Original Lesson Plan:

KOKODA
YEAR 10 HISTORY (WORLD WAR II)
AUSTRALIAN CURRICULUM LEARNING OBJECTIVES

• ACDSEH1081The experiences of Australians during World War II (such as

Prisoners of War (POWs), the Battle of Britain, Kokoda, the Fall of Singapore)

RESOURCES REQUIRED
• Australians at War – The Thin Khaki Line2 (Duration: 2.01) Note: this clip
contains mild coarse language.
• Kokoda Front Line! 3 (Duration: 1.58)

LESSON OUTCOME: Students gain an initial understanding of the experiences

of Australian soldiers involved in Kokoda.

Lesson outline:

1. Commence lesson by introducing the focus on the experience of Australians

involved in the Battle of Kokoda and prompting students to remember their
previous work on this battle. Highlight the fact that the clips which students are
going to watch are products of a context in which notions of race were viewed
quite differently to now, and may appear to them to be racist.
2. Show both Kokoda-related captioned video clips. After watching the clips,
prompt students to consider the following in small groups:
i) What do these clips tell us about the experiences of soldiers on the Kokoda trail?
ii) Compare the two different representations of these experiences in the two
clips. Identify how their different intentions, as well as the years in which
they were released, affect the representation.
3. Play the videos for students again.
4. Students complete answers to the above questions in their workbooks.
5. Volunteer students share their responses. These should be used as the
stimulus for a whole class discussion.
HOMEWORK/EXTENSION
Students explore the Australian Government’s Kokoda website4 to further develop their
understanding of the event. Students should be encouraged to consider the interviews
with Kokoda veterans and their accompanying transcripts. Students can profile a
specific Kokoda veteran, detailing their role at Kokoda and their overall experience.
OPPORTUNITY FOR FURTHER ACTIVITY
It has been said that Kokoda is to World War II as Gallipoli is to World War 1.
Students investigate this statement and develop a well-researched opinion on the
matter.
1

http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/
ACDSEH108 2 http://aso.gov.au/titles/tv/australians-at-war/clip1/
3
http://aso.gov.au/titles/newsreels/kokoda-
front-line/clip1/ 4
http://kokoda.commemoration.gov.au/

Lesson Plan Source:

http://www.capthat.com.au/resources/koko
da
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
1–2–3–4–5 Comments:
Potential issues with depiction of death, racism in videos. Source material and narrative
arguably very Anglo-centric
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1–2–3–4–5 Comments:
No references to indigenous experience in WW2 generally or Kokoda specifically.
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
1–2–3–4–5 Comments:
Lesson outcomes broad & simplistic with content not as challenging as may be expected
in Year 10
1.6 Strategies to support full participation of students with disability
1–2–3–4–5 Comments:
Visual & discussion aspects good, however potential for issues for students with a vision
impairment
2 Know the content and how to teach it
2.2 Content selection and organisation
1–2–3–4–5 Comments:
Content for actual lesson too narrow, though reasonable for extension. Is the video and
government website sufficient?
2.3 Curriculum, assessment and reporting
1–2–3–4–5 Comments:
Lesson plan is linked specifically to the curriculum. Assessment is arguably too informal,
as is reporting
2.6 Information and Communication Technology (ICT)
1–2–3–4–5 Comments:
Video and web sites are suitable for purpose, however not challenging enough nor
diverse
3 Plan for and implement effective teaching and learning
3.1 Establish challenging learning goals
1–2–3–4–5 Comments:
Lesson’s challenges are not sufficient for a Year 10 class. Whilst some critical thinking and
discussion is required as well as writing answers, there needs more explicit intellectual
demands expected from the students.
 3.2 Plan, structure and sequence learning programs
1–2–3–4–5 Comments:
Lesson does address to some extent past learning, however association with this not
strong enough. Linkage to further learning not as explicit as it could be
3.3 Use teaching strategies
1–2–3–4–5 Comments:
Basic lesson with revision (untested), video material, group discussion based on two
questions (one of which seems disconnected somewhat from the lesson outcome).
Homework and extension more demanding. Not enough structure and time allocation
explicitly stated.
3.4 Select and use resources
1–2–3–4–5 Comments:
Videos and web site appropriate, though could be developed/expanded upon
4 Create and maintain supportive and safe learning environments
4.1 Support student participation
1–2–3–4–5 Comments:
The group work and discussion does appear to meet this requirement adequately
4.2 Manage classroom activities
1–2–3–4–5 Comments:
Appears from the lesson plan that the combination of guided activities and instruction is
appropriate
4.3 Manage challenging behaviour
1–2–3–4–5 Comments:
No information included as to hwo to address this issue
4.4 Maintain student safety
1–2–3–4–5 Comments:
Not relevant as per the lesson plan cited
4.5 Use ICT safely, responsibly and ethically
1–2–3–4–5 Comments:
The videos and web site cited appear to be credible, ethical and responsibly applied.
5 Assess, provide feedback and report on student learning
5.1 Assess student learning
1–2–3–4–5 Comments:
Verbal and written formative and summative assessments applied in situ
5.2 Provide feedback to students on their learning
1–2–3–4–5 Comments:
Unclear however it may be appropriate that verbal feedback in the lesson will be
implemented

