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Part A

Graduate Teacher Standards

Standard 2: Know the content and how to teach it

Standard 3: Plan for and implement effective teaching and learning

Standard 4: Create and maintain supportive and safe learning environments

Standard 5: Assess, provide feedback and report on student learning

Focus Areas

2.2.1:

This lesson plan is organised quite well in terms of its structure and content. The content

provided in this lesson plan is directly linked to the Mabo decision. This lesson plan meets

Australian curriculum learning objective ACDSEH106, as it discusses the importance of the

Mabo decision in Australian history. This lesson plan requires students to complete a

worksheet prior to watching three short videos on this topic. Students are then asked to

participate in a class discussion regarding the content of the clips and then they are required

to complete the worksheets. The content provided in this lesson plan aims to address the

diverse learning needs of students. The worksheets allow for a broad range of answers and

the videos are designed for all student learning needs.

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3.4.1:

This lesson plan uses a range of resources in order to engage students in their learning.

Students are provided with worksheets and then asked to complete the research required for

the first task with their laptops. The student teacher then plays a series of short clips which

discuss the importance of Mabo in Australian history. The use of ICT in this lesson will assist

students in completing the worksheets provided to them. Following this activity, the teacher

engages students in a class discussion based on the activities throughout the lesson. This

teacher has used a range of resources throughout this lesson plan. Worksheets and the use of

ICT in the lesson plan are just some of the resources which have been used to engage

students in their learning.

4.1.1:

In this lesson plan the student teacher supports student participation by using strategies which

promote student engagement in the classroom. At the start of the lesson the student teacher

asks students to participate in a brainstorm activity. At the end of the lesson the student

teacher conducts a brief class discussion with the students in their class. Through these two

activities the student teacher is encouraging student participation by asking students

throughout the class to contribute. This is an example of inclusive student participation as

every student regardless of gender, culture or disability will have the opportunity to voice

their opinion. The teacher engages with the students and also supports student participation

through these type of activities.

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Standard 5.1.1:

In this lesson plan the teacher assesses student learning through an informal approach. Near

the end of the lesson the teacher conducts a brief class discussion regarding the content that

has been delivered and at the same time assesses what students have gained in this lesson.

The teacher uses formative assessment as a means of assessing student learning throughout

this lesson plan. This lesson plan demonstrates an understanding of an assessment strategy

that is used to assess student learning. The student teacher can assess how the students in the

class are progressing with this topic and can also address any learning needs or difficulties

with this kind of formative assessment.

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Part B

Table of Contents

Section 1: Pages 5-7

Section 2: Page 8

References: Page 9

Appendix 1: Pages 10-13

Appendix 2: Page 14

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Section 1

Teachers in Australian classrooms have to cater for numerous student learning needs in

Australian classrooms. Teachers have to adapt to these needs that are present in the 21st

Century. Teachers have to take into consideration the literacy needs of students and also the

individualised learning needs of indigenous, cultural and linguistic students. Teachers will

often refer to the curriculum and will use focus areas from the teacher standards in order to

meet these diverse requirements. Classrooms in the 21st century consist of students with an

increasingly wide range of abilities and learning needs (Forlin, 2004). This report aims to

address diverse student learning needs through the selected focus areas that can be directly

seen in the lesson plan provided.

Focus area 2.2.1:

The content provided in this lesson plan aims to meet the needs of students in the 21st century.

This selected focus area caters for student learning needs through the content provided to

students and the way it has been organised. Teachers may organise content in such a way that

meets the learning needs of students from a variety of backgrounds. In this lesson plan the

teacher uses a worksheet that requires students to identify key terms in this unit of work. By

doing this they are catering to individualised learning needs and creating an inclusive class

environment where every student has the means of engaging with the content provided to

them. Indigenous and non-Indigenous students often respond and are more engaged with

content that is interesting and relevant to the classroom (Purdie et al. 2000). This lesson plan

requires students to watch numerous short clips which are relevant to the unit of Mabo and as

a result this will engage all students in the classroom regardless of their learning ability.

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Focus Area 3.4.1:

This focus area addresses a wide range of learning needs primarily through the resources used

in this lesson plan and through ICT. For many students’ which have individualised learning

needs the use of ICT was primarily seen as a form of educational support for these students

(Forlin and Lock, 2006). Students are required to conduct research on the Mabo topic with

their computers and this is a form of engagement with the topic. The bright colours and

graphics from the computers were highly motivating and engaging for a wide range of

students in the classroom (Forlin and Lock, 2006). In this lesson plan students are required to

watch three short video clips which are aimed at engaging students with a range of learning

abilities. The clips in this lesson plan contain closed captions and this would be highly

beneficial to students which have cultural and linguistic needs. Many Indigenous students

preferred to learn through observations rather than verbal instructions and these activities

would directly cater to their learning needs (Simpson and Clancy 2005).

