with the class what they found
what they found about the sources about the different sources using the PRU template.
using the 6 C’s template. What difficulties did they have with the process?
What did they find was easy using the template? Did
they discover anything interesting about the source
using the template? How did they determine the
sources usefulness and reliability?

Student: Spokesperson to speak to the class on


before of the table/small groups.

Resources: Worksheet and The 6 C’s template.


50 - 60 Bring up and show the student how they Teacher: Show students how to access the online T
access the digital online resource. What digital resource and talk them through why it is
they can find on the resource and how it important and what they can find on there to assist
can be used to further learning. them and their learning.

The online digital resource will develop student’s


literacy skills and source based analysis skills,
through guided activities on the online digital
resource. The four different module focus on
different skills sets allowing for clarification of unit
content and areas of improvement in preparation
for the HSC examination and assessment task.

Student: Take note on how to access the online


digital resource and ask any questions.

Resources: Online digital resource.

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

The process of constructing a unit outline, scope and sequence, assessment schedule
and lesson plans became a lot easier after the first assessment. However I found it
still quite difficult to know if the activities I had planned are thoughtful and relevant
activities for students. The assessment schedule was daunting until I saw what one
looked like and again the development of the assessment task and marking criteria
was difficult. Lastly the online digital resource was time consuming and extensive
trying to find resources to attached and to come up with four one hour long
activities and to then make sure they were encouraging students to move up the
bands.

5
How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording


Evaluate the usefulness, The usefulness and reliability of sources can be measured
reliability and perspectives through the student’s ability to effectively use the
of sources. worksheet and template provided in class to construct
source based analysis.
Present the findings of A class discussion demonstrates the student’s abilities to
investigations on aspects of present their findings and their ability to provide short and
World War One, analyzing succinct answers to short questions.
and synthesizing
information from different
types of sources.

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


3.1 Set learning goals that Learning goals are established throughout the
provide achievable challenges lesson by notifying students of the importance of
for students of varying abilities source-based analysis to this unit of work.
and characteristics. Achievable challenges are set to students in the
online digital resource.
2.2 Organise content into an Using collaboratively learning allows students to
effective learning and teaching share ideas and skills with each other to further
sequence. deepen source-based skills.
3.3 Include a range of teaching A wide range of teaching strategies are used
strategies throughout this lesson by group work,
independent learning and class discussion.
3.4 Demonstrate knowledge of Introduction of the online digital resource allows
a range of resources, including scope for effective inclusion of ICT to engage
ICT, that engage students in students with their learning.
their learning.

(AITSL, 2017).

6
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?

Student safety is paramount in all classrooms and it is important that the teacher
takes responsibility for the safety of their students. For example making sure that
students enter the classroom safely with no running, making sure there are no trip
hazards, making sure that all power outlets are safe for use and also that all lighting
fixtures are sound and used appropriately. Furthermore making sure that all tables
and chairs are safe for use and that the windows work properly and provide no
hazard to students.

7
Online Digital Resource Link:

http://worldwarone1914-1919.weebly.com

8
Lesson Plan Two

Topic area: Stage of Learner: Syllabus Pages:


World War One 1914-1918 Stage 6 Page 26-72

Date: Location Booked: Lesson Number: 2 / 3


March 2017 Classroom

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


25 As required

Outcomes Assessment Students learn about Students learn to


H4.1 – use historical terms Using the online The home fronts in Make deductions and
and concepts appropriately. digital resource. Britain and Germany: draw conclusions about
H4.2 – communicate a Reviewing marks - Total war and key features and issues
knowledge and and answers its social and of World War One.
understanding of historical from the short economic
features and issues, using answer impact on Locate, select and
appropriate and well- questions and civilians in organise information
structured oral and written multiple-choice Britain and from different types of
forms. questions. Germany. primary and secondary
(BOSTES, 2009). - Recruitment, sources, including ICT,
conscription, about key features and
censorship issues related to World
and War One.
propaganda in
Britain and Use historical terms
Germany. and concepts
- The impact on appropriately.
the war on
women’s lives (BOSTES, 2009).
and
experiences in
Britain.
(BOSTES, 2009).

9
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

How the quality teaching elements you have identified are achieved within the
lesson.