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:
Topic is treated superficially and several key aspects (background, terminology, timeline,
relevant personalities etc) left out of lesson as presented in class
1.2 Deep understanding
1–2–3–4–5 Comments:
 Potential for deep understanding as based on the material presented in the lesson
limited, however discussion and questions may assist
1.3 Problematic knowledge
1–2–3–4–5 Comments:
Whilst there is value in how the source videos are examined for problematic knowledge,
they are neither sufficiently divergent, informative or in the number as may be expected
1.4 Higher-order thinking
1–2–3–4–5 Comments:
Interpretive activities are required form the students however could be better for this
stage/Year
1.5 Metalanguage
1–2–3–4–5 Comments:
Simple but probably sufficient statement of the nature of the resources
1.6 Substantive communication
1–2–3–4–5 Comments:
The implementation of group evaluation and discussions is very appropriate in this area
Quality learning environment
2.1 Explicit quality criteria
1–2–3–4–5 Comments:
In this lesson plan there is a lack of substantive demands articulated or expected of the
students other than a discussion and answering questions
2.2 Engagement
1–2–3–4–5 Comments:
Hard to quantify this answer based on only the lesson plan however the use of videos
and group work hopefully would result in satisfactory student engagement
2.3 High expectations
1–2–3–4–5 Comments:
Similar response to previous answer; hard to tell without delivering the lesson plan and
then observing or reflecting
2.4 Social support
1–2–3–4–5 Comments:
As above
2.5 Students’ self-regulation
1–2–3–4–5 Comments:
As above however strong potential of this based on group work emphasis as well as
additional resources, information provided for post-lesson consideration.
2.6 Student direction
1–2–3–4–5 Comments:
The use of group work and then students applying/discussing their responses to the
videos in class is a significant potential aspect of this lesson plan
3 Significance
3.1 Background knowledge
1–2–3–4–5 Comments:
Minimal background information in the lesson context, aside from a brief revision from
past lessons and the option for more detailed consideration of Kokoda in the ANZAC
tradition after the class has finished.
3.2 Cultural knowledge
1–2–3–4–5 Comments:
Consideration of either past social constructs from the time of Kokoda, or how they
impact or reflect on current Australian culture and society is hardly present in this lesson
plan
3.3 Knowledge integration
1–2–3–4–5 Comments:
Again, almost zero integration with previous information and knowledge, nor reflection
upon these aspects of the subject/unit.
3.4 Inclusivity
1–2–3–4–5 Comments:
Similar to responses given to 2.2 and 2.3
 3.5 Connectedness
1–2–3–4–5 Comments:
Minimal, with the only significant connection made with specific reference to ANZAC
tradition and history.
3.6 Narrative
1–2–3–4–5 Comments:
The use of videos in the classroom, and additional resources outside the classroom after
the lesson provide strong narrative structures for the delivery of this subject.

