Tpa Element 2

Teacher Performance
Assessment (TPA)
Master of Teaching (Secondary)
Element 2: Case Study Report
Jyotishna Priya Sen 18335620
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Case Study Report
Name: Jyotishna Priya Sen Student Number: 18335620 Content
 Situational Analysis
 Professional Goals
Name of school: Sir Joseph Banks High School  Case Study Report
 Overview of Participants
Address of school: Turvey Street Revesby NSW 2212  Key Classroom Event 1
 Lesson Plan 1
Phone number: 02 9773 6054  Pre-lesson Discussion Form 1
 Evaluated Lesson Plan 1
 Lesson 1 Observation Feedback
School Principal: Murray Kitteringham
 Post Lesson Discussion Form 1
Professional  Key Classroom Event 2
Experience Mentor Teacher/s: Salak Chung  Lesson Plan 2
Placement  Pre-lesson Discussion Form 2
Weebly URL: http://jyotishnapriyasen.weebly.com/  Post Lesson Discussion Form 2
 Key Classroom Event 3
 Lesson Plan 3
 Pre-lesson Discussion Form 3
 Post Lesson Discussion Form 3
 Summary of Impact
 Supporting Appendices
 Caregivers’ consent forms
 Diagnostic Assessment (Diary Entries)
 Summative Assessment (Comprehension Task)
 Sample of Powerpoint Slides for three key
lessons
 Other work (Powerpoint Slides & Worksheets)
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Situational Analysis
Classroom/School/Community Information - Sociocultural background Analysis/What does this information mean?

Community
Considering the diverse ethnic population present a Sir Joseph Banks High School it is
Revesby is a suburb located within the area of Canterbury-Bankstown in South
important to recognize these factors. The cultural diversity present at Sir Joseph
Western Sydney. 18.4% of the population in Revesby is considered to be children
Banks High School is a beneficial asset that can be implemented in pedagogical
aged between 0-14 (ABS, 2019). 50% of households living in Revesby consist of
design and teaching practices at the school. From the brief overview about the
families. 24% of families indicate that both partners work in full-time employment
school it is essential that teachers at Sir Joseph Banks High School are aware and
(ABS.2019). Furthermore, Revesby is a suburb that consists of various ethnic diversity
understand the cultural diversity of students. Thomas & Kearney (2008) highlight
with the most common languages spoken at home consists of Arabic, mandarin,
that students’ academic achievement is influenced by the understandings and
Cantonese and Vietnamese (ABS,2019)
knowledge of teacher’s cultural awareness. Therefore, the engagement with
School student’s cultural identity has strongly impacted the learning growth at Sir Joseph
Sir Joseph Banks High School is a co-comprehensive high school situated within the
Banks High School and has allowed positive student and teacher relationships.
Western Sydney region that caters to students living in the suburbs of Revesby and
Bankstown. The school provides mainstream classes and further has a support unit to
assist students. The high school is a multicultural buildup of diverse students coming
from various backgrounds and ethnicities. The total number of student enrolments
consist of 606 students. Recently, many international students have been enrolling at
Sir Joseph Banks High School. There is a dominate number of male student
enrolments (416) in comparison to female enrolment present at Sir Joseph Banks
High School (190) (ACARA, 2018). It is identified that 88% of students at Sir Joseph
Banks High School identify Language Background Other Than English (LBOTE) (ACARA,
2018). Arabic is considered to be one of the main languages’ students speak other
than English at Sir Joseph Banks High School. Considering the diverse ethnic
population of students, the school has a strong commitment and involvement
throughout the community.
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Over the past few years Sir Joseph Banks High School has implemented various
support services within the school to assist students in achieving their best. The
school has exemplified an enormous amount of growth for a public school in NSW
(Smith, 2017). Through federal Gonski funding the school has implemented extra staff
to ensure students are provided with assistance and guidance. Sir Joseph Banks High
School now has a student services team dealing with behavioral and academic related
issues throughout the school for all students. Furthermore, the school has also
employed a senior studies coordinator to develop personalized learning plans for
senior students (Smith, 2017). The school has also implemented a youth worker for
year 7-10 students (Smith, 2017).
Class Year 8 History (8J)
Class 8J demonstrate the need for engagement and motivation to achieve their
For the purpose of the Teacher Performance Assessment the class which has been
potential best. Even though 8J is not considered a Gifted and Talented class they are
chosen is a year 8 History class. 8J is constructed through a mix of diverse students
still capable learners who possess some qualities equivalent to the Enrichment
from various backgrounds and ethnicities consisting of 28 students. Majority of
(Gifted & Talented) classes at Sir Joseph Banks High School. From the brief overview
students in 8J are considered to be LBOTE (Language Background Other Than English)
presented about the History class 8J it is evident that students are becoming
students. In perspective students in 8J are high achieving students that demonstrate
disengaged and not motivated due to not being challenged and participating in rich
great academic ability; however, they lack engagement and motivation. Students in
and authentic task. Therefore, it is important that I implement lessons where
this class also lack confidence in their abilities and skills. The management of behavior
student’s engagement is fulfilled through incorporating ICT task and further hands on
is a key priority In this class as students tend to get distracted easily and start to lose
activities or projects (Ronksley-Pavia, 2014; Karantzas,2017).
focus by engaging in irrelevant conversations with other peers. Phone use within the
classroom is also an issue that disrupts the lesson occasionally and students need to
be reminded about putting their phones away.
Class discussions work well with 8J as students have great ideas and responses. The management of behavior can also deteriorate when students engage in rich and
Students sometimes have difficulties in articulating their responses and ideas when authentic task within the classroom. Furthermore, the implementation of a seating
writing. Moreover, sometimes learners in this class start to become dependent on the plan will also ensure students focus and work collaboratively with different peers.
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teacher even though they are highly capable to be self-directed learners, they need The school policy also enforces a phone box to be put into every classroom and can
motivation and encouragement to work on their own. be used to confiscate phones if students are using without permission.
Furthermore, students in 8J have great thoughts and ideas but refrain from
articulating this into their written responses. Therefore, scaffolded task will be
implemented to develop literacy skills in writing and further assist students to work
independently and be self-directed learners. To ensure students understand
historical processes the pedagogical approach of an Inquiry-based will be
implemented with the new topic ‘The Polynesian expansion across the Pacific’ (Voet,
& De Wever, 2016).
Professional Goals (4)
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Goal 1: Implementing and learning various strategies to develop student literacy Ongoing evaluation and reflection
Date: 18/09/19
skills within the subject area of Stage 4 History through writing, source analysis and
Today my lesson intention was to provide students with perspectives on the Vikings
comprehension.
through source analysis. I provided students with excerpts from ‘English Monks’ and
Strategies:
students were to identify and discuss their perspectives in how the Viking were
 Developing literacy within the subject area of Stage 4 History has been
viewed. I provided students with written sources to observe their abilities in
specifically aligned with the teaching of ‘Historical skills’ that are explicit
comprehending the sources. One key strategy I used to go over the sources was
within the ‘NSW Stage 4 History Syllabus’. Strategies to incorporate the
ensuring to question, and prompt responses provided by students (Johnston, 2006). I
teaching of historical skills align with the development of literacy and
ensured to question students on what particular terms mean, what sort of
particular focus has been given to ‘Comprehension: Chronology, terms and
information does this provide, how effective is it in understanding about the Vikings
concepts and ‘Analysis and use of sources’
and further trying to link it back to the main concepts of the topic. I did notice that
 Implementing a range of sources that provide students with various
questioning and prompting students with the sources allowed students to build
opportunities to apply previous knowledge and also to think critically about
confidence in responding to the question and write down responses. Furthermore,
the usefulness of sources.
effective questioning is also a major element that relates to inquiry-based learning,
 Range of writing activities to develop student articulation of ideas and
where students are able to make meaningful connections to learning and lesson
thoughts related to the topic of study. The use and implementation of the
content (Voet, & De Wever, 2016). Questioning and prompting students about the
PEEL (POINT, EXAMPLE, EXPLANATION & LINK) structure to develop cohesive
source and trying to figure out what certain words mean definitely engaged the
and well-developed responses. The school ‘Alarm Matrix’ also another
students and got them to think critically by making links to previous knowledge
literacy strategy to be utilised in looking at NESA verbs and questioning
(Nappi, 2017).
structure.
 Providing students with a glossary list related to the topic to ensure the use
Date: 18/10/19
of appropriate metalanguage in responses and connections to content
Today was 8J’s first lesson of History in Term 4 Week 1 following the school holidays.
Links to Standards: 3.2
8J started a new topic ‘The Polynesian Expansion’, students were really engaged and
Plan lesson sequences using knowledge of student learning, content and effective
definitely demonstrated their interest towards the topic. Since it was 8J’s first lesson
teaching strategies.
on the topic I implemented a glossary list for students to review and write down new
definitions. This glossary list is to be implemented in every lesson to introduce terms
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related to the topic. The glossary list has been implemented to ensure students
understand words related to the topic ‘The Polynesian expansion’ but also for
students to apply in their discussion and responses to questions (Cotton, 2017;
Dean,2018). Advanced student Laura and standard student Molly demonstrated their
use of the Glossary list in this first lesson by referring back to the glossary to answer
questions in class when asked about certain words throughout the lesson. The main
aim of the glossary list is to ensure that students refer back to it and apply in their
responses and discussions about the topic.
Date: 23/10/19
In today’s lesson students focused on writing paragraphs by following the PEEL
paragraph structure approach. PEEL (POINT,EXAMPLE,EVIDENCE,LINK) paragraph
approach is an effective strategy for students to develop and articulate their ideas
into a cohesive structure (Humphrey, Sharpe & Cullen, 2015). I firstly modelled a PEEL
paragraph to students by demonstrating my response to the question ‘Describe ONE
key environmental response depicted in the video’ (Moana Video – which highlighted
various environmental resources used by the Polynesians). I explained each
sentences in detail according to the PEEL paragraph structure. Students then went on
to write their own PEEL paragraphs to the same question. I went around and ensured
students understood the PEEL paragraph and also provided feedback on their
responses. Standard student Robbie needed further guidance in forming a topic
sentence related to the PEEL paragraph structure, so I had to reframe my approach
by guiding him to tell me what Is his main point he is trying to discuss in this
paragraph. Even though Robbie demonstrated some difficulties in forming a topic
sentence, he still was able to explain his point thoroughly and further made some
changes by incorporating my feedback. During this lesson I also implemented the
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Alarm Matrix ,which is used in the school throughout all subject areas. The school
has adapted its own Alarm Matrix similar to the one introduced by Max Woods
(2013). The Alarm Matrix was useful for students to identify what needs to be
answered for each type of question, especially relating to the main verb. Overall the
Alarm Matrix is a useful strategy to improve student’s literacy in written composition
and reflection.
Date: 1/11/19
In today’s lesson I prepared a ‘Source Analysis Activity’ consisting of short answer
and an extended response question. I developed this to see how students can
respond to sources with prior knowledge of the content. This task was developed
also to make comparison with students Summative Assessment on the topic , where
they did not have background knowledge on the content. I provided students with a
visual and written source and wanted students to reflect on the usefulness of these
sources. The activity was not able to be finished and students did need some extra
time, however, I did notice that students were able to work through and respond to
the questions following the PEEL paragraph approach.
Reflection:
Through Professional Practice 2 I gained various strategies in how I can develop
student’s literacy within the subject area of Stage 4 History. The various strategies,
which I implemented definitely assisted me to assess how these practices worked in
class and further reflect on how to improve certain aspects. Working on source
analysis and also writing PEEL paragraphs has really allowed me to see the various
opportunities that the teaching of lesson content in History has with developing skills
in literacy that also aligns to the teaching of historical skills. I planned these strategies
based on the learning needs within the class and also through my observations and
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collection of assessment data. To get students to write and analyse sources I tried to
engage them in the learning by providing visuals through pictures and also videos
such as Moana clips. Overall, I feel that these are strategies, which I can further refine
and build upon throughout my future teaching practice.
Goal 2: Developing a range of teaching strategies to ensure students are engaged Ongoing evaluation and reflection
with lesson content in the classroom Date: 13/09/19
Strategies: In today’s lesson I observed students as they went to the computer labs to finish off
 The use of ICT task to ensure students are engaged and participate in their diary entries (Summative Task). Students in this lesson had the opportunity to
research activities by assisting the class to find out information to share with research and type up their diary entries. This lesson provided me with the
the whole class. opportunity to understand how students utilise computer access for research. From
 ICT strategies also include the use of relevant videos and visuals to increase my observations I noticed that students used it appropriately. It was definitely
student engagement and participation of classroom discussions (Powerpoint successful in allowing students to research and finish off their task in class.
slides, Moana videos, Viking videos and the use of relevant images)
Date: 18/10/19
 Explicit instructions on lesson content by providing students with an Today was the first lesson of Term 4 in week 1 with 8J and they started the new topic
overview of learning intentions and success criteria to draw students into the ‘The Polynesian Expansion’. This lesson was very important in engaging students’
lesson. interest towards the topic, therefore, I ensured to integrate the knowledge of my
 Making relevance and connections to students own cultural background and students from Polynesian countries to assist with class brainstorm and discussion
ethnicities to engage in lesson content. Using cultural understanding of about Polynesia. This was highly effective in gaining students interest and students
students to create relevance and interest. enjoyed talking about what they already know about Polynesian societies. Flory &
Links to Standards: 4.1 McCaughtry (2013) have suggested that building on cultural relevance within the
Identify strategies to support inclusive student participation and engagement in classroom allows for a successful and positive learning environment. Furthermore, in
classroom activities this lesson I ensured to also use a video clip from the movie Moana as an essential
resource in understanding navigation skills used by Polynesians. The use of the video
was definitely engaging, and it allowed students to stay focus and build interest for
the topic. The use of the Moana video was also successful as many students had
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watched the video and they were familiar with it. Overall todays lesson was very
engaging and definitely created curiosity and interest by all learners.
Date: 23/10/19
In todays’ lesson I implemented a task for students to research in groups on a
Polynesian Society. I provided students with a scaffolded table and also showed my
own example. Students were provided with options on which Polynesian society they
can research (Fiji, Tahiti, New Zealand, Samoa, Tonga) and they were allowed to use
their phones. Following the completion of the activity each group was to report back
on their chosen Polynesian Society. This was a successful task as all students
contributed in researching and sharing new information with the class. It also
incorporated an effective use of ICT within the classroom and encouraged
collaboration with other peers (Uluyol & Sahin, 2016). Furthermore, I have noticed
that by providing students with learning intentions and success criteria at the
beginning of the lesson has encouraged students to stay focus and complete the set
task.
Reflection:
Overall throughout Professional Practice 2 I have gained a variety of strategies in how
to engage students with lesson content. Reflecting back on the strategies utilised for
engagement of learners I definitely think that ICT task and activities have worked
really well in allowing students to collaborate with others in the class and sharing
knowledge. This has also contributed to creating a positive learning environment
within the classroom for all learners. Furthermore, this placement has also made me
realise how important it is to connect lesson content back to students by making it
relevant. I definitely think that creating relevance for 21st century learners is key for
successful engagement and outcomes in class.
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Goal 3: To learn various strategies in implementing the importance of feedback and Ongoing evaluation and reflection
Date: 15/10/19
structured assessment practices within the classroom
Today my mentor had organised for me to observe other subject areas, one key
Strategies:
lesson I observed today was a Year 8 Maths class. Through my observations of this
 Incorporating formative assessment into lessons through class quizzes,
class I learnt various ways formative assessment has been put into place. The
observations and effective questioning.
beginning of the lesson all students came in and started an individual quiz, from my
 Introducing and implementing self-assessment and peer-assessment within
observations this seemed like a structure that was put into place for every lesson.
the classroom for students to reflect on their learning.
Students completed the quiz, there was a timer on and once the timer stopped
Providing students with constructive feedback through whole class and
students swapped their quiz with other students to mark by being provided with an
individual discussions.
answer sheet. This was an interesting lesson to observe and understand the various
 Using and interpreting summative assessment data to inform teaching
dynamics of formative assessment put into place.
practice and sequence of lessons
Links to Standards: 5.1 & 5.2 Date: 16/10/19
5.1 Demonstrate understanding of assessment strategies, including informal and Today I have just recently been told by my mentor teacher that 8J will be having an
formal, diagnostic, formative and summative approaches to assess student learning. in-class comprehension task (Summative Assessment)in Week 2 Term 4. Students will
5.2 Demonstrate an understanding of the purpose of providing timely and be given notification in their home rooms about the task. I have had discussions with
appropriate feedback to students about their learning. my mentor about the task and started to think about lessons leading up to the task,
However, I am concerned as there is not enough classes in the lead up to the
assessment.
Date: 23/10/19
In today’s lesson students were focusing on writing paragraphs by following the PEEL
structure. During this lesson I modelled and explained to students about the PEEL
paragraph. To ensure students had understood the structure I went around
individually to provide written and verbal feedback on what students had started to
write. Following my feedback students were to re-work on their written responses.
Date: 25/10/19
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Today 8J conducted their summative assessment task in period 3, following the
completion of the task I started to mark the assessment with my mentor. While going
through the marking process for this assessment task I was definitely a little confused
in terms of how to assess without a marking guideline. I felt that the marking
processes was very absurd when there was no way to assess between advanced and
standard students. Furthermore, my mentor came up with a written guideline in
terms of what marks are to be awarded for the extended response.
Reflection:
Overall reflecting on Professional Practice 2 in terms of developing strategies for
feedback and assessment I definitely feel that I need to more professional
opportunities to redesign task for effective teaching and assessment practices. I think
that the construction and implementation of when summative assessment takes
place is crucial to the teaching and learning cycle. Therefore, I believe that careful
consideration must be given into implementing appropriate assessment practice, as it
reflects the overall teaching cycle of planning, teaching and evaluating.
Case Study Report
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Overview of Case Study Participants
Student 1 – Advanced
Laura (Pseudonym) is female student aged 13 years old in year 8 and has been attending Sir Joseph Banks High School since year 7. She demonstrates a
positive attendance record of above 90% for all terms so far. She is born in the Philippines and speaks English and Punjabi fluently. Laura lives locally within
the suburb of Riverwood with her parents. Laura likes to work collaboratively and independently depending on the task within the classroom. She possesses a
friendly attitude and always shows respect for others learning and towards the teacher within and outside the classroom. On rare occasions Laura participates
in class discussions but often refrains from contributing, however, she is a good listener and always takes down notes. Laura demonstrates her academic
capabilities in terms of the learning undertaken in class through her assessment tasks and class work. Laura portrays great academic ability, especially through
her writing she is able to utilize concepts and terms associated with the topic of study through her responses and provide explicit detail. Furthermore, Laura is
an active member of the school Student Representative Council (SRC) and portrays various leaderships skills in organizing and participating in various school
initiatives. Her role within the SRC allows her to interact with her year group in home room, where she provides notices and relevant information.
Student 2 – Standard (Working at expected level)

