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TABLE OF CONTENTS

Appendix A: Scope & Sequence ....................................................................................................................................................................................................... 1


Appendix B: Concept Map: .............................................................................................................................................................................................................. 2
Appendix C: Assessment Schedule .................................................................................................................................................................................................. 3
Assessment: Execution Notice: .................................................................................................................................................................................................... 4
Assessment: Notification: ............................................................................................................................................................................................................ 5
Assessment: Marking Guidelines: ................................................................................................................................................................................................ 6
Appendix D: Unit Outline: ................................................................................................................................................................................................................ 7
Appendix E: Relational Table ......................................................................................................................................................................................................... 13
Pre-Lesson Plan .............................................................................................................................................................................................................................. 14
Link to Online Component: ............................................................................................................................................................................................................ 28
Post-Lesson Plan 1 ......................................................................................................................................................................................................................... 29
Post-Lesson Plan 2 ......................................................................................................................................................................................................................... 35
Justification .................................................................................................................................................................................................................................... 43
References .........................................................................................................................................................................................Error! Bookmark not defined.
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APPENDIX A: SCOPE & SEQUENCE


Course Term 1 Term 2 Term 3 Term 4
Preliminary Topic: Topic: Topic: Students start the HSC
Case Study: Colonisation Case Study: The Indian Core Study: The World at course in this term.
Rivalry in Europe [25%] Mutiny 1857 [25%] the Beginning of the 20th
Case Study outcomes: Outcomes: Century [30%]
P1.1, P1.2, P2.1, P3.1, P3.2, P1.1, P1.2, P2.1, P3.1, P3.2,
P3.3, P3.4, P3.5, P4.1, P4.2 P3.3, P3.4, P3.5, P4.1, P4.2 Outcomes:
P1.1, P1.2, P2.1, P3.1, P3.2,
Historical Investigation: Duration in weeks and P3.3, P3.4, P3.5, P4.1, P4.2
Significant Groups [20%] hours: 8 weeks/30 hours
Possible Outcomes: Duration in weeks and
P1.1, P1.2, P2.1, P3.1, P3.2, hours: 9 weeks/36 hours
P3.3, P3.4, P3.5, P4.1, P4.2

Duration in weeks and


hours: 12 weeks/54 hours
Course Term 4 (year 11) Term 1 Term 2 Term 3
HSC Topic: Topic: Topic: Topic:
Core Study: World War 1 National Studies: Japan International Studies in Personalities in the 20th
1914-1919 [25%] 1904-1937 [25%] Peace & Conflict: Conflict in Century: Isoruku Yamamoto
the Pacific 1937-1951 [25%] 1884-1943 [25%]
Outcomes: Outcomes:
H1.1, H1.2, H3.2, H3.3, H3.4, H1.1, H1.2, H2.1, H3.1, H3.2, Outcomes: Outcomes:
H3.5, H4.1, H4.2 H3.3, H3.4, H3.5, H4.1, H4.2 H1.1, H1.2, H2.1, H3.1, H3.2, H1.1, H1.2, H2.1, H3.1, H3.2,
H3.3, H3.4, H3.5, H4.1, H4.2 H3.3, H3.4, H3.5, H4.1, H4.2
Duration in weeks and Duration in weeks and
hours: 10 weeks/30 hours hours: 10 weeks/30 hours Duration in weeks and Duration in weeks and
hours: 10 weeks/30 hours hours: 10 weeks/30 hours

Student ID: 18139336 Jessica Hayter Modern History Curriculum – Assessment 2


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APPENDIX B: CONCEPT MAP:

Student ID: 18139336 Jessica Hayter Modern History Curriculum – Assessment 2


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APPENDIX C: ASSESSMENT SCHEDULE

Modern History HSC Assessment Schedule


Component: Task 1 Task 2 Task 3 Task 4 Weight

Historical Create mock


a) Timeline quiz
Investigation: Facebook profile HSC
b) Mapping task
Research Essay for Personality

Due Term 1 Week 8 Due Term 2 Week 9 Due Term 3 Week 7 Term 4
H1.1, H1.2, H2.1, H1.1, H1.2, H2.1,
H3.2, H3.5, H4.1, H1.1, H2.1, H3.2,
H3.1, H3.2, H3.4, H3.2, H3.3, H3.4,
H4.2 H3.5
H4.1, H4.2 H4.1, H4.2

Knowledge and understanding of course


5 5 5 25 40
content

Source-based skills 5 5 5 5 20

Historical inquiry and research 5 5 5 5 20

Communication of historical
5 5 5 5 20
understanding in appropriate forms

Marks 20 20 20 40 100

Student ID: 18139336 Jessica Hayter Modern History Curriculum – Assessment 2


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ASSESSMENT: EXECUTION NOTICE:

 Release assessment notification to students on 22nd May 2017 (Week 7, Term 2).

 The date for this assessment is Monday 5th June 2017.

 This is a take home assessment to be completed in 2 weeks.

 Worth 20% of overall mark.

 Students must sign the roll to acknowledge that they have received the assessment and

they understand what is required of them.

 Marks released, with feedback on assessments, approx. mid-June.

 Feedback or concerns will be addressed in the following lesson.

Student ID: 18139336 Jessica Hayter Modern History Curriculum – Assessment 2


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ASSESSMENT: NOTIFICATION:

DUE: 5th June 2017 - Monday Week 9 of Term 2 WEIGHTING: 20%


TOPIC: International Studies in Peace & Conflict: Conflict in the Pacific 1937-1951

EXTENDED RESPONSE:

Discuss the impact of imperialism in the Pacific from the Japanese attack
on China in 1937 until Japan’s occupation of South-East Asia in 1942.