Teaching element Indicators of presence in the lesson


1.1 Deep Knowledge This is evident throughout this lesson plan by utilizing the online
digital resource to further develop student’s knowledge on World
War 1 and by using these skills to plan effective short responses
in preparation for the HSC.
2.1 Explicit Quality Criteria This is made evident through the use of the online digital
resource where by students are instructed to provide detailed
and succinct short responses. The explicitness of the activity
allows students to clearly demonstrate their understanding of the
unit of work.
3.1 Background Knowledge The online digital resource is an effective tool students can use to
further their knowledge and understanding of the unit of work.
The use of ICT allows students to be connected even when not at
school through multimodal forums allowing for Q&A and deeper
understanding.

10
Time Teaching and learning actions Organisation Centered
T/S
5 Mark roll and students seated Teacher: Mark roll and make sure students are T
seated and settled.

Student: Enter quietly and be ready for


instruction.

Resources: Devices and Online Digital Resource.


10- 15 Students are to open the online digital Teacher: Instruct the students to open and T
resource on their devices. access the online digital resource.

Student: Using their devices students are to open


the online digital resource and go to module
two.

Resources: Devices and the online digital


resource.
15- 25 As a class question one on module two will Teacher: A class discussion will take place- S
be discuss with the students, they will be addressing question one in module two of the
encouraged to share their responses and online digital resource.
ideas with the class.
Student: Are encouraged to share their
responses or ideas about the short answer
question and are also encouraged to ask any
questions.

Resources: Online digital resource.


25-35 As a class question two on module two will Teacher: A class discussion will take place- S
be discuss with the students, they will be addressing question two in module two of the
encouraged to share their responses and online digital resource.
ideas with the class.
Student: Are encouraged to share their
responses or ideas about the short answer
question and are also encouraged to ask any
questions.

Resources: Online digital resource.


35-45 As a class question three on module two Teacher: A class discussion will take place- S
will be discuss with the students, they will addressing question three in module two of the
be encouraged to share their responses and online digital resource.
ideas with the class.
Student: Are encouraged to share their
responses or ideas about the short answer
question and are also encouraged to ask any
questions.

Resources: Online digital resource.


45-55 As a class question four on module two will Teacher: A class discussion will take place- S
be discuss with the students, they will be addressing question four in module two of the
encouraged to share their responses and online digital resource.
ideas with the class.
Student: Are encouraged to share their
responses or ideas about the short answer
question and are also encouraged to ask any
questions.

Resources: Online digital resource.


55-60 This part of the lesson will be spent Teacher: As a class go through the answers to S
reviewing the multiple-choice answers from the multiple-choice questions in module three of
module three on the online digital resource. the online digital resource.

11
Student: Provide their answers to the multiple-
choice questions in module three on the online
digital resource.

Resources: Online digital resource

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

The process of constructing a unit outline, scope and sequence, assessment schedule
and lesson plans became a lot easier after the first assessment. However I found it
still quite difficult to know if the activities I had planned are thoughtful and relevant
activities for students. The assessment schedule was daunting until I saw what one
looked like and again the development of the assessment task and marking criteria
was difficult. Lastly the online digital resource was time consuming and extensive
trying to find resources to attached and to come up with four one hour long
activities and to then make sure they were encouraging students to move up the
bands.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording


H4.1 Use historical terms Evidence of this outcome can be seen through student
and concepts short responses, shared with the class from the online
appropriately. digital resource for formative marking.
H4.2 Communicate a This is evident through the student abilities to
knowledge and integrate knowledge into their short responses and
understanding of historical their multiple choice answers, from the question
features and issues, using posed on the online digital resource.
appropriate and well-
structured oral and written
forms.

12
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


2.1 Demonstrate knowledge The use of the online digital resource integrates
and understanding of the multiple modes of teaching and pedagogy. It
concepts, substance and incorporates content knowledge and allows
structure of the contents and students to take autonomy of their own learning.
teaching strategies of the
teaching area.
2.2 Organise content into an The online digital resource is an effective tool for
effective learning and teaching students where lots of different information is
sequence. stored in the one place for easy access at school
and at home to further students learning.
2.3 Use curriculum, This is made evident through the use of formative
assessment and reporting assessment using the online digital resource to
knowledge to design learning guide students through HSC style questions.
sequences and lesson plans.
2.6 Implement teaching This is clearly evident through the use of the online
strategies for using ICT to digital resource. Students are guided through
expand curriculum-learning specific content knowledge and are required to
opportunities for students. utilize these skills to take part in certain activities.
(AITSL, 2017).

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?