Robbie (Pseudonym) is a male student aged 13 years old in year 8 and has been attending Sir Joseph Banks High School since year 7. Robbie’s attendance is
positive throughout all terms being above 90%. Robbie is born in Australia and lives locally in the area of Riverwood with his parents and also speaks Arabic at
home. Robbie demonstrates positive listening skills and can work effectively in group environments with his fellow peers. He does show great capability
working individually with some guidance and feedback from the teacher. He further demonstrates a friendly attitude in class and always shows respect for
others learning within the classroom. Robbie participates in whole class discussions sometimes and does ask for help and guidance with his work usually on a
regular basis. Sometimes Robbie needs extra guidance in terms of feedback given to him on his written work. Robbie has difficulties sometimes with writing
responses and understanding paragraph structure. Robbie knows how to explain points and concepts but struggles to structure it into a cohesive paragraph,
especially topic sentences. Furthermore, Robbie has great ideas in understanding historical concepts and content, sometimes he needs prompting and
guidance to articulate his responses. Robbie does show interest in understanding historical sources but does need to develop his historical skills in terms of
interpreting information from the sources.
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Student 3 – Standard (Working at Expected level)
Molly (Pseudonym) is a female student aged 13 years old in year 8 who has only enrolled at Sir Joseph Banks High School in term 2 2019. Molly is a relatively
new student and so far, has adjusted well with her class peers in 8J History. Molly shows great interest in class by listening and being respectful. Her current
attendance records indicate 100% attendance for term 2 and 3. Molly is born in Australia and speaks English at home. She lives locally within the suburb of
Padstow with her parents. Molly is a relatively quiet student at times however, she does participate in class discussion and always asks for help when needed.
Molly is able to complete all work in class but sometimes struggles to take on feedback positively. She sometimes starts to become overstressed and does not
look at feedback as a positive aspect towards her learning growth. Molly always asks for help but if the teacher is not responsive within that time or delays
talking to her, she starts to get agitated and sometimes emotional, as she just wants to finish her work as quickly as possible. Molly needs to understand how
to interpret feedback as a positive learning tool for improvement. Furthermore, Molly further needs assistance in developing her writing by providing detailed
descriptions and analysis. She further needs to utilize historical terms and concepts relevant to a task in explaining historical processes and interpreting
historical sources.
Links to Standard:
7.3.1- Understand strategies for working effectively, sensitively and confidentially with parents/careers.
 I obtained signed consent from students’ parents/careers before working with the three focus students. I maintained confidentially with student
information by de-identifying student names and utilizing pseudonyms. .
Factors Influencing Learning
My case study and the three key events (lesson plans) are based around two subjects of study ‘The Vikings’ and ‘The Polynesian Expansion across the Pacific’
within the subject area of stage 4 History. The professional goals set out above are based on the three focus students through the information gathered from
my own observations within the classroom, diagnostic assessment and discussions with my mentor to understand the three students learning style and needs.
Furthermore, the professional goals are most certainly aligned to the ‘Australian Professional Standards for Teachers’ to assist with my own professional
development within my teaching practice. Furthermore, my professional goals also intend to link with the NSW Stage 4 History Syllabus outcomes, which are
evident in each lesson outline provided below. Furthermore, I also was able to understand and gather information from their most current summative
assessment tasks, which was completed as I started to take the class. The summative assessment was completed during the end of term 3 which was a diary
entry. Through my class observations I was able to understand student capabilities and also their interest in task and activities, Moreover, I was also able to
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spend some one-on-one time with some students to help them with their diary entries for their assessment task. This opportunity allowed me to develop a
positive relationship with students and also to get to know them. Through my observations of the class I also identified the need for a seating plan to ensure
behavioral issues are minimized and for more attention and focus of students in class. The pre-test/ diagnostic assessment consisted around a
brainstorm/recap on their learnings associated with the Vikings to understand their knowledge of content and also students provided a draft of their diary
entries.
For advanced learner Laura I will focus on building her confidence In class discussions and also utilise her leaderships skills in contributing to peer-assessment
within the classroom. For Molly (Standard-Working at expected level) I aim to develop her knowledge of feedback within the classroom by introducing peer-
assessment and self-assessment strategies. Literacy development within the area of writing structured responses and utilizing historical terms and concepts is
a goal aimed at all three students. Strategies to develop student literacy is to be achieved by providing scaffolded tasks but also utilising the PEEL paragraph
structure to ensure students write detailed responses. The Alarm Matrix is also another strategy for literacy development that is implemented across the
school and will be utilised towards the development of literacy for all three students (Max Woods, 2013). Working on the development of literacy will also aim
to develop students historical source analysis skills, which aligns with the Stage 4 NSW History Syllabus (NESA, 2012). Developing students’ skills in source
analysis will assist in identifying and interpreting historical concepts and information to relate to their writing and explanations. Furthermore, lessons will also
ensure to build students engagement and motivation with course content within the classroom by creating relevance to student’s wider world.
Links to Standard:
2.1.1 - Demonstrate knowledge and understanding of concepts, substance and structure of the content and teaching strategies of the teaching area.
 Understanding the relevant Historical content (Vikings & The Polynesian Expansion), outcomes, learning progressions and strategies that apply to this study.
5.1.1 - Demonstrate understanding of assessment strategies including informal and formal, diagnostic, formative and summative approaches to assess student
learning.
 Range of formative assessment strategies have been utilised within the classroom to asses students learning such as brainstorms, recap activities, quizzes and
also through my own observations. Students have also undertaken two summative assessment task such as a ‘Diary Entry’ (The Vikings or Ancient China) and
‘Comprehension Task’ (Polynesian Expansion), which has assisted in reflecting on student learning and progression. Diagnostic assessment has also been
implemented through draft responses of student’s assessment task related to their diary entries. All these aspects related to student assessment has
influenced my sequence of lessons and teaching practice.
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Key Classroom Event 1
Lesson 1
Learning Area: History Class /Stage: Mentor Teacher Signature:
Year 8
Topic: Perspectives on the Vikings, Influence & Impact of Date and Time: Wednesday 18th September
Erick the Red Period1 1 Hour
Curriculum Outcomes:
 HT4-7: Identifies and describes different contexts, perspectives and interpretations of the past
 Ht4-9: Uses a range of historical terms and concepts when communicating an understanding of the past
 HT4-10: Selects and uses appropriate oral, written, visual and digital forms to communicate about the past
Content:
 Viking conquests and relationships with subject peoples, including the perspectives of monks,
changes in the way of life of the English, and the Norman invasion
 Discuss the significance of the Norwegian (Viking) and Norman invasions of England in 1066
 Outlines what sources reveal about different perspectives on the Vikings, for example those of English
monks
 The role of a significant individual in the expansion of Viking settlement and influence
 Investigate and assess the role of significant individuals involved in the expansion of Viking settlement
and influence, e.g. Erick the Red or Leif Ericson
Learning  Develop knowledge about the significance of the Norman Invasion in 1066
Intention  Understand different perspectives on the Vikings through source analysis (English Monks)
 Investigate and understand knowledge about Erick the Red’s contribution to Viking
settlement/expansion
Success Criteria  I will (Student) be able to describe the Norman Invasion and its significance in 1066
 I will (Student) be able to outline what perspectives are given by English Monks towards
the Vikings through Historical sources
 I will (Student) be able to explain who Erick the Red was and how he contributed to
Viking settlement/expansion
Differentiation  Guided questioning and prompting of student responses related to source analysis
 Explicit instructions for task
 Working as a whole class after modelling activities/responses before students work
individually
 Peer-Marking – students to mark each other’s quizzes
Classroom  Class seating plan – To manage behavior of the class, has been working well so far
organisation  Whole class discussion, independent learning & small group work
 Identifying and explaining classroom and learning expectations – Especially encouraging
students to speak one at time by putting their hands up to respond.
Stage of Lesson Engagement/ Introduction:
 (2 Minutes) Allow the class to settle in and mark the roll, ensure students are sitting in
their allocated seats. Students to get out their necessary equipment to start the
lesson. Go over learning intentions and success criteria to provide a brief overview of
lesson objective.
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 Recap/Brainstorm (5 Minutes): To start of the lesson conduct a brief brainstorm with
students on the topic The Vikings. Recap with students what they have learnt about
the Vikings already and brainstorm their responses on the board.
Learning experiences:
 Writing Activity - Powerpoint slide (5 minutes): Students to copy down slide 46
into their books in relation to the Norman Invasion. While students write it down read it
out to students and briefly explain
 Norman’s and History Video (5 Minute Video): Once students have written down
their notes from the Powerpoint slide they are to watch the video ‘Normans and
History’. Before students start to watch the video ask students to write down at least
three points they think is important within the video to share with the class.
 Whole Class Discussion (5 Minutes Video): Following the Video students are to
discuss the video as a whole class and share their interesting points. Write up their
responses on the board to form a summary. Students can copy down into their books.
 Source Analysis: Perspectives on the Vikings (15 Minutes): Students to work on
the handout related to perspectives on the Vikings. Read as a class the first one and
prompt students to think about what information does the source provide in
understanding perspectives related to the Vikings by English Monks. Let students
work independently on the second source before conducting a class discussion. Once
students have started to complete their responses, regroup the class and conduct a
class discussion by questioning and prompting student responses
 Video: English Monk (5 Minutes) – Students to watch the video presented about
experiences of an English Monk. Following the video brainstorm on the board what
students gained from the video about perspectives given from an English Monk
related to the Vikings. https://www.bbc.co.uk/bitesize/topics/zr46nrd/articles/zb3v8xs.
Prompt discussion by asking the following questions:
1. What can we identify from the video related to what the Vikings did ?
2. What are some words related to the topic that we can relate to this video in
describing the Vikings?
3. How is the English Monk dressed?
 Powerpoint slide - Erik the Red (10 Minutes): Provide a brief introduction to Erik the
Red – students to copy down slide 57 & 59. Read out the slide to students. On the
slide refer to the image (Artist Depiction) of Erik the Red and analyse the visual image
with students.
Closure:
 Short Quiz (5 Minutes): To end the class students to complete a short quiz on the
Vikings. Put up a google timer on the white board. Following the quiz get students to
mark each other’s work by providing an answer sheet
 Peer-marking (3 Minutes): Provide answer sheets for students to mark other
students’ answers .
 Collect back all quizzes and ensure classroom is clean and chairs are tucked before
students leave
Resources  Quiz & Answer sheet
 Worksheet-Perspectives on Vikings source analysis
17
 Normans & History Video
 BBC Video: https://www.bbc.co.uk/bitesize/topics/zr46nrd/articles/zb3v8xs
 Erick the Red video - https://www.youtube.com/watch?v=Qr17dNWtovs.
Questions  What perspectives are presented towards the Vikings ?