Section 3: Identifying Areas for Improvement

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

APST
1) 1.6 Strategies to support full participation of students 2) 3.3 Use teaching strategies
with disability
QT model
1) 1.1 Deep knowledge 2) 3.1 Background knowledge
 Amended Lesson Plan

Topic area: Stage of Learner: Syllabus Pages:

History 5 (Year 10) ACDSEH108
Date: Location Booked: N/A Lesson Number: /
N/A
Time: 60 minutes Total Number of students: 25 Printing/preparation: Hand out
With key dates, terminology, maps

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes
Understand experience of
Australians in WW2
Opportunity to develop
historical understanding
through key concepts (e.g.
evidence, empathy)
Lesson assessment Key event in Australian WW2 Evaluate source material
history
Revision questions Contemplate their own
and answers Experience of Australian reactions to the events and
soldiers fighting in the Battle issues raised by the resources
Group and Class
of Kokoda and the historical events
Discussion
discussed
Social attitudes to war then
Kahoot Quiz
and now Contextualise Australian
history and society
Potential for reflection on
comparatively between then
personal family history
and now
The nature of historical
evidence how to use it

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

Literacy skills Discriminate between historical biases

Critical thinking vis-à-vis source material Understand Australian history at a specific time

Cross-cultural awareness Evaluate source material for historical value, context, biases

Discussion and verbal presentation
Assimilating information as required
Consider differences between Australia’s history during
particular points during WW2, and from then to now
Use historical evidence and discussion to present an
interpretation of history based on evidence, not opinion

Time Teaching and learning actions Organisation Centred

Intro I Assemble students into classroom
(5 mins) Ensure appropriate behaviours are
enforced (e.g. phones, seating etc)
If required take roll
State lesson aim for the day (written on
blackboard or whiteboard and announced
to students as well)
Teacher: Manage students’ entry into
classroom and articulate lesson aim verbally
and with blackboard
Student: Enter classroom
Resources: Blackboard/Whiteboard
T/S
Teacher
Commented [A1]: These time settings are designed to
more accurately manage and organise the lesson than had
been set out in its original outline (APST 3.3)
 Organise/assign groups for lesson
Revision Revision of previous lesson, past
homework and summation of Australia’s
(7 mins)
war effort up to the Battle of Kokoda
(using combination of information
verbally provided by teacher and
questions and answers with students)
Circulate hand out of key information re
Kokoda (including timeline of battle, key
terms, map)/Use PowerPoint slides as
well
Body Introduce & present videos (note issues
relating to language, racism and
(33 mins)
confronting images)
Students are then asked to focus in their
groups on one of the two videos assigned
to them and use that information as well
as the provided hand out/PowerPoint to
formulate answers to three of the
following four questions:
1. What do these clips tell us about
the experiences of soldiers at
Kokoda
2. What was the intent and effect
of each video both at the time
and now
3. What was the significance of the
battle to Australia in 1942
4. Any observations on the
Australians’ attitudes to the
Japanese enemy or the Papua
New Guinean allies
Commented [A2]: More formal organisation of the lesson
including explicit lesson aim statement. (APST 3.3)
Teacher: Verbal & written information Teacher
Student: Answer questions
Resources: Hand Out/PowerPoint
Commented [A3]: By revising the previous lesson and
using a combination of resources and questions more
emphasis is provided on the students’ background
knowledge (NSW QTM 3.1)
Teacher: After showing both videos assign Student
one each for consideration to the student
groups
Advise students of the questions and ask
them to write them and their answers down
After approximately 20 minutes ask each
group to present a summary of their three
answers
Commented [A4]: The application of more questions than
those original posited in the lesson plan, as well as the
provision of a hand out/PowerPoint document with more
Student: Group work to discuss the fulsome information is designed to assist with the students
assigned video and 3 of the 4 questions acquisition of Deep Knowledge (NSW QTM 1.1)
Resources: Hand out prepared by teacher Commented [A5]: This hand-out/PowerPoint document
will include key dates, terms/glossary, maps, pictures and
Video 1 The Thin Khaki Line criteria for identification and exploration of additional
https://aso.gov.au/titles/tv/australians-at- online or other resources. (APST 3.3)
war/clip1/
Video 2 Kokoda Frontline
https://aso.gov.au/titles/newsreels/kokoda-
front-line/clip1/
(If required provide transcripts/audio
versions for students with visual and/or
aural impairments) Commented [A6]: This modification to the original lesson
plan is designed to address the potential for any students
with visual or auditory problems. The lesson plan did not
include such precautions (APST 1.6)
Students conduct with the teacher’s
guidance a discussion of their answers to
the questions posited, with each group
presenting at least one answer from the
three they were asked to respond to.
Conclusion General observations requested from the Teacher: Have Kahoot quiz ready and make Teacher
students of the subject sure additional content cited in hand out &
(15 mins)
(this may be available as a download via Student
Five questions quiz via Kahoot
Google Docs etc)
Reiteration of lesson aims/learning
objectives
Student:
Bring students attention to the additional
material for homework/further
consideration and advise next lesson
Resources: Refer to handout
subject.
Teacher to use PC/laptop to conduct
Kahoot, screened on whiteboard