Student safety is paramount in all classrooms and it is important that the teacher
takes responsibility for the safety of their students. For example making sure that
students enter the classroom safely with no running, making sure there are no trip
hazards, making sure that all power outlets are safe for use and also that all lighting
fixtures are sound and used appropriately. Furthermore making sure that all tables
and chairs are safe for use and that the windows work properly and provide no
hazard to students.

13
Lesson Plan Three

Topic area: World War One Stage of Learner: Syllabus Pages:


1914-1918 Stage 6 Pages 26-27

Date: March 2017 Location Booked: Lesson Number: 3/3


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

Outcomes Assessment Students learn about Students learn to


H1.1 – describe the role of Using the online War on the Western Ask relevant questions
key features, issues, digital resource Front: in relation to World
individuals, groups to give feedback - Overview of War One.
and events of to students strategies and
selected twentieth- extended source tactics to Present findings of
century studies. based responses. break the investigations on
H1.2 – analyse and evaluate stalemate aspects of World War
the role of key including key One, analyzing and
features, issues, battles: synthesizing
individuals, groups Verdun, the information from
and events of Somme and different types of
selected twentieth- Passchendaele sources.
century studies. (BOSTES, 2009). (BOSTES, 2009).
H4.1 - use historical terms
and concepts
appropriately.
(BOSTES, 2009).

14
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

How the quality teaching elements you have identified are achieved within the
lesson.

Teaching element Indicators of presence in the lesson


1.4 Higher Order Thinking This is evident throughout this lesson plan by introducing
students to extended response questions. These skills are being
built upon from the Preliminary course and will be a vital skill in
their HSC paper on the core study. Therefore developing higher
order thinking skills on extended response style questions gives
students the ability to answer questions effectively and
succinctly.
2.2 High Expectations Evidence of this can been seen through the use of the online
digital resource, high expectations are set as students will be
expected to have utilized the online digital resource.
3.5 Knowledge Integration The online digital resource is an effective tool students can use to
further their knowledge and understanding of the unit of work.
The use of ICT allows students to be connected even when not at
school through multimodal forums allowing for Q&A and deeper
understanding.

15
Time Teaching and learning actions Organisation Centered
T/S
5 Mark Roll and make sure students are seated and Teacher: Mark Roll and make sure students T
settled. are seated and settled ready for instruction.

Student: Enter quietly and be ready for


instruction.

Resources: Class Roll


10 -15 Students are to open their online digital resources Teacher: Instruct students to open their T
using their devices and are to go to module four, online digital resources using their devices
the exercise on extended response questions. and to open up to module four on extended
responses.

Student: Open the online digital resource to


module four.

Resources: Devices and the online digital


resource.
15- 20 A small class discussion about the extended Teacher: Small class discussion about the S
response question, what were they asked to know extended response question.
and what were they asked to understand through
the extended response question? Student: Encouraged to ask any questions
about the extended response questions.

Resources: Online digital resource and


extended responses.
20 -25 Students will now swap their extended responses Teacher: Instruct students to hand there S
with another student. extended responses to another students.

Student: With a partner exchange extended


responses.

Resources: Online digital resource and


extended responses.
25-35 Students will now peer mark each other’s work Teacher: Walk around the room, giving help S
giving only constructive feedback and areas in with to students with their extended responses.
students had achievement and areas of
improvement. Student: Peer marking giving constructive
feedback to peers.

Resources: Online digital resource and the


extended responses.
35-40 Students will now be guided through the 2002 past Teacher: Guide students through the 2002 T
paper exam on the core study World War 1. past paper exam for the cores study World
War 1, using the past paper student will
either work together or individually to
write up essay plans for the extended
responses.

Student: Using the past paper exam


students will construct essay plans for the
extended responses in the past paper using
their knowledge on source based analysis
and extended response writing.

Resources:
40-60 This time is dedicated to students working on their Teacher: Walk around the room, giving S
essay plans on the past paper exams and are students advice on their planned responses
encouraged to ask any questions. and answer and questions.

Using two real student responses in the HSC, to Student: Working with their peers or

16
construct their extended response plans. Why was individually students are to construct their
this response a Band 6, how can this be integrated essay plans and to ask any questions.
into your response.
Resources: 2002 Past Paper from the ARC
site with real student responses.