 How does the English Monk view the Vikings?
 Why is the Norman invasion significant ?
 Who is Erick the Red and why he is important towards Viking settlement ?
Reflection  Brainstorm and source analysis will allow students to reflect on their knowledge of
content studied so far within the class
Assessment  Recap/Brainstorm
 Peer Assessment
 Quiz
 Source Analysis
18
Pre-lesson Discussion 1
Teacher Education Student: Jyotishna Priya Sen
Completed by Teacher Education
Mentor Teacher/ Observer: Salak Chung
Student and Mentor Teacher
Date: 18/09/19
Discussion Standard
Describe the class (ability levels, engagement, interests, etc.) Know your students and how
8J is a higher ability class, with students all coming from various cultural backgrounds they learn
and ethnicities. Majority of the students in class 8J identify as LBOTE (Language
Background Other Then English). Students in 8J demonstrate great academic ability but
do lack engagement and motivation for learning, which I have noticed through my
observations. There are some behavioral issues within the class that needs to be
addressed in relation to ensuring an effective teaching and learning environment is
created. Therefore, a seating plan has been enforced to ensure distractions are
minimised.
What is the content or curriculum area you intend to cover? Know the content and how to
 The content focus for this lesson is in relation to the topic on The Vikings and teach it
the intended lesson will focus on the following content points:
Viking conquests and relationships with subject peoples, including the perspectives of
monks, changes in the way of life of the English, and the Norman invasion
 Discuss the significance of the Norwegian (Viking) and Norman invasions
of England in 1066
 Outlines what sources reveal about different perspectives on the Vikings,
for example those of English monks
The role of a significant individual in the expansion of Viking settlement and influence
 Investigate and assess the role of significant individuals involved in the
expansion of Viking settlement and influence, e.g. Erick the Red or Leif
Ericson
What is the lesson outcome or learning intention for this lesson? The lesson outcomes Plan for an implement
for this lesson are the following: effective teaching and
 HT4-7: Identifies and describes different contexts, perspectives and learning
interpretations of the past
 Ht4-9: Uses a range of historical terms and concepts when
communicating an understanding of the past
 HT4-10: Selects and uses appropriate oral, written, visual and digital
forms to communicate about the past
19
What classroom routines will you use to encourage engagement and manage Create and maintain a
behavior? supportive and safe learning
To encourage student engagement, I will conduct a brainstorm on what students have environment
learnt so far with the topic. This is to ensure students stay focused and also contribute
to class discussion based on what they already know.
To manage behavior a seating plan has been introduced to ensure students are not
distracted and focused on the lesson content. Revisiting classroom expectations will also
be enforced to ensure students understand classroom appropriateness.
How will you differentiate the learning to meet the needs of the three focus students Know your students and how
(case study participants)? How will you connect the learning for students? they learn
For standard students, I have ensured that they get some type of feedback related to
their work. Therefore, a quiz will be utilised to assess their learning but also for peers to
mark each other’s work. For advanced learner I will prompt discussion questions on
source analysis of perspectives to ensure engagement and critical thinking skills.
Describe the teaching strategies you intend to use to share new information and give Plan for an implement
students the opportunity to demonstrate understanding (e.g. ALARM, group work, effective teaching and
project-based learning, etc.) learning
Brainstorm Activities is a key strategy that will be utilised to gain student understanding
but also for students to reflect on their own learnings with the unit. Class discussions are
also an important aspect related to having meaningful learning conversations. This will
also allow students to think critically but also collaborate as a class.
Students will also view sources and understand what perspectives the source is providing
in understanding about the Vikings. Students will to also use their prior knowledge of the
topic to understand some terms and make sense of the descriptions provided.
Visuals will also be used to ensure students are engaged within the lesson; therefore,
videos and images have been implemented within the lesson to encourage student
engagement.
How will you ensure review of learning occurs? Assess, provide feedback and
Recap/Brainstorm will inform me of student knowledge about the topic, as I have started report on student learning
to teach them towards the end of the topic, and this will allow me to further understand
their learning needs.
Class discussion and source analysis activity on perspectives will also ensure how
students have responded to new content presented and also if they can link their prior
knowledge to new information.
20
Evaluated Lesson Plan 1
Year 8
Topic: Perspectives on the Vikings, Influence & Impact of Date and Time: Wednesday 18th September Period
Erick the Red 1 (1 Hour)
 HT4-7: Identifies and describes different contexts, perspectives and interpretations of the past
 Ht4-9: Uses a range of historical terms and concepts when communicating an understanding of the past
 HT4-10: Selects and uses appropriate oral, written, visual and digital forms to communicate about the past
Content: Viking conquests and relationships with subject peoples, including the perspectives of monks,
changes in the way of life of the English, and the Norman invasion
- Discuss the significance of the Norwegian (Viking) and Norman invasions of England in 1066
- Outlines what sources reveal about different perspectives on the Vikings, for example those of
English monks
 The role of a significant individual in the expansion of Viking settlement and influence
- Investigate and assess the role of significant individuals involved in the expansion of Viking
settlement and influence, e.g. Erick the Red or Leif Ericson
Learning  Develop knowledge about the significance of the Norman Invasion in 1066
Intention  Understand different perspectives on the Vikings through source analysis (English Monks)
 Investigate and understand knowledge about Erick the Red’s contribution to Viking
settlement/expansion
Success Criteria  I will (Student) be able to describe the Norman Invasion and its significance in 1066
 I will (Student) be able to outline what perspectives are given by English Monks towards
the Vikings through Historical sources
 I will (Student) be able to explain who Erick the Red was and how he contributed to
Viking settlement/expansion
Differentiation  Guided questioning and prompting of student responses related to source analysis
 Explicit instructions for task
 Working as a whole class after modelling activities/responses before students work
individually
 Peer-Marking – students to mark each other’s quizzes
Classroom  Class seating plan – To manage behavior of the class, has been working well so far
organisation  Whole class discussion, independent learning & small group work
 Identifying and explaining classroom and learning expectations – Especially encouraging
students to speak one at time by putting their hands up to respond.
Stage of Lesson Engagement/ Introduction:
 (2 Minutes) Allow the class to settle in and mark the roll, ensure students are sitting in
their allocated seats. Students to get out their necessary equipment to start the
lesson. Go over learning intentions and success criteria to provide a brief overview of
lesson objective.
 Recap/Brainstorm (5 Minutes): To start of the lesson conduct a brief brainstorm with
students on the topic The Vikings. Recap with students what they have learnt about
the Vikings already and brainstorm their responses on the board.
21
 Writing Activity - Powerpoint slide (5 minutes): Students to copy down slide 46
into their books in relation to the Norman Invasion. While students write it down read it
out to students and briefly explain
 Norman’s and History Video (5 Minute Video): Once students have written down
their notes from the Powerpoint slide they are to watch the video ‘Normans and
History’. Before students start to watch the video ask students to write down at least
three points they think is important within the video to share with the class.
 Whole Class Discussion (5 Minutes Video): Following the Video students are to
discuss the video as a whole class and share their interesting points. Write up their
responses on the board to form a summary. Students can copy down into their books.
 Source Analysis: Perspectives on the Vikings (15 Minutes): Students to work on
the handout related to perspectives on the Vikings. Read as a class the first one and
prompt students to think about what information does the source provide in
understanding perspectives related to the Vikings by English Monks. Let students
work independently on the second source before conducting a class discussion. Once
students have started to complete their responses, regroup the class and conduct a
class discussion by questioning and prompting student responses
 Video: English Monk (5 Minutes) – Students to watch the video presented about
experiences of an English Monk. Following the video brainstorm on the board what
students gained from the video about perspectives given from an English Monk
related to the Vikings. https://www.bbc.co.uk/bitesize/topics/zr46nrd/articles/zb3v8xs.
Prompt discussion by asking the following questions:
4. What can we identify from the video related to what the Vikings did ?
5. What are some words related to the topic that we can relate to this video in
describing the Vikings?
6. How is the English Monk dressed?
 Powerpoint slide - Erik the Red (10 Minutes): Provide a brief introduction to Erik the
Red – students to copy down slide 57 & 59. Read out the slide to students. On the
slide refer to the image (Artist Depiction) of Erik the Red and analyse the visual image
with students.
Closure:
 Short Quiz (5 Minutes): To end the class students to complete a short quiz on the
Vikings. Put up a google timer on the white board. Following the quiz get students to
mark each other’s work by providing an answer sheet
 Peer-marking (3 Minutes): Provide answer sheets for students to mark other
students’ answers .
 Collect back all quizzes and ensure classroom is clean and chairs are tucked before
students leave
Resources  Quiz & Answer sheet
 Worksheet-Perspectives on Vikings source analysis
 Normans & History Video
 BBC Video: https://www.bbc.co.uk/bitesize/topics/zr46nrd/articles/zb3v8xs
 Erick the Red video - https://www.youtube.com/watch?v=Qr17dNWtovs.
Questions  What perspectives are presented towards the Vikings ?
22
 How does the English Monk view the Vikings?
 Why is the Norman invasion significant ?
 Who is Erick the Red and why he is important towards Viking settlement ?
Reflection  Brainstorm and source analysis will allow students to reflect on their knowledge of
content studied so far within the class
Assessment  Recap/Brainstorm, Peer Assessment, Quiz, Source Analysis
Evaluation  Source Analysis Activity: The source Analysis Activity was an effective task to
understand how students are interpreting the perspectives provided by English
Monks. This activity further encouraged me to question and prompt students to link
back to concepts and terms related to the overall topic of the Vikings. Reflecting on
the task students did manage to explain the sources after some prompting and
questioning, as there were some difficulties in articulating their responses in writing.
Overall students did learn and understand the various perspectives provided by
English Monks on the Vikings. For future lessons I would like to improve my
questioning techniques by moving towards a higher order of questioning to engage
students (Nappi, 2017). By improving the effectiveness of my questioning techniques,
It will allow for inquiry-based learning, creativity and self-assessment, as it will
stimulate critical thinking of students (Gose, 2009).
 Video & Image Activity: To ensure students are engaged within the lesson I utilised
visuals and also implemented video clips. This assisted students to focus and also
write down some summary points from the video to ensure they comprehend the
clip. These activities definitely assisted in keeping student focus to some extent but
also giving students a break from writing activities. This was definitely an effective
use of ICT (Information, Communication and Technologies) that assisted in
developing engagement and motivation for all learners within the class (Uluyol &
Sahin, 2016).
 Quiz & Peer-Assessment: The quiz was a fun and effective strategy that assisted
students in participating and engaging in class especially towards the end of the
lesson. The quiz also formed a basis for me to assess the students through formative
assessment, especially in understanding their knowledge of the content so far
related to the Vikings. Furthermore, Peer-Assessment was also introduced in this
lesson by students marking each other’s quizzes; students were provided with
answer sheets to mark the quizzes. This was an effective strategy to build students’
knowledge about assessment. Furthermore, Peer-assessment within the classroom
ensured that students are provided with feedback this essential for teachers and
students to understand their learning progress (Boston, 2002).
23
Lesson 1 Observation Feedback