WHAT DO I NEED TO SUBMIT?


 A high-quality research paper, answering the above question.
 Needs to be formatted using Microsoft Word:
o Typed using Times New Roman font.
o Letter size 12
o Format line spacing as 2.0
 Must reach a minimum of 1000 words, maximum 1500 words.
 Research approximately 6 historical sources; refer to at least one primary source.
o Reference list to be as detailed as possible.
o Not included in the word count.

OUTCOMES TO BE ASSESSED:

H1.1 describe the role of key features, issues, individuals, groups and events of selected
twentieth-century studies
H1.2 analyse and evaluate the role of key features, issues, individuals, groups and events of
selected twentieth-century studies
H2.1 explain forces and ideas and assess their significance in contributing to change and
continuity during the twentieth century
H3.1 ask relevant questions
H3.2 locate, select and organise relevant information from different types of sources
H3.4 explain and evaluate differing perspectives and interpretations of the past
H4.1 use historical terms and concepts appropriately
H4.2 communicate a knowledge and understanding of historical features and issues, using
appropriate and well-structured oral and written forms

Student ID: 18139336 Jessica Hayter Modern History Curriculum – Assessment 2


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ASSESSMENT: MARKING GUIDELINES:

Criteria Marks
 Addresses the question asked with a sophisticated and sustained
argument, which demonstrates a comprehensive understanding of the
issue(s) raised in the question
 Presents a logical, coherent and well-structured response drawing on a
18 - 20
clear identification of relevant key features of the period
 Supports interpretation with detailed, relevant and accurate historical
information and makes use of the appropriate terms and concepts

 Addresses the question asked with a sound attempt at an argument, which


demonstrates a well-developed understanding of the issue(s) raised in the
question
 Presents a logical and well-structured response drawing on relevant key 14 - 17
features of the period
 Provides detailed, relevant and accurate historical information and makes
use of appropriate terms and concepts

 Addresses the question asked with a relevant but largely narrative or


descriptive response which may contain implied understanding of the
issue(s) raised in the question
 Presents a generally well-structured response, with some identification of 9 - 13
the key features of the period
 Provides adequate relevant and accurate historical information
incorporating some historical terms

 Presents a narrative or descriptive response, which is largely relevant but


may be generalised and/or incomplete
 Presents a structured but simple response, with some mention of the
4-8
relevant key features of the period
 Provides limited accurate historical information incorporating some
historical terms

 Attempts a narrative or description which may be only generally relevant


and/or seriously incomplete
0-3
 May be disjointed and/or very brief
 Provides very limited historical information

Student ID: 18139336 Jessica Hayter Modern History Curriculum – Assessment 2


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APPENDIX D: UNIT OUTLINE:

Conflict in the Pacific 1937-1951


Subject: Modern History Course: HSC Number of Weeks: 10

Unit title: International Studies in Peace & Conflict


Key Concepts/ Big Ideas The importance of this learning
 Imperialism and responses to it  ask relevant historical questions
 Nature & impact of Nationalism  locate, select and organise information from different types of sources,
 Japanese & Allied strategies including ICT, to describe and analyse relevant features and issues
 Impact of the war on the home fronts of Japan &  describe and analyse the origins of conflict in the relevant study
Australia  analyse the major events and issues in the development of the conflict
 Impact of the war in Occupied Territories in South-East  describe and evaluate the role of key individuals and groups during the
Asia conflict
 Use of the A-bomb  evaluate the success of attempts to resolve the conflict
 Reasons for the Japanese defeat  evaluate the usefulness and reliability of sources
 Aims & consequences of the Allied Occupation in  account for and assess differing perspectives and interpretations of the
Japan conflict
 present the findings of investigations on aspects of the conflict, analysing
and synthesising information from different types of sources
 communicate an understanding of relevant features and issues using
appropriate and well-structured oral and/or written and/or multimedia
forms including ICT.

Student ID: 18139336 Jessica Hayter Modern History Curriculum – Assessment 2


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Unit context within Scope and Sequence Syllabus Outcomes


Term 2 – Topic: International Studies in Peace & Conflict H1.1 describe the role of key features, issues, individuals, groups and events
of selected twentieth-century studies
H1.2 analyse and evaluate the role of key features, issues, individuals,
groups and events of selected twentieth-century studies
H2.1 explain forces and ideas and assess their significance in contributing to
change and continuity during the twentieth century
H3.1 ask relevant historical questions
H3.2 locate, select and organise relevant information from different types of
sources
H3.3 analyse and evaluate sources for their usefulness and reliability
H3.4 explain and evaluate differing perspectives and interpretations of the
past
H3.5 plan and present the findings of historical investigations, analysing and
synthesising information from different types of sources
H4.1 use historical terms and concepts appropriately
H4.2 communicate a knowledge and understanding of historical features and
issues, using appropriate and well-structured oral and written forms

Literacy Focus Numeracy Focus


The analysis of different sources in oral, graphic and Understanding Timelines & Mapping concepts
written forms in a wide range of specific learning
materials.

Differentiation
Questions must increase in difficulty that enhance higher order thinking skills.
ICT will be utilised extensively. Websites and archived sources will be more readily available to students, who may not have formed good
research skills yet.