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

The process of constructing a unit outline, scope and sequence, assessment schedule
and lesson plans became a lot easier after the first assessment. However I found it
still quite difficult to know if the activities I had planned are thoughtful and relevant
activities for students. The assessment schedule was daunting until I saw what one
looked like and again the development of the assessment task and marking criteria
was difficult. Lastly the online digital resource was time consuming and extensive
trying to find resources to attached and to come up with four one hour long
activities and to then make sure they were encouraging students to move up the
bands.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording


1.1 Describe the role of key This will be measured and recorded through formative
features, issues, individuals, assessment processes by students given feedback on
groups and events of extended response question from the online digital
selected twentieth-century resource and the 2016 past paper exam.
studies.
1.2 Analyse and evaluate This will be assessed and examined through students
the role of key features, extended responses and made evident through peer
issues, individuals, groups marking and class discussion.
and events of selected
twentieth-century studies.
4.1 Use historical terms and The use of historical terms and concepts will be made
concepts appropriately. evidence through the student’s abilities to integrate
these into their extended responses.

17
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


3.1 Set learning goals that The use of the online digital resource and the through
provide achievable practicing HSC style questions will prepare students
challenges for students of for the exam itself and will further develop their skills
varying abilities and in other teaching areas. The learning goals are more
characteristics. than achievable if students have used the resources
provided to them.
3.3 Include a range of A variety of teaching strategies have been used for
teaching strategies example the use of ICT with the online digital
resource, formative assessment through the extended
responses question; peer marking to encourage
deeper understanding of both content knowledge and
expectation’s.
4.1 Identify strategies to Students have been exposed to various methods of
support inclusive student inclusion such as the online digital resource for the
participation and specific class, the use of individual and group work and
engagement in classroom peer marking.
activities.
5.2 Demonstrate an Timely feedback is important to students to effectively
understanding of the appropriate their learning. Peer marking have been
purpose of providing timely used so that the students gain a clearer understanding
and appropriate feedback of the task and the expectations.
to students about their
learning.
(AITSL, 2017).

18
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?

Student safety is paramount in all classrooms and it is important that the teacher
takes responsibility for the safety of their students. For example making sure that
students enter the classroom safely with no running, making sure there are no trip
hazards, making sure that all power outlets are safe for use and also that all lighting
fixtures are sound and used appropriately. Furthermore making sure that all tables
and chairs are safe for use and that the windows work properly and provide no
hazard to students.

19
Justification:

The Appendices:
The scope and sequence for this unit of work clearly follows the guidelines as set
out by the Board of Studies (2009), modeling this provides coherence and flow of
subject matter (Foster, R, 2017). Following on from term three of the
preliminary course students now will focus on the core study of World War One;
this is clearly identified in the scope and sequence laid out in the appendices. The
decision for this allows students to develop key conceptual skills learnt
throughout the preliminary course and also further drives important skills useful
for the HSC examination paper of Modern History. The concept map developed
for this unit of unit draws entirely from the Board of Studies Modern History
Syllabus (2009, pg.25) and focuses solely on key concepts needed for successful
completion of this unit and understanding. Furthermore the assessment
schedule also follows the guidelines laid out by the Board of Studies and
provides clear instruction as to what skills are needed to complete each task
effectively. Moreover the assessment task is molded from a variety of past paper
Modern History examination papers, this flows from pedagogical ideas from
Peter Seixas “identifying and building upon students prior knowledge in various
subjects, provides an opportunity for new forms of historical meaning-making”
(Pg. 298). Therefore the appendices have been built around sound pedagogical
ideologies and make clear link to Board of Studies requirements for success in
the HSC examinations (Foster, R, 2017).

Online Digital Resource:


The online digital resource has been developed with student growth in mind; the
resource is designed deliberately to test student’s skills and abilities with tasks
relating directly to the Higher School Certificate examination for the study of
World War One (Ayres, pg., 159). The four modules each relies on different skill
sets such as source based analysis, short response, content knowledge through
multiple choice and extended response. These resources will allow for student
autonomy while also being used in the classroom for formative assessment and
further clarification for students (Naderi, H, Baezzat, F and Motaghedifard, M,