Agreed focus area(s)
Mentor Teacher / Observer: Salak Chung
 Source Analysis
Date: 18 /09/19
 Engagement
What did the Teacher Education Student say/do? Evidence What did the students say/do? Evidence
Waiting for students to settle down and stop talk – the use of wait time and Effective wait time – students settled once they knew you were waiting for them
instructing students to put their hands up to respond to questions to pay attention
Source Analysis Activity – guided questions to help students understand the Students response and started to understand the sources once questions were
sources, more structured questions needed to build more responses posed and prompted for them to answer
Need to manage the pacing of the lesson
24
Post Lesson Discussion 1
Completed by Teacher Education Student Mentor Teacher Signature: Jyotishna Priya Sen
Date: 18 /09 /19
Piece of Evidence Connections Next Steps and Suggested
(Graduate Teaching Standards; Best Practice; Research Based Methodologies) Strategies
Source Analysis Activity- The sources presented to students highlighted how students needed references to refer back to I aim to implement sources into each
Source extracts prior knowledge. Moreover, students needed prompting and questioning to develop responses lesson to develop historical skills in
and get students into understanding the sources. Overall, once I guided students through the analysis and comprehension.
sources, they were able to comprehend the source. I need to further develop my questioning
techniques within the classroom to ensure effective critical thinking skills are developed. Through
my observations of this activity it provided me with insights into how students need more
opportunities to develop skills in source analysis. Students participation within the quiz and
brainstorm provided great opportunity for me to assess their learning and understanding of the Brainstorms work really well with 8J
Brainstorm/Quiz
content so far in class. Dirksen (2011) highlighted the importance of brainstorming in how it as a recapping or introduction
allows students to be engaged within a lesson and relates to an effective approach in activity, will definitely continue to
implementing formative assessment. Both observations made on student learning through utilise in following lessons.
source analysis and brainstorm/quiz links to standard 5.1: ‘Demonstrate understanding of
assessment strategies including informal, and formal, diagnostic, formative and summative
approaches to assess student learning’.
25
Lesson Plan 2
Year 8 Stage 4 Salak Chung
Topic: Polynesian Expansion – Introduction Date and Time: Friday 18th October 2019
Period 3 (1 Hour)
 HT4-8: Locates, selects and organises information from sources to develop an historical inquiry
 HT4-9: Selects and uses appropriate oral, written, visual and digital forms to communicate an
understanding of the past
Content: Theories about the origin and spread of Polynesian settlers throughout the Pacific
Students:
 Identify the geographic extent and natural features of Polynesia
 Outline theories about the origin and spread of Polynesian settlers throughout the Pacific
 Locate the pacific regions settled by the Polynesians
 Describe the different societies of Polynesia
Learning  Understand and develop knowledge about Polynesian settlers throughout the
Intention pacific by identifying theories and origins of their spread through identifying,
outlining, locating and describing their settlement within the pacific.
Success  I (student) will be able to locate pacific regions by identifying and labelling on a
Criteria map of Polynesia
 I (Student) will understand new terms related to the Polynesian topic and apply in
discussing and explaining.
Differentiation  Visual stimulus to ensure students are engaged – Powerpoint slides have various
images to prompt discussion and engagement
 Video utilised to ensure motivation and engagement
 Guided questions and prompting to help discussion and prompt student answers –
provided within the lesson below
 Glossary List
 Filled in Map provided for students to interpret information
Classroom  Seating Plan – Students will be sitting in their allocated seats, has been working
organisation well so far
 Whole class discussions for Brainstorm – ensuring students speak one at a time
 Independent learning and whole class discussions
 Timing and explicit instructions – utilising timer to stay on task and move on
Stage of Engagement/ Introduction:
Lesson  Start of Lesson ( 2-5 Minutes): Class to settle in and get ready for lesson,
instruct students to sit in their seating arrangements and get their books and
pens out. While students are settling in mark the roll. Welcome back the class
26
from holidays and start of by introducing the new topic through a quick
brainstorm
 Brainstorm (7 Minutes): Conduct a brainstorm with students by coming up
with 20 ideas in 7 Minutes (Put up Powerpoint slides). Ensure to use a timer
to adhere to time and engage students. Prompt students to answer. Some of
the following questions can be used to generate some prior knowledge?
o What is your understanding about Polynesia ?
o What does the term Polynesia mean? What are we referring to?
o What do you think the topic is about?
 Glossary List (5 Minutes) Students will be provided with a glossary list and
In every lesson, student will write down definition of terms related to the topic
into the worksheet.
 Reading & Class Discussion- Geographic extent and natural features (10
Minutes): Handout the worksheet ‘Geographic extent and Natural
Features’ passage for students to fill in and read as a class. Read out to
students Powerpoint slide 4-5 and conduct a whole class discussion on
identifying and explaining the extent and natural features of Polynesia. Focus
on the identifying the extent by identifying the spread through the image/map
provided. Ensure to discuss the extent by referring to the Polynesian triangle.
Relate it back to students by asking the following questions:
o Has anyone visited any countries within the Polynesian Triangle?
o Does anyone know any information about the countries within the
Polynesian Triangle?
o How long (time/distance) would it take us to travel to these countries?
Question students on its closeness with Australia – is it easy to explore
these places?
 Continue on with Powerpoint slide 5 by identifying and highlighting the
natural features associated with Polynesia. Students to fill in their worksheet
as the discussion and reading follows. Conduct a brief discussion with
students and refer to the images to explain the natural features of Polynesia.
Reading, Discussion & Map labelling Activity: Outline theories about origin and
spread of Polynesian settlers & locate pacific regions (20-25 Minutes)
 Handout the worksheet ‘ Origin and Spread of Polynesia’ (5-8 Minutes)
students to fill in the blanks from the Powerpoint slides. Conduct a brief
discussion as a class and move on to Mapping Activity.
 Map Labelling Activity (10 Minutes): Students provided with a worksheet