Student ID: 18139336 Jessica Hayter Modern History Curriculum – Assessment 2


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Week/ Teaching and Learning Strategies


Syllabus Content Resources
Sequence including assessment for learning.
Week 1-3 Syllabus:  Using two sources, compare the - Cengage Textbook: Cantwell, Cantwell, Pollock &
9 lessons H1.1, H1.2, H2.1, H3.1, H3.2, H3.3, reasons for war between Japan McKinlay (2006). Contested Spaces: Conflict in the
H3.4, H3.5 and America. Pacific 1937-1951.
 Empathic task: Rape of Nanking - Greenwood Textbook: Brawley, Dixon & Trefalt
Topic: Growth of Pacific tensions  Match worksheet – which (2009). Competing Voices in the Pacific War:
Key concepts: country could supply which Fighting Words.
- Economic & political issues in resources to Japan’s “Greater - Google maps – Pearl Harbour memorial
Pacific by 1937 East Asia Co – Prosperity - Worksheet
- Japanese foreign policy 1937- Sphere”, and whose colonial rule - ‘USA destined to win’ Perspective:
1941 was that country under. http://nationalinterest.org/feature/why-japan-failed-
- US & British policies in the  Case Study of Isoruku Yamamoto pearl-harbor-18638
Pacific 1937-1941  Comparison between Japan’s - Map of accrued colonial land:
- Strategic and political reasons leaders before Pearl Harbour. https://goo.gl/images/Y9njfB
for bombing Pearl Harbour Specifically view-points. - Pacific map of Japanese plan:
 Class debate on USA entering https://goo.gl/images/Waw38W
World War II. - Hawaii Newspaper Reporting Pearl Harbour:
 Interactive experience of Pearl https://goo.gl/images/MHtIxQ
Harbour – present. - Viveport’s Virtual Reality:
 Viveport’s Virtual Reality https://www.viveport.com/apps/987f821a-346f-4fa3-
 Pop-Quiz at the end of unit b101-e44bb6b6ed2c
- Excerpt of what Japan asked of USA before Pearl
Harbour:
http://www.markedbyteachers.com/gcse/history/the-
attack-on-pearl-harbour.html

Week 4-6 Syllabus:  Source analysis of Newspaper - Cengage Textbook: Cantwell, Cantwell, Pollock &
9 lessons H1.1, H1.2, H2.1, H3.1, H3.2, H3.3, headlines after Japanese invasion McKinlay (2006). Contested Spaces: Conflict in the
H3.4, H3.5, H4.1, H4.2 of Philippines, Singapore, Burma Pacific 1937-1951.
and the Dutch East Indies - Greenwood Textbook: Brawley, Dixon & Trefalt
Topic: Course of the Pacific War  Map Japan’s terrain, and where (2009). Competing Voices in the Pacific War:
Key concepts: the food supplies could be Fighting Words.
- Japanese advance 1941-1942 strategically cut off. - Famous picture at Iwo Jima:
& the impact of the fall of https://goo.gl/images/I2VB3Z

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Philippines, Singapore, Burma  Australian context: Britain’s loss - Iwo Jima clip from History.com:
& the Dutch East Indies of Singapore to Japan. Worksheet http://www.history.com/news/the-battle-of-iwo-jima-
- Turning Points in the war: on the implications. begins-70-years-ago
Battle of Coral Sea, Battle of  Empathic task: Sources on the - Collection of images:
Midway, Battle of fire-bombing of Japan. https://www.theatlantic.com/photo/2011/10/world-
Guadalcanal, New Guinea  Battle of Coral Sea: Short essay war-ii-the-fall-of-imperial-japan/100175/
- Strategies used by Allied response - Kamikaze attack on USS Bunker Hill:
forces against Japan 1942-  Battle of Midway: Short essay https://cdn.theatlantic.com/assets/media/img/photo/2
1945 response 011/10/world-war-ii-the-fall-of-imperial-
 Battle of Guadalcanal: Short japan/w08_amikazes/main_1200.jpg?1420580893
essay response - Aerial photo of fire-bombing:
 Pick a battle, and write a detailed https://cdn.theatlantic.com/assets/media/img/photo/2
speech to be presented in class. 011/10/world-war-ii-the-fall-of-imperial-
 Pop-Quiz at the end of unit japan/w12_Tarumiza/main_1200.jpg?1420580893
- Aerial shot of incendiary bombs:
https://cdn.theatlantic.com/assets/media/img/photo/2
011/10/world-war-ii-the-fall-of-imperial-
japan/w17_Incendie/main_1200.jpg?1420580893
- Actual picture of “little boy”:
https://cdn.theatlantic.com/assets/media/img/photo/2
011/10/world-war-ii-the-fall-of-imperial-
japan/w21_29-1246M/main_1200.jpg?1420580893

Week 7 & 8 Syllabus:  Propaganda analysis - Cengage Textbook: Cantwell, Cantwell, Pollock &
6 lessons H1.1, H1.2, H2.1, H3.1, H3.2, H3.3,  Primary sources compared to McKinlay (2006). Contested Spaces: Conflict in the
H3.4, H3.5, H4.1, H4.2 secondary sources Pacific 1937-1951.
 What came out of Slave Labour? - Greenwood Textbook: Brawley, Dixon & Trefalt
Topic: Civilians at War Discussion and research. (2009). Competing Voices in the Pacific War:
Key concepts:  Comfort Women Fighting Words.
- Social, political & economic  Write a journal of someone in the - Occupied Reading: Poshek Fu (1993), Passivity,
effects on civilians in occupied war, civilian, slave/prisoner, or Resistance, and Collaboration: Intellectual Choices
territories in South-East Asia soldier. in Ocupied Shanghai, 1937-1945. P110.
- Life under Occupation:  Political alliance with Britain, - Letters & Diaries to family
collaboration and resistance, and the fall of Singapore, the - Day-to-day resources/routines – shopping lists etc.
the use of slave labour - Newspaper articles