20
2015, pg. 42). The pedagogical ideology surrounding the layout and designed of
the online digital resource relates to the idea of cooperative learning and self-
efficacy; it is the idea that “cooperative learning addresses specific academic
content, as well as development of social skills, and an increasing of the roles
people fulfill when they work cooperatively to achieve a common end” (Lyons,
2014, pg.79). Cooperative learning pedagogy has been used with the online
digital resource in mind linking closely to the post lesson plans where peer
marking and group work is utilized to maximize both student content
understanding but to also develop the students skills ready for life after school
and cooperative learning challenges and enhances these skills. The online digital
resource is simple in design and scope which is deliberate as I believe the more
work students feel they have to do outside of school will be overwhelming and
out of reach for deep understanding and higher order thinking which are
inherent for higher band marks in the HSC examination (Doolittle, P, 1997 &
Marsh, 2014). The idea for making the online digital resource more simplistic is
taken from Vygotsky’s zone of proximal development where it is explained that
“individual potential for cognitive growth is limited on the lower level end by
that which he or she can accomplish independently, and on the upper end by that
which he or she can accomplish with the help of a more knowledgeable other
such as a peer, tutor or teacher” (Doolittle, P, 1997, pg. 85). Therefore it was
important to make the resource accomplishing for students rather than daunting
and to utilize the tool in class effectively to make sure students were building
upon skills and knowledge (Foster, R, 2017).

The unit outline for this course has been developed with a wide range of
pedagogical strategies designed for engagement and development of student
learning. The unit outline has been broken down into ten weeks covering an
entire term of work; this specific method of planning allows clear and concise
instruction, objective and assessment (Foster, R, 2017). I have chosen to break
down my unit outline into ten weeks modeling from the idea that students are
consumers, they adapt quickly and appreciate the idea of content importance.
Ergo my lessons are designed to give clear objectives and guidelines to students

21
focusing in on clear conceptual thought and key ideas surrounding this unit of
work (Marsh, 2014, pg. 90).

Largely my pedagogical approach to this unit of work has been student centered,
I believe it is important for students to learn and develop with and through each
other (Marsh 2014, pg. 183) communicates, “learning is a social process … the
development of learning and knowledge is inseparable from the process of
participating in a culture of practice”. Therefore through this understanding of
learning being a social process the developed unit outline largely focuses on
student collaborative lessons, there is a substantive focus of group and peer
learning. However the unit outline has also been focuses around pedagogical
ideas by Ayres (2004, pg. 159) whereby “stretching or challenging students
through the use of problems and especially having high expectations and
carrying these through” will inherently encourage student participation and
student success in examination or assessment.

On the other hand the unit outline also addressed aspects of understanding by
design and integration of ICT. Making use of technology is important in today’s
classroom we are the generation of technological advancement, which will
continue to grow and change. UbD (understanding by design) is evident
throughout the unit of work by the use of assessment and the online digital
resource (Marsh, 2014, pg. 236). Many different forms of assessment take place
throughout the unit of work mainly formative assessment, however formative
assessment allows for both teacher and student understanding and growth, ergo
the lessons have been designed to assess the understanding of students and to
assess the level of achievement throughout the lesson through their design
(Lyons, 2014, pg. 70)(Foster, R, 2017).

Pre and Post Lesson Plans:


The Pre and Post Lesson Plans and the Assessment Task itself have all been
designed with the Australian Professional Standards of Teaching (2017) and the
Board of Studies Syllabus (2009 pg. 24-25) outcomes in mind. Firstly the pre-
lesson plan allows for clear instruction and explanation of the online digital

22
resource and includes an activity for students to demonstrate and develop the
key skills needed to complete the online digital resource which is an imperative
part of have a positive classroom pedagogy (Lyons, 2014, pg.74). On the other
hand the post lesson plan largely focuses on giving feedback to the students on
the online digital resource and uses their work to give clear feedback to students
on areas of concern and also the areas of achievement for the students (Lyons,
2014, pg. 75). Furthermore the post lesson plans draw from the activities in the
online digital resource which focuses back to cooperative learning mentioned
earlier and also allows the students to clarify information and to work together
to build their content knowledge and understanding. The idea of signifying the
importance of learning is largely taken from Peter Seixas ideology that “history is
to be meaningful, depending on the selection and depending on the established
criteria of significance, it needs to be relevant and to disregard the more
dismissive content” (pg. 282). Ergo the lesson plans have been developed from
various different pedagogical ideologies and this in turn encourages student
development and allows for students to move up the bands in their HSC
examinations and also allows them to build upon skills useful in life after the
Higher School Certificate (Foster, R, 2017).

23
Reference List:

Ayres *, P., Sawyer, W., & Dinham, S. (2004). Effective teaching in the context of a
grade 12 high-stakes external examination in New South Wales, Australia. British
Educational Research Journal, 30(1), 141-165.
http://dx.doi.org/10.1080/01411920310001630008

Doolittle, P. (1997). Vygotsky's Zone of Proximal Development as a Theoretical


Foundation for Cooperative Learning. Journal On Excellence In College Teaching,
8(1), 83-103.