titled ‘Map’. Students are to locate and label the pacific regions on a blank
27
map provided. A filled in map with the regions is provided for the students to
refer to
 Case Study Video: (5-8 Minutes) (Moana 2:38 Minutes): Students are to
watch the Moana video and answer the questions provided – questions
handed out to students. Following the video discuss the video and answers
with students. Questions related to the video include:
1. Describe how they controlled the boats
2. Explain what they use for navigation
3. Infer the change to the environment at the end of the video
Additional Activity – Polynesian Societies (10-15 Minutes): This task may be
started or lead into next lesson. Handout worksheet ‘Polynesian Societies’ and
students to write down missing words from the Powerpoint slides 14-15 on
Polynesian societies. Read and conduct a brief discussion as a class. Following the
discussion, handout the worksheet ‘Different societies’ and students are to fill this out
by choosing a Polynesian society. Show students a scaffold of the task by providing a
completed table on a Polynesian society (Tahiti). This task is to be completed in table
groups or pairs.
Closure:
 Students are to present their completion of Map Activity & Moana questions –
collect back from students.
 Exit slips (Tweet): Students are provided with exit slips and they are to
provide feedback on three things they have learnt, did not understand and
would like to learn. Collect back from students before bell rings.
 Classroom: Ensure students push in the chairs and pick up any rubbish or
necessary equipment before leaving
Resources  Powerpoint slides
 Worksheets: ‘Mapping Activity’, ‘Glossary List’ & ‘Different societies’
 Smartboard – check prior to ensure working
 Scaffold of ‘Different Society Worksheet’ example – up on Powerpoint or provide
handout
 Exit Slips
 Google timer
Questions  Has anyone visited the countries within the Polynesian Triangle ?
 How relevant is Polynesian societies to us today ?
 What are some of the cultures we know about related to Polynesia?
Reflection  Exit slips provided will help students to reflect on their learning and also provide
feedback to me on their understanding so far with the topic.
 Mapping Activity will allow to see how students can apply and interpret the
information – This will further assist in the upcoming summative assessment task
(source analysis/comprehension task)
28
Assessment  Brainstorm – Introduction to topic identifying students prior-knowledge
 Class discussions
 Mapping Activity
 Close Passage ‘Geographical Extent & Natural features’
 Close passage ‘Origin and Spread of Polynesia
 Close Passage ‘Polynesian Societies’
 Exit Slips
 Case study – Moana questions
Completed by Teacher Education Mentor Teacher/ Observer: Salak Chung
Date: 17/10/2019
Discussion Standard
Describe the class (ability levels, engagement, interests, etc.) in respect to the Know your students and how
implementation of Lesson One. they learn
Students in 8J are high ability learners, however in lesson one they portrayed lack of motivation
towards the topic and engagement. They did not seem engaged with the lesson content, which
also caused behavioral issues. Therefore, the management of classroom behavior dominated
the lesson. Students did portray some difficulties in understanding sources and utilizing terms
related to the topic. Some prompting and guiding was need for students to write down their
responses with also putting up a teacher response.
For Key event 2 (Lesson Plan 2) students will be starting a new topic area ‘The Polynesian teach it
Expansion’ so the content focus for students will be an introduction to the unit. Students are to
learn about the ‘Theories about the origin and spread of Polynesian settlers throughout the
pacific’ by :
 Identifying the geographic extent and natural features of Polynesia
 Outline theories about the origin and spread of Polynesian settlers
throughout the Pacific and
 Locate the Pacific regions settled by the Polynesians
What is the lesson outcome or learning intention for this lesson? Plan for an implement
The learning intentions for this lesson is to understand and develop knowledge about effective teaching and
learning
Polynesian settlers and the pacific region. Students are the identify, outline, locate and describe
the settlement of Polynesians.
Outcomes:
HT4-8: Locate, selects and organizes information from sources to develop an historical inquiry
HT4-9: Selects and uses appropriate oral, written, visual and digital forms to communicate an
understanding of the past.
29
What classroom routines will you use to encourage engagement and manage behavior? Create and maintain a
Classroom routines to be used for 8J in lesson 2 includes writing up the learning intentions, supportive and safe learning
environment
success criteria and exit ticket on the board. The classrooms all have these laminated labels up
on the white board so I will utilize this to ensure students know what the lesson intent is for
that period and what to achieve.
Seating Plan has been put into place for 8J to manage the behavior and distractions that happen
within the class. So far, the seating plan has been relatively working so that will be continuing
and if reassessing for seating plan needs to be made that will follow for next lesson. To manage
phone use in the classroom I will instruct in the beginning of class for all students to put their
phones away before moving on with the lesson.
Close passage to follow along with the Powerpoint to ensure students settle and stay focus in
class. Furthermore, I will ensure that I use positive reinforcements for student responses, good
behavior and task completion and attempts. This will help students to further contribute to class
discussion and also continue with their working capabilities. I will also ensure to encourage
students by ensuring that I relate their learning back to reality and make links to their
understanding of the topic.
How will you differentiate the learning to meet the needs of the three focus students (case Know your students and how
study participants)? How will you connect the learning for students? they learn
All participants within the case study need to work on their interpretation of sources, so I will
provide a filled in map, which will be up on the board for students to refer to and fill in the
regions needed on the map.
For both standard students, I will ensure to go and assist her once students start to work on the
map to ensure that I answer questions and provide guidance.
Glossary list will be provided to all students, this will ensure that terms are understood and
applied in writing – aim is to revisit every lesson.
Questioning and prompting student discussion is one way to ensure that all students are
engaged by ensuring that it relates to them. For example, linking Polynesia to beaches and
tropical islands along with food related conversations. Furthermore, questioning students on
word meaning will allow students to respond.
30
Describe the teaching strategies you intend to use to share new information and give students Plan for an implement
the opportunity to demonstrate understanding (e.g. ALARM, group work, project-based effective teaching and
learning, etc.) learning
Brainstorming will be used to introduce the new topic and to get students engaged by asking
what students know about the term or anything related to it. This should help to understand
how engaged students are. Relating to cultural understanding of students within the classroom
will also help guide students’ responses – Some students from Polynesian regions.
Questioning throughout the lesson to gain feedback on students learning will be a constant
process to help ensure student are engaged but are obtaining the new information.
Visual resources will also be utilised such as images and video clip of Moana to explain and
present navigation skills used by the Polynesians.
Review of learning will occur through questioning students as we move on to the next task. report on student learning
Students will also demonstrate if they can interpret the map on the board by labelling pacific
countries.
Video Activity on Moan video and questions on their navigation skills will present information if
students understand the video and if they engaged within it.
Students will also fill out exit slips to assess their learning in terms of what they learnt, what
they did not understand and what they would like to learn.
31
Year 8 Stage 4 Salak Chung
Topic: Polynesian Expansion – Introduction Date and Time: Friday 18th October 2019
Period 3 (1 Hour)
 HT4-8: Locates, selects and organises information from sources to develop an historical inquiry
 HT4-9: Selects and uses appropriate oral, written, visual and digital forms to communicate an
Students:
 Identify the geographic extent and natural features of Polynesia
 Outline theories about the origin and spread of Polynesian settlers throughout the Pacific
 Locate the pacific regions settled by the Polynesians
 Describe the different societies of Polynesia
Learning  Understand and develop knowledge about Polynesian settlers throughout the
Intention pacific by identifying theories and origins of their spread through identifying,
outlining, locating and describing their settlement within the pacific.
Success  I (student) will be able to locate pacific regions by identifying and labelling on a
Criteria map of Polynesia
 I (Student) will understand new terms related to the Polynesian topic and apply in
discussing and explaining.
Differentiation  Visual stimulus to ensure students are engaged – Powerpoint slides have various
images to prompt discussion and engagement
 Video utilised to ensure motivation and engagement
 Guided questions and prompting to help discussion and prompt student answers –
provided within the lesson below
 Glossary List
 Filled in Map provided for students to interpret information
Classroom  Seating Plan – Students will be sitting in their allocated seats, has been working
organisation well so far
 Whole class discussions for Brainstorm – ensuring students speak one at a time
 Independent learning and whole class discussions
 Timing and explicit instructions – utilising timer to stay on task and move on
Lesson:  Start of Lesson ( 2-5 Minutes): Class to settle in and get ready for lesson,
pens out. While students are settling in mark the roll. Welcome back the class
from holidays and start of by introducing the new topic through a quick
brainstorm.
32
 Brainstorm (7 Minutes): Conduct a brainstorm with students by coming up
with 20 ideas in 7 Minutes (Put up Powerpoint slides). Ensure to use a timer
to adhere to time and engage students. Prompt students to answer. Some of
the following questions can be used to generate some prior knowledge?
o What is your understanding about Polynesia ?
o What does the term Polynesia mean? What are we referring to?
o What do you think the topic is about?
 Glossary List (5 Minutes) Students will be provided with a glossary list and
In every lesson, student will write down definition of terms related to the topic
into the worksheet.
Reading & Class Discussion- Geographic extent and natural features (10
Minutes): Handout the worksheet ‘Geographic extent and Natural Features’
passage for students to fill in and read as a class. Read out to students Powerpoint
slide 4-5 and conduct a whole class discussion on identifying and explaining the
extent and natural features of Polynesia. Focus on the identifying the extent by
identifying the spread through the image/map provided. Ensure to discuss the extent
by referring to the Polynesian triangle. Relate it back to students by asking the
following questions:
o Has anyone visited any countries within the Polynesian Triangle?
o Does anyone know any information about the countries within the
Polynesian Triangle?
o How long (time/distance) would it take us to travel to these countries?
Question students on its closeness with Australia – is it easy to explore
these places?
 Continue on with Powerpoint slide 5 by identifying and highlighting the
natural features associated with Polynesia. Students to fill in their worksheet
as the discussion and reading follows. Conduct a brief discussion with
students and refer to the images to explain the natural features of Polynesia.
Reading, Discussion & Map labelling Activity: Outline theories about origin and
spread of Polynesian settlers & locate pacific regions (20-25 Minutes)
 Handout the worksheet ‘ Origin and Spread of Polynesia’ (5-8 Minutes)
students to fill in the blanks from the Powerpoint slides. Conduct a brief
discussion as a class and move on to Mapping Activity.
 Map Labelling Activity (10 Minutes): Students provided with a worksheet
titled ‘Map’. Students are to locate and label the pacific regions on a blank
map provided. A filled in map with the regions is provided for the students to
refer to
 Case Study Video: (5-8 Minutes) (Moana 2:38 Minutes): Students are to
watch the Moana video and answer the questions provided – questions
33
handed out to students. Following the video discuss the video and answers
with students. Questions related to the video include:
1. Describe how they controlled the boats
2. Explain what they use for navigation
3. Infer the change to the environment at the end of the video
Additional Activity – Polynesian Societies (10-15 Minutes): This task may be
started or lead into next lesson.
 Handout worksheet ‘Polynesian Societies’ and students to write down
missing words from the Powerpoint slides 14-15 on Polynesian societies.
Read and conduct a brief discussion as a class.
 Following the discussion, handout the worksheet ‘Different societies’ and
students are to fill this out by choosing a Polynesian society. Show students a
scaffold of the task by providing a completed table on a Polynesian society
(Tahiti). This task is to be completed in table groups or pairs.
Closure:
 Students are to present their completion of Map Activity & Moana questions –
collect back from students.
 Exit slips (Tweet): Students are provided with exit slips and they are to
provide feedback on three things they have learnt, did not understand and
would like to learn. Collect back from students before bell rings.
 Classroom: Ensure students push in the chairs and pick up any rubbish or
necessary equipment before leaving
Resources  Powerpoint slides
 Worksheets: ‘Mapping Activity’, ‘Glossary List’ & ‘Different societies’
 Smartboard – check prior to ensure working
 Scaffold of ‘Different Society Worksheet’ example – up on Powerpoint or provide
handout
 Exit Slips
 Google timer
Questions  Has anyone visited the countries within the Polynesian Triangle ?
 How relevant is Polynesian societies to us today ?
 What are some of the cultures we know about related to Polynesia?
Reflection  Exit slips provided will help students to reflect on their learning and also provide
feedback to me on their understanding so far with the topic.
 Mapping Activity will allow to see how students can apply and interpret the
information – This will further assist in the upcoming summative assessment task
(source analysis/comprehension task)
Assessment  Brainstorm – Introduction to topic identifying students prior-knowledge
 Class discussions
 Mapping Activity
34
 Close Passage ‘Geographical Extent & Natural features’
 Close passage ‘Origin and Spread of Polynesia
 Close Passage ‘Polynesian Societies’
 Exit Slips
 Case study – Moana questions
Evaluation  Brainstorming: Brainstorm Activity at the start of the lesson was very effective in
engaging and developing students into the new topic and also understanding their
prior knowledge. Through this brainstorm I connected it to students own cultural
understandings of Polynesia. This is because 8J consists of students from ethnic
backgrounds of pacific culture. The effectiveness of brainstorming within the
classroom is due to how it stimulates students to think and put forward their ideas
(Hang & Hu, 2015). Furthermore, by referring to students’ cultural backgrounds I
ensured to follow a cycle of ‘cultural relevance (Flory & McCaughtry, 2013).
Cultural relevance within the classroom definitely assisted in creating a positive
learning environment and engaged all students (Flory & McCaughtry, 2013).
 Glossary list: The Glossary List worked well with students, I explained that each
lesson I will introduce new terms related to the Polynesian Expansion.
Throughout the lessons I referred to particular terms and asked students to tell
me what this word means. For example, when I referred to the Powerpoint Slide
on natural features, I asked what atolls means. I further observed that students
referred back to their glossary list, this demonstrated to me that the teaching
strategy was working and that because students have a point of reference it
should be easier for them to apply these terms.
 Map Labelling Activity: This activity students had to locate pacific regions of
Polynesia on a blank map. Students in the first instance complained that it was
too hard and lacked motivation. However, after I started to circle the relevant
pacific regions on the smart board, students started to work on it effectively and
were highly engaged in their work. The map also provided students opportunity to
develop their comprehension skills in interpreting and applying information given
by a source such as a map.
 Moana Clip: Students really enjoyed watching the clip and some students also
started to sing along with the song that was playing. The questions that were
related to the video was answered as a class. Students discussed what they saw
in the video and also commented on navigation skills used by Polynesians.
Through my observations the use of a visual source such as a video really
engaged students and kept them focused right through to the end of the lesson.
This has also been suggested by Uluyol & Sahin (2016) who emphasis that the
use of ICT within the classroom allow students to seek interest and engagement
within the lesson. Due to pacing and timing I had to verbally ask students some
questions to recap the less as there was not enough time to handout exit slips. I
35
recapped the lesson by asking about the Polynesian Triangle and also natural
features associated with Polynesia.
 Pacing & Timing: The intended main activities was completed within this lesson;
however better management of pacing the activities and timing needs to be
considered for future lessons. Moving forward I will try to use a timer to ensure
lessons are paced and effective management of time.
36
37