Students’ smartphones/tablets etc

Reflection

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

As I have prepared this lesson I have identified how easy it can be to be underprepared for
presenting such a detailed subject, how important it is to take into account more than just delivering
information, reviewing the actual content, making sure the lesson is structured with definitive
guidelines (e.g. time lines, student management, declaration of lesson aims, etc), considering
disabilities and impairments, and making sure the students are engaged intellectually and socially
within the classroom.

I am also now more aware that I must be careful as to how I balance my expectations of the
students’ abilities in engaging with and learning from the lesson, and my ability to deliver it. Whilst I
have endeavoured in my adjusted lesson plan to a challenging level that I believe is commensurate
with Stage 5/Year 10 expectations, I may need to adjust or change it depending upon the realities of
the students I will encounter.

I’m also more aware having constructed this lesson plan of the time demands placed upon both
students and teachers in the classroom, and the resource and time demands placed upon
particularly the teacher outside the classroom. Working on this one lesson plan, compiling resources,
ICT etc is a very detailed and demanding task.

Integrating as best as possible as many aspects of the APST and NSW QTM criteria is a challenge, and
whilst they may be complementary in some circumstances (e.g. 3.4 Select and Use Resources and
1.5 Metalanguage) they can also be independent to such an extent that one must juggle the value of
implementing one or another. In my adjusted lesson plan, I have tried to develop deep knowledge
and background knowledge, however I am aware I may be vulnerable to questions over how I teach
aboriginal or Torres Strait Islander students.

In summary, I have attempted to make significant improvements based on the two criteria
schedules, integrating my own experiences as a school and university student, as well as
observations I made during my shadow day and real teaching experiences volunteered by my tutor.
The original lesson plan I have used is in my opinion deficient in many aspects of the criteria
stipulated by the APST and NSW QTM model. However, I am also aware that, to paraphrase the
military axiom, ‘No lesson plan entirely survives contact with the students’.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Factual knowledge of Kokoda Group discussion, Kahoot quiz

battle events, context,
timings etc
 Critical examination & Group discussion, answering questions
understanding or sources

Develop empathic values Group discussion, answering questions

through consideration of
soldiers’ testimony etc

Personal and intellectual Group discussion, answering questions

reflection

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?

Nominally in a History lesson with no requirement of the teacher or the students to

handle physical materials that may present a concern as to work, health and safety,
it must be recognised that any students with behavioural issues should be
considered. Physical violence, bullying and other patterns of anti-social behaviour
need to be eradicated from the classroom and school in this and all other lessons.
It may also be necessary to consider the use of ICT, as well as making sure any
students with physical impairments are given appropriate support within WHS
guidelines.
The initial lesson plan that has formed the basis for this analysis, based on the Australian
Professional Standards for Teachers (NESA, 2015) and the New South Wales Quality Teaching Model
(NSW Department of Education, 2006) has been amended according to four criteria identified as not
being satisfactorily met. These are strategies to support full participation of students with disability
(APST 1.6), use teaching strategies (APST 3.3), deep knowledge (NSW QTM 1.1) and background
knowledge (NSW QTM 3.1). Whilst there are other valid criticisms of the original lesson plan that
may have been discussed and addressed, the four that have been identified and addressed
nominally have the most positive influence on pedagogical issues such as classroom management,
knowledge acquisition and retention, critical thinking, equity, relevance, student engagement and
cooperative learning practices.

This amended lesson plan has endeavoured to address concerns raised by both Marilyn Lake and
Anna Clark, as articulated by Jessica Knight (2013). Whilst Knight’s concerns regarding the
‘militarisation Australian history’ since John Howard’s government has found support and is
justifiable as a philosophical concern, the reality is Kokoda and other aspects of Australia’s military
history are part of the Australian curriculum (ACARA, 2015). It is therefore incumbent upon a teacher
delivering a lesson in this area to consider the problems raised by Knight and those who hold a
similar view whilst adhering to the curriculum. This is (partly) addressed by engaging with Clark’s
concerns vis-à-vis “…constantly challenging students’ conceptions of the past.” The underlying aim of
this revised lesson plan is to have the relevant students challenged intellectually, and have them
apply appropriate critical thinking within this history curriculum context.