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- The effect of the war on the Bombing of Darwin & primary - POW Pictures: https://goo.gl/images/76t1Ve
home fronts in Japan and sources. - POW Pictures: https://goo.gl/images/aWA4T6
Australia  Read Chapter 3 (p110) of Fu, P. - POW Pictures: https://goo.gl/images/WGVdz8
(1993). - Burma Railway photo: https://goo.gl/images/Xi83e6
 Pop-Quiz at the end of unit - Burma Railway photo: https://goo.gl/images/UczUrb
Busan ‘Comfort Girl’ statue controversy:
https://edition.cnn.com/2017/02/05/asia/south-korea-
comfort-women-statue/

Week 9 & 10 Syllabus:  Empathic task: Hiroshima / - Cengage Textbook: Cantwell, Cantwell, Pollock &
6 lessons H1.1, H1.2, H2.1, H3.1, H3.2, H3.3, Nagasaki before & afters. McKinlay (2006). Contested Spaces: Conflict in the
H3.4, H3.5, H4.1, H4.2  Get students to look at Pacific 1937-1951.
Nuclearsecrecy.com/nukemap - Greenwood Textbook: Brawley, Dixon & Trefalt
Topic: End of the Conflict and put in their home address. (2009). Competing Voices in the Pacific War:
Key concepts:  Study the death levels of land- Fighting Words.
- Reasons for the use of the A- based war – compare to deaths - After the War: https://hellfire-
bomb and the subsequent from A-bomb, to discover a pass.commemoration.gov.au/after-the-war/war-
controversy over its use reason for dropping the bomb. crimes-trials.php
- Reasons for the Japanese  War Crimes Tribunal statistics. - Collection of images:
defeat  How the fall of Japan affected the https://www.theatlantic.com/photo/2011/10/world-
- War Crimes Tribunals and the nation? ie. Starvation. war-ii-the-fall-of-imperial-japan/100175/
status of the Emperor  Pop-Quiz at the end of unit - Alternatives to A-Bomb:
- Allied Occupation of Japan to http://blog.nuclearsecrecy.com/2015/08/03/were-
1951 there-alternatives-to-the-atomic-bombings/
- Battlefields and Japanese flags:
http://madmonarchist.blogspot.com.au/2015/02/coul
d-world-war-ii-in-asia-have-been.html
- Before and After Hiroshima:
https://goo.gl/images/6bmsBI
- Nuclearsecrecy.com/nukemap – activity using
students’ own home addresses.
- Hiroshima aftermath: https://goo.gl/images/HbN2xN
- Hiroshima aftermath: https://goo.gl/images/FEGRz8

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Assessment Details – Task 3 in Term 2 Outcomes


H1.1 describe the role of key features, issues, individuals, groups and events of selected
Notice to go out 22nd May 2017, twentieth-century studies
Monday Week 7, Term 2
H1.2 analyse and evaluate the role of key features, issues, individuals, groups and events of
th
Due: 5 June 2017 - Monday Week 9, Term 2 selected twentieth-century studies
Topic: Conflict in the Pacific 1937-1951 H2.1 explain forces and ideas and assess their significance in contributing to change and
Worth: 20% continuity during the twentieth century
Historical Investigation Research Essay
H3.1 ask relevant historical questions
H3.2 locate, select and organise relevant information from different types of sources
H3.3 analyse and evaluate sources for their usefulness and reliability
H3.4 explain and evaluate differing perspectives and interpretations of the past
H3.5 plan and present the findings of historical investigations, analysing and synthesising
information from different types of sources
H4.1 use historical terms and concepts appropriately
H4.2 communicate a knowledge and understanding of historical features and issues, using
appropriate and well-structured oral and written forms

Evaluation of the Learning and Teaching Indicators of Learning

 Quiz at the end of each topic  Quiz provides the teacher with formative assessment data on their student’s understanding
 Discussion on fruits of Slave Labour  Formative assessment to show student understanding and knowledge
 Creative Writing task - journal  Test student understanding and empathic connection

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APPENDIX E: RELATIONAL TABLE


International Conflict - Conflict in the Pacific 1937-1951
HSC Year Syllabus Heading Syllabus Dot Point Question
1. Growth of Pacific tensions 1.2 – Japanese foreign policy 1937 to 1941 a) Japan had little choice but to bomb Pearl Harbour if it
1.4 – Strategic and political reasons for wanted to achieve its foreign policy aims in the Pacific. To
bombing Pearl Harbour what extent is this statement accurate?