Completed by Teacher Education Student Mentor Teacher Signature: Salak Chung

Date: 18 /10 /19
Brainstorm worked very effectively with year 8 this lesson, they responded well, and it Relating the topic to student
 Brainstorm- linking to
got them engaged to the topic. This was an approach used to assess their prior ethnic and cultural backgrounds
cultural understanding of
knowledge related to the Polynesian Expansion. First there was a silence in responses got students engaged in the topic
students – Observation
but after guiding students to think about the term and prompting students they and formed great class discussion.
Feedback
responded. I tried to get students involved who are from New Zealand and other Will definitely be referring to
Polynesian countries, this really engaged all the students to know more about the topic. knowledge of students about
Relating back to students cultural background ensures that ‘cultural relevance’ is Polynesia for following lessons.
created within the classroom, which engages students to participate in the content
presented (Flory & McCaughtry, 2013; Aronson & Laughter, 2016)This links to the
standard 1.3 ‘Demonstrates knowledge of teaching strategies that are responsive to the Glossary List worked well with the
learning strengths and needs of students from diverse linguistic, cultural, religious and first lesson. Will introduce new
socioeconomic backgrounds’. terms next lesson for students to
I introduced a glossary list for this new topic to ensure students can refer back to terms add onto their list.
 Glossary List & Moana Video
related to the topic. Students started to use this in the first lesson, which demonstrated
how effective it was for getting students to use metalanguage related to The Polynesian Video of Moana clip to be used in
future lessons for engagement.
Expansion. The Moana Video was definitely an effective strategy in engaging students
towards the topic. This video clip engaged all learners within the classroom and allowed
38
for great discussion on the topic with all students participating. Both the Glossary List
and Moana Video link to standard 3.3 ‘Include a range of teaching strategies’
39
Lesson 3
Stage 4 Year 8 Salak Chung
Topic: Polynesian Expansion Date and Time: Friday 1st November Period 3
 HT4-6: Uses evidence from sources to support historical narratives and explanations
 HT4-9: Uses a range of historical terms and concepts when communicating an understanding of the
past
 HT4-10: Selects and uses appropriate oral, written, visual and digital forms to communicate about
the past
(ACDSEH013)
Students:
 Identify the geographic extent and natural features of Polynesia
The way Polynesian societies used environmental resources (sustainably and unsustainably),
including the extinction of the moa in New Zealand, the use of religious/supernatural threats to
conserve resources, and the exploitation of Easter Island's palm trees (ACDSEH068)
Students:
 The use of religious/supernatural threats to conserve resources
Learning  Understand and develop knowledge about historical sources related to natural
Intention features of Polynesia
 Identify and understand assessment feedback related to the summative
assessment task
 Develop knowledge into understanding supernatural threats and the exploitation
of Easters Island’s palm trees related to the use of environmental resources for
Polynesian Societies
Success  I will (Student) be able to interpret and comprehend historical sources related to
Criteria the natural features of Polynesia
 I will (Student) be able to explain Polynesian uses of environmental resources
- The use of religious/supernatural threats to conserve resources
- The exploitation of Easter Island’s palm trees
 I will (Student) be able to identify areas of improvement and reflect on Summative
Assessment task
Differentiation  Guided questions Worksheet – ‘Using Sources’
 Glossary List -
 Visual stimulus–To ensure students are engaged – the use of Powerpoint
 Brainstorm/recap –To motivate student participation
 Guided questions and prompting to help discussion and prompt student answers
 Scaffolded Response
 NESA Verbs
40
 PEEL paragraph structure
 Alarm Matrix
Classroom  Seating Plan- Students will be sitting in their allocated seats, some adjustments
organisation have been made
 Whole class discussions for Assessment Feedback information – Ensuring
students speak one at a time
 Timing and Explicit instructions-Utilising timer to stay on task and move on with
lesson
Lesson  Start of Lesson ( 2-5 Minutes): Class to settle in and get ready for lesson,
pens out. While students are settling in mark the roll. Follow through and
identify to students the intended learning intentions for the lesson.
 Recap 5 Minutes: Conduct a short recap with students related to the topic on
content that has been studied so far. Ask the following questions to recap
students’ knowledge of the content:
- What are the three main countries that make up the Polynesian
Triangle ?
- Name three Polynesian Societies which we have researched in
previous lessons?
- What environmental resources can we identify when studying the
Polynesians?
- What is the Moa ? Why was it important?
 Whole class Discussion (Feedback related to Assessment task) 10
Minutes: As a whole class conduct a discussion related to the Summative
Assessment task (Comprehension task). Identify positives and areas of
improvement related to the outcome of the ‘Summative Assessment Task’. As
a class go through NESA verbs and Junior Alarm Matrix to ensure students
understand what the question is stating.
 5 Minutes: Following discussion of sources handout, a scaffolded response
answering the summative task extended response question. Students to
go through and highlight elements related to a PEEL paragraph structure and
comment on the response.
 Source Analysis Activity (15 Minutes): Handout to students ‘Source
Analysis Activity’ worksheet. Students will work through this individually by
interpreting the sources and answering questions related to the source. The
sources presented in this Activity will be related to content students have
already learnt (Natural Features). While students are working individually
teacher to walk around and help students by providing feedback on responses
41
to questions. Regroup the class and go through the sources to gather
students understanding and interpretation of the sources. Collect back the
responses to provide feedback.
 Powerpoint Slide 37 (10 Minutes): Moving on from the ‘Source Analysis
Activity’ move on to Powerpoint slide 37 and read out to students about the
use of ‘Religion for Preservation’. Following discussion of Powerpoint slide
handout to students Comprehension Activity on Rahui. Students to read texts
and answer the questions into their books. Follow through with a class
discussion and write up answers on the board.
Closure: 5-10 Minutes
 Returning of Assessment Task: Students are to be given back their
assessment tasks. Students are to go over and ask any questions related to
the assessment. Students are to identify at least two things they would like to
improve on for their next task.
 Ensure students push in their chairs and pick up any rubbish or necessary
equipment before leaving
Resources  Powerpoint Slides
 Worksheets
- Rahui Comprehension
- Source Analysis Activity
 Assessment task
Questions  How did we feel about the assessment task ?
 What are some areas of improvement that we can work on ?
 What is something you feel needs to be addressed further in class before an
in-class assessment task
 What are historical sources ?
- What is its purpose?
Reflection  Discussion of Assessment task will help to ensure students understand areas
of improvement and their areas of achievement within their Summative Task.
 Source Analysis Activity to reflect on understanding of content that students
already have learnt on the topic. This will also inform understanding on how
students can comprehend sources related to content they have already learnt
in class.
Assessment  Source Analysis Activity: Will inform teaching practices in relation to making a
comparison with the Summative task. Will inform if students can comprehend
sources more effectively if it is related to content already learnt in class.
 Recap: To understand students’ knowledge so far with the unit
 Self-assessment/editing related to Summative Task
42
Date: 31 /11 /19
Discussion Standard
Describe the class (ability levels, engagement, interests, etc.) in relation to implementation of Know your students and how
Lesson One and Lesson Two. they learn
8J has been adjusting well to the new seating plan that has been implemented, some
adjustments were made but overall the seating plan has minimized distractions. Students have
been demonstrating a great level of interest towards the new topic ‘The Polynesian Expansion’.
Engagement with the topic has been really effective through the use of ICT (Videos, images &
Powerpoint slides). Furthermore, students have been engaged with the lesson through highly
structured and effective task such as the Map labelling Activity in lesson two. In between lesson
2 and the 3rd lesson to be implemented students have been focusing on writing and source
analysis and have also undertaken a summative assessment task. 1st lesson formed
understanding into how students needed to relate back to topic concepts and terms and the 2nd
lesson students were given glossary list to help with new terms and its application.
For key event 3 (Lesson Plan 3) the intended lesson focus is aimed at providing students with teach it
feedback based on their summative assessment. Students are really eager to know about their
task and therefore, this lesson students receive it back. This lesson will review the natural
features of Polynesia through a source analysis activity and further students will move on to
understanding the use of religious/supernatural threats to conserve resources.
What is the lesson outcome or learning intention for this lesson? Plan for an implement
The learning intention for this lesson is to understand and develop knowledge about feedback effective teaching and
related to assessment and demonstrate knowledge in how to improve. Historical source analysis learning
is the intended outcome for this lesson and also to asses if students can relate better to content
already studied in class. This is to form a comparison into understanding students’ summative
assessment (Comprehension Activity) on the Ariki where students did not learn about it in class.
Outcomes:
 HT4-9: Uses a range of historical terms and concepts when communicating an
 HT4-10: Selects and uses appropriate oral, written, visual and digital forms to
communicate about the past
43
What classroom routines will you use to encourage engagement and manage behavior? Create and maintain a
Classroom routines for 8J in lesson 3 is to ensure that writing up of learning intentions, success supportive and safe learning
criteria and exit ticket is up on the board. Students have been engaging well with knowing what environment
is to be achieved each lesson.
Seating plan has been put into place and overall has been working effectively to ensure
distractions are minimised. Students has been working well and paying attention in class.
Further instructing students to put away their phones during the beginning of class. I will further
monitor the class and walk around the classroom to ensure students are on task and to assist
with their work if help is needed.
To encourage engagement, I will ensure effective questioning takes place by getting all students
involved. I will also use positive reinforcements for students’ responses to create a respectful
learning environment – this has been working well lately in engaging students.
How will you differentiate the learning to meet the needs of the three focus students (case Know your students and how
study participants)? How will you connect the learning for students? they learn
One key aspect for all three students is to develop is their source analysis skills, therefore, the
three participants along with the whole class will be given a ‘Using Sources’ worksheet to help
with analyzing sources and answering questions related to them. For advanced learner Laura
this scaffold will definitely be helpful in thinking critically and extending her response but also
allowing her to ask questions related to the source.
For both standard learners Robbie and Molly I will provide a scaffolded response to their
summative assessment question. The aim of this is to ensure students understand how the PEEL
paragraph is structured and they will identify each element by underlining or highlighting the
response. I further will provide students with the meaning of NESA verbs, this is for all
participants to familiarise words used in questions for assessment.
Describe the teaching strategies you intend to use to share new information and give students Plan for an implement
the opportunity to demonstrate understanding (e.g. ALARM, group work, project-based effective teaching and
learning, etc.) learning
This lesson an emphasis will be given on understanding the PEEL paragraph further but also
being able to develop and identify how paragraphs are structured. Students will undertake a
source analysis activity, which will be based on content that they have already studied in class
(Natural features).
Powerpoint slides will be used for a class discussion on improvements needed following their
summative assessment, this will further follow through by students engaging in an editing
process with a scaffolded response. Engaging students to be self-assessors and identify the PEEL
paragraph structure.
44
Review of learning will occur through ensuring to question students throughout the lesson on report on student learning
various factors. Since this lesson is developed around feedback, students will engage in relevant
activities that will allow them to be critical. For example, students will review responses and
take on an editing role within the classroom.
The source Analysis – comprehension Task on natural features is intended to review students
learning and recap their understanding of content already learnt in previous lessons. However,
this task is to provide feedback for me as well in terms of making comparisons to how students
answer questions to content they have already studied in class. This will form an understanding
into how to structure effective assessment task.
45
Stage 4 Year 8 Salak Chung
Topic: Polynesian Expansion Date and Time: Friday 1st November Period 3
 HT4-9: Uses a range of historical terms and concepts when communicating an understanding of the
past
 HT4-10: Selects and uses appropriate oral, written, visual and digital forms to communicate about
the past
(ACDSEH013)
Students:
 Identify the geographic extent and natural features of Polynesia
The way Polynesian societies used environmental resources (sustainably and unsustainably),
including the extinction of the moa in New Zealand, the use of religious/supernatural threats to
conserve resources, and the exploitation of Easter Island's palm trees (ACDSEH068)
Students:
 The use of religious/supernatural threats to conserve resources
Learning  Understand and develop knowledge about historical sources related to natural
Intention features of Polynesia
 Identify and understand assessment feedback related to the summative
assessment task
 Develop knowledge into understanding supernatural threats and the exploitation
of Easters Island’s palm trees related to the use of environmental resources for
Polynesian Societies
Success  I will (Student) be able to interpret and comprehend historical sources related to
Criteria the natural features of Polynesia
 I will (Student) be able to explain Polynesian uses of environmental resources
- The use of religious/supernatural threats to conserve resources
- The exploitation of Easter Island’s palm trees
 I will (Student) be able to identify areas of improvement and reflect on Summative
Assessment task
Differentiation  Guided questions Worksheet – ‘Using Sources’
 Glossary List -
 Visual stimulus–To ensure students are engaged – the use of Powerpoint
 Brainstorm/recap –To motivate student participation
 Guided questions and prompting to help discussion and prompt student answers
 Scaffolded Response
46
 NESA Verbs
 PEEL paragraph structure
 Alarm Matrix
Classroom  Seating Plan- Students will be sitting in their allocated seats, some adjustments
organisation have been made
 Whole class discussions for Assessment Feedback information – Ensuring
students speak one at a time
 Timing and Explicit instructions-Utilising timer to stay on task and move on with
lesson
Lesson  Start of Lesson ( 2-5 Minutes): Class to settle in and get ready for lesson,
pens out. While students are settling in mark the roll. Follow through and
identify to students the intended learning intentions for the lesson.
 Recap 5 Minutes: Conduct a short recap with students related to the topic on
content that has been studied so far. Ask the following questions to recap
students’ knowledge of the content:
- What are the three main countries that make up the Polynesian
Triangle ?
- Name three Polynesian Societies which we have researched in
previous lessons?
- What environmental resources can we identify when studying the
Polynesians?
- What is the Moa ? Why was it important?
 Whole class Discussion (Feedback related to Assessment task) 10
Minutes: As a whole class conduct a discussion related to the Summative
Assessment task (Comprehension task). Identify positives and areas of
improvement related to the outcome of the ‘Summative Assessment Task’. As
a class go through NESA verbs and Junior Alarm Matrix to ensure students
understand what the question is stating.
 5 Minutes: Following discussion of sources handout, a scaffolded response
answering the summative task extended response question. Students to
go through and highlight elements related to a PEEL paragraph structure and
comment on the response.
 Source Analysis Activity (15 Minutes): Handout to students ‘Source
Analysis Activity’ worksheet. Students will work through this individually by
interpreting the sources and answering questions related to the source. The
sources presented in this Activity will be related to content students have
already learnt (Natural Features). While students are working individually
47
teacher to walk around and help students by providing feedback on responses
to questions. Regroup the class and go through the sources to gather
students understanding and interpretation of the sources. Collect back the
responses to provide feedback.
 Powerpoint Slide 37 (10 Minutes): Moving on from the ‘Source Analysis
Activity’ move on to Powerpoint slide 37 and read out to students about the
use of ‘Religion for Preservation’. Following discussion of Powerpoint slide
handout to students Comprehension Activity on Rahui. Students to read texts
and answer the questions into their books. Follow through with a class
discussion and write up answers on the board.
Closure: 5-10 Minutes
 Returning of Assessment Task: Students are to be given back their
assessment tasks. Students are to go over and ask any questions related to
the assessment. Students are to identify at least two things they would like to
improve on for their next task.
 Ensure students push in their chairs and pick up any rubbish or necessary
equipment before leaving
Resources  Powerpoint Slides
 Worksheets
- Rahui Comprehension
- Source Analysis Activity
 Assessment task
Questions  How did we feel about the assessment task ?
 What are some areas of improvement that we can work on ?
 What is something you feel needs to be addressed further in class before an
in-class assessment task
 What are historical sources ?
- What is its purpose?
Reflection  Discussion of Assessment task will help to ensure students understand areas
of improvement and their areas of achievement within their Summative Task.
 Source Analysis Activity to reflect on understanding of content that students
already have learnt on the topic. This will also inform understanding on how
students can comprehend sources related to content they have already learnt
in class.
Assessment  Feedback Discussion: The discussion on feedback was effective as students
demonstrated interest and also contributed to understanding what areas of
improvement were needed from their summative assessment. Boston (2012)
highlights that feedback is important for students to understand their progress
in class and helps to build confidence. I presented students with a Powerpoint
slide by providing them with an overview of aspects that needed improvement.
48
The discussion and introduction of NESA verbs also formed an effective
teaching strategy as students were able to realise how they used some terms
incorrectly. Reflecting on this aspect I feel that I should have went over NESA
vocabulary with students prior to their assessment task. This is because I feel
that students would have had a deeper knowledge about these terms.
 Source Analysis Comprehension Activity: I implemented the source
Activity as I wanted students to become more familiar with sources and
develop their historical skills in analysis. This task was also implemented to
make comparisons with students’ summative assessment as I felt that
students did not achieve their best due to the content not being studied in
class. With the task implemented in this lesson I wanted to see if students can
effectively complete the task by already having some prior knowledge. The
task was definitely effective; however, more time was needed to finish the
task, students need to continue on in next lesson.
 Scaffolded Response Highlighting Activity: This activity worked really well
with some students who identified each element related to the PEEL
paragraph structure. However, reflecting on the activity now it could have
been done as a class activity instead of an individual task. This is because it
took up some extra time as some students started to get disengaged.
Standard Student Molly demonstrated great knowledge and interest in
identifying the PEEL structure by highlighting certain aspects.
49
50
Mentor Teacher Signature: Salak Chung
Completed by Teacher Education Student
Date: 1/11/19