Elements Of Learning And Achievement | Quality Teaching Framework".


Theelements.education.nsw.gov.au. N.p., 2017. Web. 15 Mar. 2017.

Lyons, G., Ford, M., & Slee, J. (2014). Classroom Management: Creating Positive
Learning Environments (4th ed., pp. 70-75). South Melbourne Australia: Cengage.

Marsh, C., Clarke, M., & Pittaway, S. (2014). Marsh's becoming a teacher (6th ed.).
Sydney Australia: Pearson Australia.

Modern History - Board Of Studies Teaching And Educational Standards NSW".


Boardofstudies.nsw.edu.au. N.p., 2017. Web. 15 Mar. 2017.

Motaghedifard, M., Naderi, H., & Baezzat, F. (2015). Effectiveness of quality


education based on Glasser's choice theory on the student's academic self-
efficacy. European Journal Of Psychology And Educational Studies, 2(2), 43-47.
http://dx.doi.org/10.4103/2395-2555.170720

Seixas, P. (1994). Theory and Research in Social Education. The Offical Journal Of
The College And Univeristy Faculty Assesmbly Of The National Council For The
Social Studies, XXII(3), 282-298.

Standards | Australian Institute For Teaching And School Leadership".


Aitsl.edu.au. N.p., 2017. Web. 15 Mar. 2017.

Foster, R, 2017, Professional Task, Secondary Curriculum 2A, Unit 102090


Modern History.

24
Appendix C: HSC Assessment Schedule and Assessment Task

Assessment Task Notification

Task Due Date: Week 10


Weighting: 15%
Core Topic: Sourced Based Analysis – World War One 1914-1919

Context of the Task:


This term we have been studying the core topic for the HSC course World War
One 1914-1919. The assessment task is designed to test your knowledge on
source analysis and extended responses. The assessment task has been modeled
from past HSC exam papers and is an opportunity for students to further develop
their skills in the lead up to the HSC examination. Part A will be five multiple
choice and short answer questions on content knowledge with one mark
allocated to each answer. Part B will be one extended response allocated 10
marks.

Outcomes to be assessed:
H3.2 Locate, select and organise relevant information from different types of
sources.
H3.3 Analyse and evaluate sources for their usefulness and reliability.
H3.4 Explain and evaluate differing perspectives and interpretations of the past.
H3.5 Plan and present the findings of historical investigations, analyzing and
synthesizing information from different types of sources.

The Assessment Task Details:


The assessment task consists of five multiple choice style questions based on
source analysis and also requires an extended response also using source-based
analysis. The assessment task will test students abilities to effectively conduct
source based analyse and integrate content knowledge on the unit of work.
Students will be provided with a source booklet to answer the assignment
questions. Students have had ample preparation for this task and are encouraged
to review their work using the online digital resource.

Assessment Criteria: students will be assessed on how well they:

Locate, select and organise information from different types of primary and
secondary sources, including ICT, about key features and issues related to World
War One.

Evaluate the usefulness, reliability and perspectives of sources.

Account for and assess differing historical interpretations of World War One.

Present the findings of investigations on aspects on World War One, analyzing


and synthesizing information from different types of sources.

25
Marking Criteria:
Marking Guide:
- Highly developed source analysis that is accurate and complex. Highly
- Demonstrates a high understanding of how the source could be used and be relevant to an Developed:
historian. 9-10
- Source analysis is complete, clear and concise.
- Effectively analyses the usefulness and reliability of the source.
- Demonstrates a deep understanding of the course content.
- Demonstrates a deep understanding of the different forces and ideas relevant to World War 1.
- Effective understanding of the source material and source analysis that is well thought through. Developing:
- Effective source-analysis that clearly investigates the usefulness and reliability. 7-8
- Demonstrates an effective understanding of how the source could be used and be relevant to an
historian.
- The response is well written, and cohesive.
- Effective understanding of the different forces and ideas relevant to World War 1.
- Basic understanding of the source material, with attempts made to investigate the usefulness of Pass: 4-6
the source.
- Basic understanding of how the source could be used and be relevant to an historian.
- Basic source-analysis and basic demonstration of the usefulness and reliability of the source.
- Fragmented and unclear, un-concise written response, does meet length requirements and does
make a sound attempt at question responses.
- Basic understanding of the different forces and ideas relevant to World War 1.