2013 3. Civilians at War 3.1 – Social, political and economic effects b) Assess the impact on civilians of the Japanese occupation
on civilians in occupied territories in in South-East Asia in the period 1941 to 1945
South-East Asia.
3.2 – Life under Occupation: collaboration
and resistance, the use of slave labour
3. Civilians at War 3.3 – The effect of the war on the home a) The effect of the war on the home fronts was the same for
fronts in Japan and Australia Japan and Australia. To what extent is this statement
accurate?
2014 4. End of the Conflict 4.1 – Reasons for the use of the A-bomb b) To what extent did the use of the A-bomb bring about the
and the subsequent controversy over end of the conflict?
its use
4.2 – Reasons for the Japanese defeat
2. Course of the Pacific War 2.1 – Japanese advance 1941-1942 and the a) To what extent did imperialism and the various responses
impact of the fall of Philippines, to it contribute to the growth of Pacific tensions in the
Singapore, Burma & the Dutch East period 1937-1941?
2015 Indies
2. Course of the Pacific War 2.2 – Turning points in the war: Battle of b) Assess the view that the Battle of the Coral Sea was the
the Coral Sea, Battle of Midway, Battle turning point in the Pacific War.
of Guadalcanal, New Guinea
1. Growth of Pacific tensions 1.2 – Japanese foreign policy 1937-1941 a) To what extent was Japanese nationalism responsible for
the growth of Pacific tensions to 1941?
2016
4. End of Conflict 4.4 – Allied Occupation of Japan to 1951 b) Evaluate the consequences of the Allied Occupation of
Japan to 1951.

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PRE-LESSON PLAN
Topic area: Stage of Learner: Syllabus Pages:
Conflict in the Pacific 1937-1951: Year 12 71
Growth of Pacific Tensions

Date: Location Booked: Lesson Number:


26th April 2017 D.14 3/9

Time: How many students Printing/preparation


60 minutes 25 students Access to online component
Glossary
Powerpoint

Outcomes Assessment Students learn about Students learn to

H2.1 Informal summative  imperialism and  ask relevant historical


assessment to be responses to it questions
H3.1 taken through online  nature and impact of  locate, select and organise
component. This nationalism information from different
H3.5 types of sources, including
lesson is to introduce  Japanese & Allied
students to the online ICT, to describe and analyse
strategies
relevant features and issues
module.  impact of the war on
 describe and analyse the
The online module is the home fronts of origins of conflict in the
not a formal Japan & Australia relevant study
assessment.  impact of the war in  analyse the major events and
Occupied Territories issues in the development of
in South-East Asia the conflict
 use of the A-bomb  describe and evaluate the role
 reasons for the of key individuals and groups
Japanese defeat during the conflict
 aims and  evaluate the success of
consequences of the attempts to resolve the conflict
Allied Occupation of  evaluate the usefulness and
reliability of sources
Japan
 account for and assess
differing perspectives and
interpretations of the conflict
 present the findings of
investigations on aspects of the
conflict, analysing and
synthesising information from
different types of sources
 communicate an understanding
of relevant features and issues
using appropriate and well-
structured oral and/or written
and/or multimedia forms
including ICT.

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Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
Literacy: Reading  ICT skills
Critical & creative thinking: Answering the questions  Communication of knowledge

ICT Capability: Students will require some level of ICT  Deconstruct historical questions
skill to achieve the lesson goals.

Quality Teaching Elements (lesson focus) Highlight the appropriate areas


Intellectual Quality 1.1 Deep knowledge
1.2 Deep understanding
This refers to pedagogy focused on producing deep understanding of important, 1.3 Problematic knowledge
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.4 Higher-order thinking
that requires active construction and requires students to engage in higher-order 1.5 Metalanguage
thinking and to communicate substantively about what they are learning. 1.6 Substantive communication

Quality Learning Environment 2.1 Explicit quality criteria


2.2 Engagement
This refers to pedagogy that creates classrooms where students and teachers work 2.3 High Expectations
productively in an environment clearly focused on learning. Such pedagogy sets high 2.4 Social Support
and explicit expectations and develops positive relationships between teacher and 2.5 Students’ self-regulation
students and among students. 2.6 Student direction

Significance 3.1 Background knowledge


3.2 Cultural knowledge
This refers to pedagogy that helps make learning more meaningful and important to 3.3 Knowledge integration
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.4 Inclusivity
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.5 Connectedness
cultural perspective. 3.6 Narrative

How the quality teaching elements you have identified are achieved within the lesson.
Teaching element Indicators of presence in the lesson
Students work with history unit’s metalanguage in reading the exam style
Metalanguage
questions in online component.

For students to become acquainted with the learning tool offered to them, they
Engagement must know how to access it, and use it. This requires the students to use the class
time offered, to discover if there is any questions arising.

Students will have some understanding of ICT. This lesson requires students’
Knowledge
knowledge of internet navigation, to reach the online component to answer the
integration
questions in the Introductory Module.

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Time Teaching and learning actions Organisation Centred T/S

11:00 - Have students sit and take out laptops Teacher: Mark roll, prepare Teacher
- Mark roll smartboard centred
5min
Student: Come in and sit quietly.
Take out laptops
Resources: roll, smartboard

11:05 - Students login to laptops. Visit online study. Teacher: Have powerpoint slide Teacher
- GO TO BOTTOM OF HOME PAGE FOR with the web address showing on centred
5min
INTRODUCTORY MODULE BUTTON the board.
- Introduce students to the work to be done from
Student: Put in correct web
online component – to do in study sessions or at
address to visit online study.
home. Not to be done in class time.
Resources: Laptops, smartboard

11:10 - Students to complete introductory module from Teacher: Walking around room, Student
online study. They have 40 minutes. making sure on task. centred
40min
Student: On task using ICT.
Resources: smartboard, laptops

11:50 - Power-down ICT. Teacher: Reiterate directions and Teacher


- Ask the students what 3 things they learnt today? instruction for online module. centred
10min
- Why will this online component be valuable to
Student: Note taking. Collaborate
year 12 students?
in class discussion
Resources: smartboard

Adjustments:
If, for any reason, students are having difficulty with the Introductory Module, they need only
raise their hands and let the teacher know. The teacher can supply the Glossary, which will
provide a breakdown of the call-to-action verbs within the questions.
If there are students that complete the Introductory Module quicker than the other students,
then they will be asked to move on to begin the rest of the online component.