Discussion on Feedback & The lessons intended focus was on providing students with feedback related to their summative For future lessons I aim to ensure
Editing – Powerpoint assessment task and also ensuring that students take upon a wide range of assessment practices that students engage in an editing
slides and scaffolded
within the class. Stemper (2002) suggests that editing skills are being neglected within teaching process on a regular basis within the
response
practices and that providing students with opportunities to edit their work allows the classroom. I want to implement
development of critical thinking. Furthermore, referring to the lesson’s aspects related to peer-assessment and self-
feedback and editing processes links to Standards 5.2 Demonstrate an understanding of the assessment strategies within the
purpose of providing timely and appropriate feedback to students about their learning’ classroom
The source analysis activity was implemented due to student’s performance in their summative For my own teaching practice, I
Observation Feedback
and Source assessment, which indicated that students needed some prior knowledge about the ‘Role of the would like to reflect on the
Extracts/Worksheet Ariki’ before completing the assessment task. Therefore, this task was developed to make a formation of assessment
comparison in students’ comprehension of sources based on their prior knowledge. Students did (summative) and adjust its
not get to finish the activity as more time was needed. This links to Standard 5.4 ‘Demonstrate implementation for 8J. I think that
the capacity to interpret student assessment data and evaluate student learning and modify the Summative Assessment task
teaching practice’ needs refinement and careful
consideration. Marking guidelines
also need to be developed for the
extended response question.
51
Summary of Impact
Student
Date: 1/11 /19
Case Study Participants (Focus students)
Laura (Advanced), Robbie (Standard) & Molly (Standard)
Discussion Link to Graduate
Teacher Standards
Provide a summary of impact on the learning of the three Case Study Participants Standard 1: Know students
All three students demonstrated to some extent progress and development with their learning. and how they learn (Standards
Three students demonstrated development of their literacy and historical skills in particular 1.1, 1.3)
through source analysis and writing activities. First lesson students started off by looking at
various perspectives provided on the Vikings, then in the second lesson students located
information from a Map to highlight pacific regions followed by the third lesson were students Standard 3: Plan for and
applied prior knowledge to complete a comprehension task and improve their writing through implement effective teaching
feedback. Furthermore, students did show a high level of engagement through the teaching learning (3.4)
strategies that were implemented such as the use of videos, images and also research task really
engaged all learners.
Standard 1: Know students
Laura (Advanced) needed to further build her critical analysis and confidence within the and how they learn (Standards
classroom by contributing to class discussions. To assist Laura, I had to improve my questioning 1.1, 1.3, 1.5)
and prompting techniques within the classroom and posed questions through brainstorms and
class discussions that allowed her to respond. I noticed once I provided effective frame of Standard 3: Plan for and
questioning Laura responded and contributed towards answering questions. Karantzas (2017) implement effective teaching
highlighted that high achieving students need “intellectual stimulation” and academic and learning (3.1,3.2,3.3)
challenge”, I used this notion to assist Laura’s critical thinking. By trying to get Laura involved in
class discussions she showed great confidence in asking for feedback and questions related to Standard 4: Create and
her class work. Laura further also showed great achievement in her Draft Diary Entry, she maintain supportive and safe
demonstrated effective use of terms related to the topic (Appendix 2). However, her recent learning environments (4.1)
summative assessment Laura made some minor mistakes, in not reading the questions
properly, but her extended response exemplified her use of the PEEL structure, which was an
essential teaching strategy modelled in class for literacy development related to writing
(Appendix 3).
Standard 1: Know students
Robbie (Standard) needed to develop his writing by ensuring to provide a coherent and and how they learn (Standards
structured responses. Robbie showed confidence in class to ask questions and feedback, but 1.1, 1.3)
sometimes had difficulties in improving his work by taking on the feedback given. I tried to
change my approach towards feedback within the classroom by introducing Peer assessment
52
and self-assessment strategies. I did this by ensuring students follow an editing process and are Standard 5: Assess, provide
able to identify PEEL paragraph elements in their written responses and also through getting feedback and report on
Robbie and the whole class to mark each other’s’ work (Appendix 3) . Giving Feedback to Robbie student learning (5.1,5.2,5.4)
I ensured to not just give verbal feedback but also to make annotations on his work , when he
shows me. This definitely helped him to some extent to improve and refer back to0 and develop
his responses but by providing various forms of feedback allowed Robbie to think critically
(Boston,2002). Overall Robbie needs further development with his writing especially in
following the PEEL paragraph structure, as the recent summative assessment he did not follow
an accurate structure and even the scaffold that was provided. I think that Robbie needs more
exposure to scaffolded responses by analyzing how the paragraph structure is formed, will give
him a better understanding of the PEEL paragraph approach.
Standard 3: Plan for and
Molly (Standard) has definitely demonstrated extensive growth throughout the past few weeks implement effective teaching
with her approach towards feedback and her literacy development. Molly responded well to and learning (3.1,3.2,3.3)
the modelling and implementation of utilising the PEEL structure towards writing her responses
in class and her summative assessment. I believe that scaffolded task and modelling of literacy
strategies has definitely assisted Molly in writing her paragraphs concisely (Appendix 3 & 5). She Standard 5: Assess, provide
has demonstrated that her ability to use the strategies modelled in class effectively. feedback and report on
Furthermore, The glossary list implemented for the new topic ‘The Polynesian Expansion’ has student learning (5.1,5.2,5.4)
definitely assisted Molly, as she has been referring back to these terms and has been able to
discuss in class and written responses. Implementing these modelled approaches in class is one
way that I have tried to give feedback to the class as a whole (Kasule & Lunga, 2010). Explicit
modelling within the classroom allows students to build confidence, become self-editors and
also engage in completing authentic class work (Kasule & Lunga, 2010). Therefore, the use of
teacher modelling was highly effective for standard student Molly in applying towards her
written responses.
Write a critical reflection on your own classroom teaching practice in terms of the teaching
cycle of planning, teaching and assessing, reflecting on feedback/observation/ student data. Standard 1: know students and
By following the teaching and learning cycle (Assessing, Planning, Programing, Implementing how they learn (1.5)
and Evaluating) I have developed extensive knowledge about how each aspect within the cycle
are all interconnected. The teaching cycle has also further made me realise how each aspect is
dependent upon each other and must be done effectively at each stage for a successful teaching
practice. Throughout my planning of lessons for the class 8J and in particular to meet all three Standard 5: Assess, provide
student needs, I reflected a lot on my own observations of the class and students, along with feedback and report on
investigating their summative assessment data. Observations and collecting data through student learning (5.1,5.4)
student assessment are key practices in reflecting and planning lessons. Boston (2002)
highlights that observations are a key strategy for teachers to gain insight and assess student
learning. Through my observations I realized that students needed to develop their literacy skills
in writing and comprehension of sources. I related this aspect of development to the NSW Stage
4 History syllabus and implemented teaching strategies around historical skills for all students
within the class (NESA, 2012).
53
Furthermore, the teaching of historical skills through source analysis and comprehension task Standard 2: Know the content
related to following an ‘inquiry-based learning’ approach (Voet & Wever, 2016). This is because and how to teach it (2.2,2.3)
by allowing students to analyse sources, relate to terms and concepts of the topic creates
disciplinary thinking and deep knowledge of the content (Voet & Wever, 2016). Following
discussions with my mentor teacher I was able to make connections how historical skills to be
taught within Stage 4 History can link to the teaching of literacy skills.
Moreover, through discussions with my mentor I was able to come up with teaching strategies Standard 3: Plan for and
to implement in developing literacy by focusing on historical skills. I implemented various implement effective teaching
comprehension tasks, PEEL paragraph structures, scaffolded responses and glossary lists for all and learning (3.2, 3.3)
learners within the classroom. These teaching strategies assisted me in observing how it helps
different learning needs within the classroom and guided in my differentiation for Advanced Standard 6: Engage in
and Standard learners. professional learning (6.3)
From your critical reflection, what future professional learning would you undertake to
improve your teaching practice. Standard 5: Assess, provide
From my critical reflection I would take professional learning within the area of assessment to feedback and report on
improve my teaching practice. I would really like to further extend my knowledge into student learning (5.1,5.3)
understanding the implementation of effective summative task and also engage in the creation
of marking criteria for assessment. This is because through reflecting on students learning,
especially with class 8J I found that there is a need to plan effective assessment to really meet Standard 6: Engage in
the needs of students. Through my professional experience I was given opportunity to mark the professional learning (6.1,6.2)
comprehension task (Summative Assessment), however I struggled to grasp in terms of how to
assess the students when a marking criterion was not developed (Appendix 3). Students were
also not provided with a marking criterion for their extended response question, and some
students in 8J did not answer this part of the summative assessment task. Furthermore, I think
I would like to develop more knowledge about the various methods students can be assessed
through summative assessment practices and how to create marking guidelines and assessment
task that are well structured. Therefore, I would like to develop an insightful understanding of
good assessment practice to further inform my teaching practice. I hope to engage in
conversations with colleagues and also undertake research into how to create successful
assessment to improve my teaching practice.
In addition, from my critical reflection I would like to further improve my teaching practice by
learning teaching strategies in providing students with feedback. I would like to focus on editing
within the classroom through self-assessment and peer-assessment. For my future teaching
practice, I want to implement these forms of assessment and feedback within the classroom
more effectively.
54
References
Aronson, B., & Laughter, J. (2016). The Theory and Practice of Culturally Relevant Education: A Synthesis of Research
Across Content Areas. Review of Educational Research, 86(1), 163-206.
Australian Institute for Teaching and School Leadership. (2011). Australian Professional Standards for Teachers.
Retrieved from https://www.aitsl.edu.au/teach/standards
Boston, C. (2002). The Concept of Formative Assessment. Practical Assessment, Research & Evaluation, 8(9), 1-4.
Cotton, A. (2017). Ghost in the shell digital literacy inside the history curriculum. Teacher Learning Network, 24(2), 35-
39.
Dean, R. (2018). Constructing an information literacy continuum. Access, 32(3), 25-31. Retrieved from https://search-
informit-com-au.ezproxy.uws.edu.au/documentSummary;dn=888189231505679;res=IELAPA
Dirksen, D. (2011). Hitting the Reset Button: Using Formative Assessment to Guide Instruction. Phi Delta Kappan
Magazine, 92(7), 26-31.
Flory, S., & McCaughtry, N. (2011). Culturally Relevant Physical Education in Urban Schools: Reflecting Cultural
Knowledge. Research Quarterly for Exercise and Sport, 82 (1), 49-60.
Gose, M. (2009). When Socratic Dialogue is Flagging: Questions and Strategies for Engaging Students. College Teaching,
57(1), 45-50.
Huang, X., & Hu, X. (2015). Teachers’ and Students’ Perceptions of Classroom Activities Commonly Used in English
Speaking Classes. Higher Education Studies, 6(1), 87.
Humphrey, S., Sharpe, T., & Cullen, T. (2015). Peeling the PEEL: Integrating language and literacy in the middle years.
Literacy learning: The Middle Years, 23 (2), 53-62.
55
Johnston, R. (2006). Effective Source Analysis. History Review, (54), 21-23. Retrieved from
http://search.ebscohost.com.ezproxy.uws.edu.au/login.aspx?direct=true&db=30h&AN=19861443&site=ehost-
live&scope=site
Karantzas, M. (2017). ‘Gifted’ is not a dirty word. Agora, 52 (1), 45-48.
http://web.b.ebscohost.com.ezproxy.uws.edu.au/ehost/detail/detail?vid=0&sid=6f854de3-40f5-40ab-881a-
dffce163407e%40sessionmgr101&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#AN=122104203&db=ehh
Kasule, D., & Lunga, V.B. (2010). Attitudes of second language students towards self -editing their own
written texts. Reading & Writing, 1(1), 61-72. Doi:10.4102/rw.v1i1.5
Nappi, J.S. (2017). The importance of questioning in developing critical thinking skills. Delta Kappa Gamma Bulletin, 84
(1), 30-41.
NSW Education Standards Authority. (2017). Stage k-10 History Syllabus. Retrieved from
https://syllabus.nesa.nsw.edu.au/download/
Stemper, J. (2002). Enhancing student revising and editing skills through writing conferences and peer editing. ERIC.
Retrieved from https://search-proquest-com.ezproxy.uws.edu.au/docview/62289125?accountid=36155
Uluyol, &., & Şahin, S. (2016). Elementary school teachers' ICT use in the classroom and their motivators for using ICT.
British Journal of Educational Technology, 47(1), 65-75. doi:10.1111/bjet.12220
Virtual Library.(n.d). Alarm Matrix. Retrieved from https://www.virtuallibrary.info/alarm.html
Voet, & De Wever. (2016). History teachers' conceptions of inquiry-based learning, beliefs about the nature of history,
and their relation to the classroom context. Teaching and Teacher Education, 55, 57-67.
http://dx.doi.org/10.1016/j.tate.2015.12.008
56
Supporting
Appendices
Appendix 1 Caregivers’ consent forms
Appendix 2 Diagnostic Assessment – Diary Entry Drafts
Appendix 3 Summative Assessment – Comprehension Task Extracts
Appendix 4 Sample of Powerpoint Slides for Three Key lessons &

Worksheets
Appendix 5 In class work from other lessons
57
APPENDIX 1
Care Givers Consent Forms
Molly (Standard)
58
Laura (Advanced)
59
Robbie (Standard)
60
APPENDIX 2 : Diagnostic Assessment (Draft Diary Entries-Extracts)
Laura (Advanced Student)
Demonstrates excellent links to

concepts and terms related to
the Vikings (References given to
raid)
Good use of demonstrating

Molly (Standard) emotions and feelings. Further
Explanation needed as to why
‘Zhang’ is being punished – link to
concepts and terms related to
topic.
61
Robbie (Standard)
Good use of terms and concepts

related to the Vikings. Needs to
work on paragraph structure and
coherence of ideas.
62
APPENDIX 3 – Summative Assessment Task (Comprehension- The Polynesian Expansion
Laura (Advanced Student) Followed the scaffold provided