- Limited understanding of the source material Fail: 0-3


- Limited understanding of how the source could be useful and relevant to an historian.
- Limited source-analysis, that fails to accurately investigate and analyse the course for its
usefulness and reliability and/or poor linking to its usefulness to a historian
- Poorly written response, that is not cohesive, and does not appraise the source at any level.
- Unsatisfactory response length, not in full sentences, or poorly written.
- Limited understanding of the different forces and ideas relevant to the World War 1.

(Foster, R, 2017)

26
Assessment Task Source Booklet:

Source A http://www.elist10.com/wp-content/uploads/2013/07/world-war-1-
military.jpg

“Using Source A and your own knowledge, what can be said about American
Troops in World War 1?”

A) They were highly equipped to fight.


B) They were highly trained in gas warfare.
C) They were reinforcements for the Allies.
D) They were only there because it gave America an excuse to fight.

27
Source B https://s-media-cache-
ak0.pinimg.com/originals/95/4c/d3/954cd3dd132646446366c2006b48b78a.j
pg

“Using Source B and your own knowledge, explain some of the reasons for the
stalemate on the Western Front?”

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

28
Source C http://i2.cdn.cnn.com/cnnnext/dam/assets/140603154500-18-
women-great-war-horizontal-large-gallery.jpg

“Using Source C and your own knowledge, list some of the roles women played
on the British home front during World War 1?”

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

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Source D http://www.ww1propaganda.com/sites/default/files/3g12183u-
1410.jpg?1310607733

“Using Source D and your own knowledge, explain the contribution of Australian
soldiers to World War 1?”

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

30
Source E
http://l7.alamy.com/zooms/09cce8a1a6f14aa9800830a479fdf2da/german-
trenches-wwi-drdb5r.jpg

“Using Source E and your own knowledge describe why the German soldiers
seemed prepared for the stalemate on the Western Front?”

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

Extended response question:

“Using Sources A, B and E explain how these sources would be useful to an historian
studying the Ludendorff Spring Offensive” Please consider the usefulness and
reliability of these sources when constructing your response.

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Appendix D: Unit Outline

UNIT OUTLINE
Subject: World War One 1914-1919 Number of
Course: Modern History Weeks: 10
Unit title:
Core Study
World War
One 1914-
1919
Key Concepts/ Big Ideas The importance of this learning
Reasons for stalemate on the In investigating for the source based study, students
Western Front. shall develop knowledge and skills to respond to
Nature of Trench Warfare and different types of sources and relevant
life in the trenches. historiographical issues related to World War One
Strategies and Tactics. (BOSTES, 2009, pg. 27).
Key Battles: Verdun, Somme and
Passchendaele.
Changing Attitudes of soldiers
over time.
Total War
Recruitment, Conscription,
Censorship and Propaganda.
Impact on women’s lives in
Britain.
Entry of USA and Russia’s
withdrawal.
Ludendorff’s Spring Offensive.
Events leading to Armistice in
1918.
Allied Victory and German
collapse.
Roles and goals of Clemenceau,
Lloyd George and Wilson in
creating the Treaty of Versailles.
(BOSTES, 2009, pg.27)
Unit context within Scope and Syllabus Outcomes
Sequence
Term One of HSC H1.1 – describe the role of key features, issues,
individuals, groups and events of selected twentieth
– century studies.
H3.2 – locate, select and organise relevant
information from different types of sources.
H3.3 – analyse and evaluate sources for their
usefulness and reliability.
H3.5 – plan and present the findings of historical
investigations, analysing and synthesising
information from different types of sources.
H4.1 – use historical terms and concepts
appropriately.
(BOSTES, 2009, pg. 26)

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Literacy Focus Numeracy Focus ICT Focus
Differentiation
Source Based Timeline, key
Analysis, dates and events
provides share a numeracy
literary skills focus. Also the
that are vital to casualty rates
the students and numerical
ability to data collected for
synthesize this topic is
information and inherently
construct short important in the
and succinct understanding of
responses. key ideas and
events.