If all students complete the questions quicker than the allocated time, students can play Kahoot,
using content from the Introductory Module - “When War Came to Australia”:
https://play.kahoot.it/#/k/ee9fd61e-7968-4cb3-bc24-c2e4c9539038

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What have I learned about the teaching & learning process when preparing the lesson?
There is a hard line to walk when the Australian Curriculum (ACARA) demands ICT integration, but
there is much literature published stating that not all students have access to internet in their homes. I
made the decision for students to do the online component in study periods, or at home, but not in class
time, because the online component is for the students who generally want to engage with the material.
It was created for the revision of content, but also for students to gauge their own understanding of the
unit, and what still needs their attention. There is a possibility that some students will not even visit the
online component.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording


H2.1 explain forces and ideas This will be done as an informal summative assessment,
and assess their significance in completed within the online component. Teachers can record this
contributing to change and information for what requires upskilling for exams.
continuity during the twentieth
century

H3.1 ask relevant historical Teacher will be walking around the room and inspecting students’
questions questions informally for formative assessment purposes. Students
will be using the language of exam questions through the
Introductory Module.

H3.5 plan and present the The online component will form an informal summative
findings of historical assessment of the students’ overall historical knowledge.
investigations, analysing and Students’ knowledge will be presented in the Introductory Module
synthesising information from of the online component. Students’ will be required to answer the
different types of sources questions, some of which are Source Analysis questions.

Other considerations
Complete the table blow by inserting the AISTL graduate standards that you are demonstrating and
indicates the evidence from this lesson that should comply with the standard.

Graduate Standards Evidence within this lesson


1.1 Physical, social & Students with lower-level abilities need only raise their hands, and
intellectual development & the teacher will supply a blooms taxonomy cheat-sheet or a glossary
characteristics of students to continue with the designated work.

2.6 Information and Students are invited to utilise ICT in their learning, by being given
Communication Technology revision modules to be done online in their own time.

Teacher showing students an educational platform available through


4.5 Use ICT safely, ICT provides a fun and engaging lesson. There is no safe-guards
responsibly and ethically against students surfing the internet to other websites – the teacher
must be walking around and supervising the work.

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Work Health & Safety: What are the key risk issues that may appear for and need to be reduced/
eliminated in this lesson? Using your syllabus and support documents as well as other WHS policy.
Outline the key WHS considerations that are to be applied in this lesson?
Students should be physically safe within the classroom within this lesson format, as they remain seated.
However, using ICT might invite students to go to websites they shouldn’t. The usual safe classroom
requires the following:

 Sit on chairs safely


 Laptop charging cables across pathways

References for Pre-Lesson plan:


ACARA. (2016). Australian Curriculum Assessment and Reporting Authority. Retrieved April 11,
2017, from General Capabilities: http://acara.edu.au/curriculum/general-capabilities

AITSL. (2014). Australian Professional Standards for Teachers, Retrieved Mar 31, 2017, from
Graduate Teachers: www.aitsl.edu.au/australian-professional-standards-for-
teachers/standards/list?c=graduate

BOSTES. (2009). Modern History Syllabus Stage 6. Retrieved April 11, 2017, from NSW
Educational Standards Authority:
http://www.boardofstudies.nsw.edu.au/syllabus_hsc/modern-history.html

BOSTES. (2017). Glossary of Key Words (HSC). Retrieved April 18, 2017, from NSW Educational
Standards Authority:
http://www.boardofstudies.nsw.edu.au/syllabus_hsc/glossary_keywords.html

Armstrong, P. (2017). Vanderbilt University. Retrieved April 11, 2017, from Blooms Taxonomy:
https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

NSW DET. (2013). Work Health and Safety (WHS) Policy. Retrieved April 11, 2017, from: NSW
Department of Education: http://education.nsw.gov.au/policy-library/policies/work-health-
and-safety-whs-policy

NSW DET. (2003). Quality Teaching in NSW Public Schools: A Classroom Practice Guide. pdf

Resources for Pre-Lesson plan:


Website: http://modhisthscconflictinthepacific.weebly.com/

Kahoot: https://play.kahoot.it/#/k/ee9fd61e-7968-4cb3-bc24-c2e4c9539038

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Powerpoint:

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Glossary:

1. Account

Account for: state reasons for, report on. Give an account of: narrate a series of events or
transactions

2. Analyse

Identify components and the relationship between them; draw out and relate implications

3. Apply

Use, utilise, employ in a particular situation

4. Appreciate

Make a judgement about the value of

5. Assess

Make a judgement of value, quality, outcomes, results or size

6. Calculate

Ascertain/determine from given facts, figures or information

7. Clarify

Make clear or plain

8. Classify

Arrange or include in classes/categories

9. Compare

Show how things are similar or different

10. Construct

Make; build; put together items or arguments

11. Contrast

Show how things are different or opposite

12. Critically (analyse/evaluate)

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Add a degree or level of accuracy depth, knowledge and understanding, logic, questioning,
reflection and quality to (analyse/evaluate)

13. Deduce

Draw conclusions

14. Define

State meaning and identify essential qualities

15. Demonstrate

Show by example

16. Describe

Provide characteristics and features

17. Discuss

Identify issues and provide points for and/or against

18. Distinguish

Recognise or note/indicate as being distinct or different from; to note differences between