It is also important to address the concerns of those such as Greg Melleuish, who states that
‘Students have…tended to find Australian history ‘boring’ in comparison to the history of other
places. (Melleuish, 2013). Whilst his statement is focused on indigenous history in an article that
argues for a realignment of the history syllabus (which appears to be now becoming fact), the
general requirement of the teacher to make Australian history engaging is extremely relevant. The
original lesson plan, when critiqued on the criteria from the two teaching frameworks was
potentially less engaging than it needed to be.

The most obvious aspect to make the potentially more engaging was to apply appropriate strategies
for assisting students with visual or auditory impediments. In addressing APST 1.1, through the
agency of preparing transcripts or other materials that consider sight and hearing problems, those
students who may not be able to adequately hear or see the two videos will have access to the key
source material for the lesson.

The application of more detailed and considered teaching strategies (APST 3.3) in the revised lesson
plan are all designed to improve pedagogical, critical and intellectual outcomes from the original
lesson. For example, the original lesson plan focused on the two videos that were to be shown in the
classroom, with two questions with only the first truly germane to the original lesson outcome (i.e.
students gain and understanding of the experiences of Australian soldiers involved in Kokoda). The
revised lesson plan asks two additional questions, with one focused on giving more scope for
detailed deep and background knowledge of the battle of Kokoda, and the second attempting to
consider how Australians viewed the enemy (i.e. the Japanese) and their (native) allies, the Papua
New Guineans.

It may also be said that by applying a short revision exercise at the beginning of the lesson, and a
Kahoot quiz at the end of the lesson, thus revising the original lesson plan accordingly again helps
engage the students with the subject. This can be supported by considering the observations of
Kyoko Johns (2013). These assessment and reporting activities are part of an expanded and more
informative teaching strategy than that initially outlined in the first lesson plan.

The application of a better understanding of background knowledge aims to assist critical thinking
outcomes within this specific Australian history lesson context. This may be observed both as part of
the process in the group discussions, as well as during the conclusion of the amended lesson where
students will be encouraged to make general observations. Contemplating the racial perspective of
the videos, with background knowledge applied, through student discussions, within a current
multicultural classroom context should result in more expansive learning outcomes than if the
videos were left unanalyzed.

In summary, the original lesson plan has been deconstructed as it fell short on several key
pedagogical criteria, and it is to be hoped the revisions applied will make the learning experience
more engaging and more productive for the relevant students.

Weebly Link: andrewmcdonald.weebly.com

References:

Australian Curriculum, Assessment and Reporting Authority (2015), History Sequence of Content 7-
10, Retrieved from http://www.australiancurriculum.edu.au/humanities-and-social-
sciences/history/pdf-documents

Johns, K. (2015), Engaging and Assessing Students with Technology: A Review of Kahoot!, Delta
Kappa Gamma Bulletin 81.4, pp.89-91, Retrieved from
https://www.questia.com/library/journal/1P3-3787386771/engaging-and-assessing-
students-with-technology-a

Knight, J. (2013), The place and role of Australian military history in the New South Wales Stage 5
History syllabus: Implications for curriculum planning and practice [online]. Teaching History,
Vol. 47.2., pp.46-50., Retrieved from
http://search.informit.com.au.ezproxy.uws.edu.au/documentSummary;dn=6920383691354
13;res=IELAPA

Melleuish, G., (2013) Teaching Australian history, Policy: A Journal of Public Policy and Ideas, Vol. 29,
No. 3., pp.33-36., Retrieved from
http://search.informit.com.au.ezproxy.uws.edu.au/documentSummary;dn=7381104460002
91;res=IELAPA

NSW Department of Education and Training, (2003), Quality Teaching in NSW Public Schools: A
Classroom Practice Guide, Ryde, NSW Department of Education and Training

NSW Educational Standards Authority (2015), Australian Professional Standards for Teachers,
Retrieved from https://educationstandards.nsw.edu.au/wps/portal/nesa/teacher-
accreditation/how-accreditation-works/guide-to-accreditation/professional-standards