Focus Area 4.1.1:

This focus area aims to support inclusive student participation and engagement in the

classroom. In the lesson plan provided the teacher uses a number of strategies to support

student learning needs through activities and classroom discussions. At the start of the lesson

all students are required to participate in a brainstorm activity that engages the whole class on

this topic and allows students to participate regardless of their learning ability. Brainstorming

is a good way to help students with dyslexia, as it happens to be an outlet for their creative

thinking (Reid, 2013). Near the end of the lesson plan students are asked to participate in a

classroom discussion and this is a strategy that supports inclusive student participation as

described in this focus area. Students with cultural and linguistic needs have a wealth of

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experience to contribute to classroom discussions (Ryan and Cooper, 2008). Teachers can

differentiate the content for students with learning needs in order to support their learning and

engagement in the classroom. Through these activities the focus area demonstrates a range of

activities that support diverse learning needs in this lesson plan.

Focus Area 5.1.1

This focus area aims to cater to diverse learning needs by assessing students on the content

they have received and what they have learnt throughout the unit. This focus area allows

teachers to assess students learning and then create programs for students which are seen to

be in need of assistance. In this lesson plan students are required to participate in a brief class

discussion where the teacher uses a formative approach to assess what they have learnt.

Culturally diverse groups can contribute greatly to these type of activities as they allow all

students to come together and work on this task. As the teacher hears student’s responses they

can adapt any future lessons to the needs of students from cultural, linguistic and Indigenous

backgrounds. Teachers can use scaffolded literacy tasks for students with linguistic and

cultural needs and quizzes and other resources to analyse student abilities (Ferfolja and

Vickers, 2010).

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Section 2:

Peer feedback greatly contributed to my analyses in both part A and B. My peers were

somewhat pleased with the chosen standards and explanations that were presented to them

but there were some minor revisions. Two focus areas have been changed that appear more

appropriate to this lesson plan as a result of peer feedback. My peers mentioned that focus

area 3.4.1 was better seen than 3.5.1 and as a result I have incorporated this into both

sections. Focus area 4.5.1 was changed to 4.1.1 as there was no mention of using ICT

ethically in my chosen lesson plan. Zaffar made it clear that these two standards needed to be

revised and amended, as they were not quite appropriate for this lesson plan. Junnan and the

rest of my peers agreed that my other focus areas were appropriate and were addressed

thoroughly in my explanations.

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References

Ferfolja, T. Vickers, M.H. (2010). Supporting refugee students in school

education in Greater Western Sydney. Critical studies in Education.

51(2), 149-162.

Forlin, C. (2004). Promoting inclusivity in Western Australian schools. International

Journal of inclusive education, 8, 183-200.

Forlin, C., Lock, G. (2006). Employing technologies to engage students

with diverse needs in rural school communities. Australian Journal

of Teacher Education, 31(1), 1-14.

Purdie N, Tripcony P, Boulton-Lewis G, Fanshawe J & Gunstone A. (2000).

Positive self-identity for Indigenous students and its relationship to

school outcomes. Report to the Commonwealth Department of

Education, Training and Youth Affairs. Brisbane: Queensland

University of Technology. Retrieved from http://www.

aboriginalstudies.com.au/content/uploads/2012/07/2000-Purdie-

etalDETYA-Self-Identity-and-Outcomes.pdf>.

Reid, G., & Ebooks Corporation. (2013). Dyslexia and inclusion

classroom approaches for assessment, teaching and learning

(2nd ed.). Milton Park, Abingdon, Oxon ; New York: Routledge.

Ryan, K., Cooper, J. M. (2008). Those who can teach (9th ed.). Boston: Houghton

Mifflin.

Simpson, L., Clancy, S. (2005). Enhancing opportunities for Aboriginal literacy

learners in early childhood settings. Childhood Education, 15, 327-32.

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Appendix 1:

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Appendix 2 Revised Lesson Plan Standards

Original lesson plan standards Revised Lesson plan standardsStandard 2.2 N/AStandard 3.5 Standard 3.4Standard 4.5 Standard 4.1Standard 5.1 N/A

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