19. Evaluate

Make a judgement based on criteria; determine the value of

20. Examine

Inquire into

21. Explain

Relate cause and effect; make the relationships between things evident; provide why and/or
how

22. Extract

Choose relevant and/or appropriate details

23. Extrapolate

Infer from what is known

24. Identify

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Recognise and name

25. Interpret

Draw meaning from

26. Investigate

Plan, inquire into and draw conclusions about

27. Justify

Support an argument or conclusion

28. Outline

Sketch in general terms; indicate the main features of

29. Predict

Suggest what may happen based on available information

30. Propose

Put forward (for example a point of view, idea, argument, suggestion) for consideration or
action

31. Recall

Present remembered ideas, facts or experiences

32. Recommend

Provide reasons in favour

33. Recount

Retell a series of events

34. Summarise

Express, concisely, the relevant details

35. Synthesise

Putting together various elements to make a whole

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LINK TO ONLINE COMPONENT:

http://modhisthscconflictinthepacific.weebly.com/

Outcomes for website:


H1.1 describe the role of key features, issues, individuals, groups and events of selected
twentieth-century studies

H1.2 analyse and evaluate the role of key features, issues, individuals, groups and events
of selected twentieth-century studies

H2.1 explain forces and ideas and assess their significance in contributing to change and
continuity during the twentieth century
H3.1 ask relevant historical questions
H3.2 locate, select and organise relevant information from different types of sources
H3.3 analyse and evaluate sources for their usefulness and reliability
H3.4 explain and evaluate differing perspectives and interpretations of the past

H3.5 plan and present the findings of historical investigations, analysing and synthesising
information from different types of sources

**The students’ answers from the website surveys will not be formally assessed. However,
students will be using the knowledge acquired from this website continually throughout the term
to build their own knowledge in the above outcome areas.

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POST-LESSON PLAN 1
Topic area: Stage of Learner: Syllabus Pages:
Conflict in the Pacific 1937-1951: Year 12 71
Civilians at War

Date: Location Booked: Lesson Number:


17th May 2017 D.14 6/9

Time: How many students Printing/preparation


60 minutes 25 students Powerpoint for question

Outcomes Assessment Students learn about Students learn to

H1.1 Formative assessment  imperialism and  ask relevant historical


undertaken when responses to it questions
H1.2 listening to students  nature and impact of  locate, select and organise
group discussions on nationalism information from different
H2.1 types of sources, including
valid points.  Japanese & Allied
ICT, to describe and analyse
strategies
Preparation lesson for relevant features and issues
 impact of the war on
HSC type questions.  describe and analyse the
the home fronts of origins of conflict in the
Japan & Australia relevant study
 impact of the war in  analyse the major events and
Occupied Territories issues in the development of
in South-East Asia the conflict
 use of the A-bomb  describe and evaluate the role
 reasons for the of key individuals and groups
Japanese defeat during the conflict
 aims and  evaluate the success of
consequences of the attempts to resolve the conflict
Allied Occupation of  evaluate the usefulness and
reliability of sources
Japan
 account for and assess
differing perspectives and
interpretations of the conflict
 present the findings of
investigations on aspects of the
conflict, analysing and
synthesising information from
different types of sources
 communicate an understanding
of relevant features and issues
using appropriate and well-
structured oral and/or written
and/or multimedia forms
including ICT.

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Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
Literacy – through deconstruction of English language.  Deconstruction of exam questions.
Intercultural Understanding - through historical period  Contextual data matters.
understanding – Asian cultures
Critical and Creative Thinking – through deconstruction  Events contribution to overall outcome
and abstract thought.
 Key historical figures and events.
Personal & Social Capability – Through group work

Quality Teaching Elements (lesson focus) Highlight the appropriate areas


Intellectual Quality 1.1 Deep knowledge
1.2 Deep understanding
This refers to pedagogy focused on producing deep understanding of important, 1.3 Problematic knowledge
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.4 Higher-order thinking
that requires active construction and requires students to engage in higher-order 1.5 Metalanguage
thinking and to communicate substantively about what they are learning. 1.6 Substantive communication

Quality Learning Environment 2.1 Explicit quality criteria


2.2 Engagement
This refers to pedagogy that creates classrooms where students and teachers work 2.3 High Expectations
productively in an environment clearly focused on learning. Such pedagogy sets high 2.4 Social Support
and explicit expectations and develops positive relationships between teacher and 2.5 Students’ self-regulation
students and among students. 2.6 Student direction

Significance 3.1 Background knowledge


3.2 Cultural knowledge
This refers to pedagogy that helps make learning more meaningful and important to 3.3 Knowledge integration
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.4 Inclusivity
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.5 Connectedness
cultural perspective. 3.6 Narrative

How the quality teaching elements you have identified are achieved within the lesson.
Teaching element Indicators of presence in the lesson
By concentrating student knowledge on the question, it leads to student knowledge
Deep Understanding base. By talking about the historical period indirectly, students are invited to bring
up any points they feel are valid in discussion.

For group work, there must be explicit quality criteria to avoid misbehaviour. The
Explicit Quality
teacher is performing two group tasks, but instructing students on the direction the
Criteria
group work needs to go.
Group work invites students to explore their prior knowledge of the topics
Knowledge Integration discussed, and bring it to the table. By contextualising student’s learning, and
integrating it into their lessons, it further imbeds the knowledge unconsciously.