Week/ Syllabus Content Teaching and Learning Resources


Sequence Strategies including
assessment for learning.
Week One The reasons for the Working in groups’ Computers.
stalemate on the students will create a Textbook.
Western Front. powerpoint or prezi Workbooks and
presentation on the nature Stationary.
The nature of trench of trench warfare and life in
warfare and life in the trenches, locating and
the trenches dealing using sources to justify
with experiences of their explanations.
Allied and German
Soldiers. In class short timed
response on the reasons for
stalemate on the Western
Front.
Week Two Overview of After viewing the PowerPoint’s on
strategies and tactics powerpoints and reviewing methods of
to break the various aspects of the breaking the
stalemate including textbooks. Students are to stalemate.
keys battles: Verdun, construct lists reviewing
Somme and both the positive and Textbook work on
Passchendaele. negative affects the Verdun, Somme
different affects at breaking and Passchendaele.
the stalemate had to both
the Allies and the German Workbooks and
advances. Stationary.

Week Changing attitudes of Construct a timeline about Workbooks and


Three Allied and German the different attitudes Stationary.
soldiers to the war towards the war over time.
over time. Make key reference to why Textbook.

33
certain attitudes changes
and what they meant for
the total war front.

Short timed responses to


questions relating to poems
by World War One soldiers
and what their attitudes
reflect about the war.
Week Four Total War and its Class discussions about the Workbooks and
social and economic different aspects of total Stationary.
impact on civilians in war and what the different
Britain and Germany roles meant for the war Textbooks.
effort.

What cost did total war


have on the British and
German societies and
economies?

ThinkPairShare on the
differing impacts of total
war.
Week Five Recruitment, Small group work on the Workbooks and
Conscription, roles recruitment, Stationary.
Censorship and conscription and
Propaganda in Britain censorship had on the Allies Paper and
and Germany. and German soldiers and Colouring Pens,
home fronts. Textas and
Crayons to make
Dividing the class into propaganda pieces.
either Britain or Germany
students are to construct
their own piece of
propaganda focusing on
recruiting, rationing,
demoralising the enemy
and so forth.
Week Six The variety of Class discussion reviewing Workbooks.
attitudes to the war what we already know, how
and how they did opinions of war change
changed over time in over time and what impacts
Britain and Germany. did these have on society.

The impact of the war What different roles did


on women’s lives and women play in the war
experiences in effort and how did this
Britain. change the idea of total
war?
Week Impacts of the entry Mind Mapping activity what Workbooks and
Seven of the USA and of the impacts did the entry of Stationary.
Russian withdrawal. USA and Russia’s
withdrawal have on World PowerPoint.

34
War One.
Ludendorff’s Spring
Offensive and the PowerPoint on the
Allied response. Ludendorff Spring Offensive
and Allied response, leading
to class discussion.
Week Eight Events leading to the Construct a timeline of Workbooks and
Armistice of 1918 events that lead to the Stationary.
Armistice in 1918. What
key events took place that Textbooks.
made certain impacts to the
Armistice of 1918.

Week Nine Reasons for the Allied Mind mapping activity Workbooks and
victory and German reviewing why the Allies Stationary.
collapse. had victory and why the
German’s collapsed. Textbooks.

Short timed response on


the reasons for the Allied
victory ad German collapse.
Week Ten The roles and Textbook activities relating Textbooks.
differing goals of to source based analysis.
Clemenceau, Lloyd Workbooks and
George and Wilson in Practice Extended Stationary.
creating the Treaty of Responses about the Treaty
Versailles. of Versailles. And the roles
various key people played
at the conclusion of World
War One.
Assessment Details Outcomes
The assessment task has two parts. H1.1 – describe the role of key features, issues,
Part A consists of five multiple- individuals, groups and events of selected
choice questions and two short twentieth – century studies.
answer questions based on H3.2 – locate, select and organise relevant
different sources. And Part B is an information from different types of sources.
extended response question H3.3 – analyse and evaluate sources for their
relating to the sources. The usefulness and reliability.
assessment task is modelled off of H3.5 – plan and present the findings of historical
previous exam papers allowing investigations, analysing and synthesising
students to develop their skills in information from different types of sources.
order to achieve higher in the actual H4.1 – use historical terms and concepts
HSC examination. appropriately.
(BOSTES, 2009, pg. 26)

35
Evaluation of the Learning and Indicators of Learning
Teaching
Evaluation of learning will be Indicators of Learning will be present throughout
addressed through the digital the term by student participation in key activities
resource and various formative and through practice responses to key questions
assessment task throughout the and ideas allowing for indication of learning and
term. to ability to adjust certain lessons to allow for
deeper learning.

(Foster, R, 2017).

36
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