(PEEL structure). Demonstrated
knowledge of interpreting and
inferring from sources.
63
Molly (Standard Student)
Great understanding of the PEEL

structure and has definitely used the
sources to explain main points. Further
detail needed on explaining the leaders
in the community now for paragraph 2
64
Richard (Standard Student)
Did not follow the
scaffold and make
references to the
sources.
65
Powerpoint Slides & Worksheets
Lesson 1
Erik the Red (Erik Thorva ld sson)

(Erik, son o f Tho rva ld ) (c .950–1003) Sig nific a nc e of 1066
´ Erik’ s fa ther w a s fo und g uilty o f ma nsla ughter, w hic h m ea nt
tha t the fa m ily ha d to m o ve to Ic ela nd . Like his fa ther, Erik In 1066, the Vikings, led by King Ha ra ld Ha rdra da of Norwa y were
a lso w ent into exile d ue to m urd ering his tw o neig hb o urs defea ted by the English a nd King Ha rold Godwinson. The loss of this ba ttle
o ver a n a rg um ent o ver p ro p erty. In c .982, the thing is sometimes used to symbolize the end of the Viking Age. At this point the
ba nished him fro m Ic ela nd a nd No rw a y fo r 3 yea rs. Vikings stopped expa nding their territory a nd ra iding beca me less
frequent.
´ Seeing his p unishm ent a s a n opportunity, he sa iled to w a rd s
w ha t is no w kno w n a s Greenla nd . Onc e he settled d o w n
w ith his c rew , he w ent to No rw a y a nd Ic ela nd in o rd er to A ma jor rea son for the end of the Viking a ge wa s the coming of
recruit p eo p le to c o m e a nd settle d o w n w ith his c rew in the Christia nity. With Sca ndina via being converted to Christia nity a nd
a p p ea ling ly na m ed G reenla nd . Peo p le w ere w illing to g o becoming pa rt of Christia n Europe, the Vikings beca me more a nd more a
w ith him b ec a use there w a s a sho rta g e o f la nd a t tha t tim e. pa rt of ma inla nd Europe. The identity a nd bounda ries of the three
´ Of a n o rig ina l g ro up o f 25 ship s tha t set o ut fro m No rw a y in countries Sweden, Denma rk, a nd Norwa y bega n to form a s well.
986, o nly 14 ship s a nd a b o ut 400 to 500 p eo p le a c tua lly
rea c hed their d estina tio n in w estern Greenla nd — a
d ista nc e o f a b o ut1200 kilo m etres. Q. Disc uss w hy the Norm a n inva sions w a s
a n im p orta nt event in Viking history.
Lesson 2
Glossa ry Terms
The Ma ori na me for New Zea la nd
Aotea roa
Atolls
Ma ny isla nds in Polynesia a re ma de up of cora l reefs , which is
known a s a tolls. Atolls a re crea ted when cora l grows a round
the rim of extinct submerged volca noes
Canoe
A type of boa t
Polynesians
People from Polynesia , a region of the Pa cific Ocea n, including
New Zea la nd, Ha wa ii, Tonga , a nd the Sa moa n Isla nds
66
Mapping Activity
Molly (Standard Student)
All three students were able to identify and locate pacific regions on the map
Robbie (Standard Student)
Laura (Advanced Student)
67
Glossary
Aotearoa
Atolls
Canoe
Polynesians
Lesson 3
FEEDBACK ON ASSESSMENT
NESA Verbs Definition
AREAS OF IMPROVEMENT:
Id entify Rec og nise a nd Na me
u Rea d the q uestion p rop erly – ensure to und ersta nd the q uestion a nd give
a ttention to the ma in verb (Outline, Id entify, Exp la in)
Outline Sketc h in genera l terms; ind ic a te the ma in
fea tures of
u Rea d the sourc e to ga in informa tion a nd knowled ge a b out the wha t it is
p resenting b efore a nswering the q uestion Desc rib e Provid e c ha ra c teristic s a nd fea tures
Disc uss Id entify issues a nd p rovid e p oints for

u Refer b a c k to sourc es in your resp onse – For exa mp le this is p resented in
a nd / or a g a inst
sourc e 1…………..
Exp la in Rela te c a use a nd effec t; ma ke the
rela tionship s b etween thing s evid ent;
Provid e why a nd or/ how
Source 1: Modern Maori Society

In Mod ern Ma ori soc iety, p osition b y b irth g ives only a
EDITING
1. In Modern Society Identify
very limited rig ht to lea d ership roles. The ma na of a riki
when an individual is
still exists, a s seen in the resp ec t g iven to someone who mentioned as an ariki
is of the rig ht b lood line. This is mentioned in trib uted
a nd other p ub lic notic es of a ma n b eing a c hief or
ra ng a tira of a trib e. This resp ec t oc c urred a t a forma l u Highlight or underline all the topic sentences
c eremonia l or ritua l level a nd not in everyd a y life. u Highlight or underline all the references
In p ra c tic a l ma tters involving ma jor d ec isions on the 2. Outline ONE leadership given to sources
use of resourc es or solving p olitic a l p rob lems, mod ern role of a male in the
u Highlight or underline sentences that provide
community
soc iety ha s turned to those men who ha ve a b etter
explanations
ed uc a tion a nd ha ve b een suc c essful in p rofessiona l
life, for exa mp le, d oc tors a nd la wyers. Men who ha ve u Highlight or underline all linking sentences
d emonstra ted their a b ility to ha nd le p rob lems b etween
p eop le a nd w ithin their c ommunity were a lso u Comment on the paragraphs by referring to
c onsid ered lea d ers of their c ommunity. one positive and one area of improvement
68
Molly (Standard Student) – Identified and labelled the response below according to the PEEL structure
69
Historical Sources – Comprehension Task
Source 1: An Account of the first British sighting of the islands of Tahiti, Written by George Robinson
in 1767
The country had the most beautiful appearance from the shore side one two and three miles back
there is a fine level country that appears to be all laid out in plantation, and the regular built
houses seems to be without number, all along the coast, they appeared like long farmers barns and
seemed to be all very neatly thatched, with great numbers of coconut trees and several other trees
that we could not know the name if along the shore- the interior part of the country is very
mountainous but there is beautiful valleys between the mountains- from the food of the
mountains half way up the country appears to be all fine pasture land, expect a few places which
seemed to be ploughed or dug up for planting or sowing some sort of seed – from that to the very
tops of the mountains is all full of tall trees but what sort they are I know not but the whole was
green. This appears to be most populous country I ever saw; the whole short side was lined with
men, women and children all the way that we sailed along.
1. Referring to source 1 describe the features of Tahiti that impressed George Robinson in 1767
2. Identify some of the environmental resources depicted in Source 1 that can be a potential food
source for the Polynesians
70
Source 2: Images representing natural features of Polynesia
Funafuti Samoa Aoraki
3. Referring to Source 2 describe the difference between the three images. Write your response
in a PEEL paragraph.
71
APPENDIX 5 – Other Lessons (Student Work & Powerpoint Slides)
Q. Describe One key environmenta l

PEEL PARAGRAPH
u Point: There a re m a ny key
resource depicted in the video
PEEL PARAGRAPHS – Annota ted Top ic Sentenc e:
environm enta l resourc es Q. Describe One key environmenta l resource depicted in the video Introd uc e Ma in
d ep ic ted w ithin the Moa na p oint, use
Vid eo . w ord ing from the
q uestion to help
u Evidence: For exa m p le one u There a re ma ny key environmenta l resources depicted within the
environm enta l resourc e you
hig hlig hted w ithin the vid eo is the Moa na Video. For exa mple one environmenta l resource highlighted
use of c oc onuts.
within the video is the use of coconuts. Coconuts a re a n essentia l
u Expla na tion: Coc onuts a re a n
essentia l food sourc e utilised in food source utilised in Polynesia n societies a s demonstra ted within
Polynesia n soc ieties a s d ep ic ted
w ithin the vid eo . The c oc onut the video. The coconut tree lea ves a re further used to ma ke
tree lea ves a re further used to
m a ke b a skets. ba skets. Therefore, it ca n be depicted tha t the coconut is a n
u Link: Therefore, it c a n b e essentia l environmenta l resource depicted within the Moa na video
d ep ic ted tha t the c oc onut is a n
essentia l environm enta l resourc e
d ep ic ted w ithin the Moa na
vid eo
VOCABULARY
Written Exp ression u Therefore
u Moreover
u We need to m a ke our sentenc es c onc ise a nd d irec t – a void using
u Furthermore
unnec essa ry w ord s. We need to w rite in full sentenc es a nd ma ke
sure our sentenc es p resent sop histic a tion. u Demonstra tes
u Dep ic ted
u For exa mple: The vid eo show ed tha t there is the p resenc e of u Exemp lified
environm enta l resourc es b eing used b y Polynesia n soc ieties
u Portra ys
vs
u Exp lores
u The Moa na vid eo exp lores va rious environm enta l resourc es tha t
Polynesia n soc ieties utilised . u Emp ha sises
u Rep resents
u Sta tes
u Illustra tes
u Sug g ests
u Hig hlig hts
72
PEEL PARAGRAPH – Expla in ONE re a son a s to why the Moa wa s
importa nt to Ma ori Ne w Ze a la nd c ulture ?
u Point: To p ic Se nte nc e , intro d uc tio n o f the m a in p o int to b e d isc usse d in this p a ra g ra p h.

How well does it
do it? There a re ma ny re a sons a s to why the Moa wa s a significa nt a spe ct of Ma ori c ulture .
What does it lead What does it lead
to? to? u Evide nce/ Exa mple : Pro vid e a e xa m p le to e xp la in yo ur m a in p o int/ to p ic se nte nc e
What does it
How does it do
it?
What does it
How does it do
it?
What does it
How does it do
it?
What does it
Ala rm For e xa mple , the Moa c a n be conside red a essentia l e nvironme nta l resourc e utilise d by the
Ma ori pe ople .
What is it?
do?
What is it?
do?
What is it?
do?
What is it?
do?
What is it?
Ma trix u Expla na tion: Exp la in yo ur e xa m p le / to p ic
This is bec a use the Moa wa s a importa nt food sourc e for the Ma ori people, who hunted in la rge
Examples Examples Examples Examples Examples
groups.
Identify Explain
Outline Describe Discuss Analyse Evaluate u Link: Linking se nte nc e b a c k to q ue stio n/ to p ic se nte nc e
Level 1 Level 2 Level 3 Level 4 Level 5
(3-4 marks) (4-5 marks) (6-8 marks) (9-11 marks) (12-15 marks)
There fore, one re a son a s to why the Moa wa s importa nt within the Ma ori c ulture is due to it be ing
a significa nt food source.
73
Molly has
demonstrated
effective use of the
PEEL paragraph
structure
Robbie demonstrated
knowledge in explaining and
providing examples for his
paragraph. He needed
further assistance in
developing a topic sentence.
74

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Teacher Performance

Master of Teaching (Secondary)

Element 2: Case Study Report

Jyotishna Priya Sen 18335620

Name: Jyotishna Priya Sen Student Number: 18335620 Content

Classroom/School/Community Information - Sociocultural background Analysis/What does this information mean?

Professional Goals (4)

Case Study Report

Student 2 – Standard (Working at expected level)

Teacher Education Student: Jyotishna Priya Sen

Need to manage the pacing of the lesson

 Map Labelling Activity (10 Minutes): Students provided with a worksheet

Post Lesson Discussion 2

Completed by Teacher Education Student Mentor Teacher Signature: Salak Chung

Piece of Evidence Connections Next Steps and Suggested

Across Content Areas. Review of Educational Research, 86(1), 163-206.

Retrieved from https://www.aitsl.edu.au/teach/standards

Magazine, 92(7), 26-31.

Knowledge. Research Quarterly for Exercise and Sport, 82 (1), 49-60.

Speaking Classes. Higher Education Studies, 6(1), 87.

Literacy learning: The Middle Years, 23 (2), 53-62.

Karantzas, M. (2017). ‘Gifted’ is not a dirty word. Agora, 52 (1), 45-48.

written texts. Reading & Writing, 1(1), 61-72. Doi:10.4102/rw.v1i1.5

Retrieved from https://search-proquest-com.ezproxy.uws.edu.au/docview/62289125?accountid=36155

British Journal of Educational Technology, 47(1), 65-75. doi:10.1111/bjet.12220

Virtual Library.(n.d). Alarm Matrix. Retrieved from https://www.virtuallibrary.info/alarm.html

Appendix 2 Diagnostic Assessment – Diary Entry Drafts

Appendix 3 Summative Assessment – Comprehension Task Extracts

Appendix 4 Sample of Powerpoint Slides for Three Key lessons &

Appendix 5 In class work from other lessons

Demonstrates excellent links to

Good use of demonstrating

Good use of terms and concepts

Laura (Advanced Student) Followed the scaffold provided

Great understanding of the PEEL

Erik the Red (Erik Thorva ld sson)

Robbie (Standard Student)

Laura (Advanced Student)

Disc uss Id entify issues a nd p rovid e p oints for

Source 1: Modern Maori Society

Funafuti Samoa Aoraki

Q. Describe One key environmenta l

u Point: To p ic Se nte nc e , intro d uc tio n o f the m a in p o int to b e d isc usse d in this p a ra g ra p h.

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