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Time Teaching and learning actions Organisation Centred T/S

11:00 - Get settled Teacher: Mark roll, prepare Teacher


- Mark roll smartboard centred
5min
Student: Come in and sit quietly.
Take out notebooks/laptops.
Resources: roll, smartboard

11:05 - Students to find chronological order for Teacher: Supervise formation of Student
birthdates. Stand in one line around the room. line. centred
5min
Teacher to Jigsaw groups from line-up.
Student: Aim for chronological
order - communicate with peers
Resources: nil

11:10 - Deconstruct the following question in groups: Teacher: Students to reword the Student
To what extent was the impact of war on Asian question, and find key meaning. centred
20min
peoples in the Japanese-occupied territories a Display question on board.
major factor leading to decolonisation in
Student: Work with group to find
South-East Asia?
how to best address this question.
- Make sure students know this is a past exam
question (From 2005 HSC Exam). Resources: notebooks/laptop,
smartboard

11:30 - On smartboard, teacher goes through the question Teacher: Note key words. Teacher
with students to visually deconstruct the question Reword the question into simpler centred
10min
with the groups input. language for students to answer.
Student: Take notes in
notebook/laptop
Resources: Smartboard,
notebooks/laptops

11:40 - In groups, attempt to write key dot points, that Teacher: Explicit instruction for Student
answer the question. at least 3 dot points. Write centred
10min
- Students can mind-map if easier summarised sentence only.
Student: Work with group to
write 3 dot points.
Resources: smartboard,
notebooks/laptop

11:50 - Discuss the dot points, and inform students they Teacher: Discussion to sum up Teacher
can use these dot points to structure their essays in the class. Write a good student centred
10min
exams. sample on board.
- Make sure dot points appear in essay in a
Student: Take notes and ask
‘ordered’ way – either chronological, or how it
questions.
links contextually.
- Write a good student sample on board. Resources: smartboard,
notebooks/laptops

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What have I learned about the teaching & learning process when preparing the lesson?
I knew that my students would require scaffolding in preparing for the upcoming HSC, because the
exam question from 2005 HSC - utilised in the assessment task, was quite difficult. The scaffolded
lesson develops students’ skills to attempt difficult questions, and how to plan the subsequent essay.
There is still room for further lessons on writing skills if the formative assessment from this lesson
reflects poorly.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording


H1.1 describe the role of key Formative assessment gauged in class discussion on what is valid to
features, issues, individuals, answer the prescribed question. If there appears to be a gap in
groups and events of selected student knowledge, the teacher has time to put on another content
twentieth-century studies class between this class, and the exam.

H1.2 analyse and evaluate the Formative assessment gauged in class discussion on what is valid to
role of key features, issues, answer the prescribed question. Students need to evaluate historical
individuals, groups and people’s actions for its overall importance in contribution to the
events of selected twentieth- context of the question. Formative assessment will highlight where
century studies students need strengthening.
H2.1 explain forces and ideas Is there any one concept that students identify in contribution to the
and assess their significance context of the question. Students need to identify themes. Formative
in contributing to change and assessment is used to note students understanding of this.
continuity during the
twentieth century

Other considerations
Complete the table blow by inserting the AISTL graduate standards that you are demonstrating and
indicates the evidence from this lesson that should comply with the standard.

Graduate Standards Evidence within this lesson


Teacher knows that there are some students in the class that would avoid
1.2 Understand how
doing this sort of activity, hence the need for jigsaw strategy in group
students learn
work.

By placing this lesson on the 17th May, it gives students context to the
2.2 Content selection upcoming assessment due on 5th June. The notification goes out next week
and organisation to students, so by deconstructing the questions in class, it gives students
unspecified help in foregrounding the assessment task,
3.3 Use teaching By grouping students, and having them reach conclusions as a team, it
strategies provides students with a fun way of learning the dry things.

4.4 Maintain student When using laptops, power cords must not cross pathways. In addition,
safety students must not swing on chair, or be physical with one another.

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Work Health & Safety: What are the key risk issues that may appear for and need to be reduced/
eliminated in this lesson? Using your syllabus and support documents as well as other WHS policy.
Outline the key WHS considerations that are to be applied in this lesson?
As students move around the room, into their groups, they must be aware of the following;

 Chairs not pushed in


 Laptop charging cables across pathways
 Other students’ movements
 Standard 4.4 – Maintain Student Safety; visible in the established respect amongst peers within
the classroom.
 In moving into groups, students must be aware of each other and furniture around the room.

References for Post-Lesson plan:

ACARA. (2016). Australian Curriculum Assessment and Reporting Authority. Retrieved April 11,
2017, from General Capabilities: http://acara.edu.au/curriculum/general-capabilities

AITSL. (2014). Australian Professional Standards for Teachers, Retrieved Mar 31, 2017, from
Graduate Teachers: www.aitsl.edu.au/australian-professional-standards-for-
teachers/standards/list?c=graduate

BOSTES. (2009). Modern History Syllabus Stage 6. Retrieved April 11, 2017, from NSW
Educational Standards Authority:
http://www.boardofstudies.nsw.edu.au/syllabus_hsc/modern-history.html

BOSTES. (2010). NSW Educational Standards Authority. Retrieved April 11, 2017, from NSW HSC
Examination Papers 2005:
http://www.boardofstudies.nsw.edu.au/hsc_exams/hsc2005exams/pdf_doc/mod_history_05.
pdf

NSW DET. (2013). Work Health and Safety (WHS) Policy. Retrieved April 11, 2017, from: NSW
Department of Education: http://education.nsw.gov.au/policy-library/policies/work-health-
and-safety-whs-policy

NSW DET. (2003). Quality Teaching in NSW Public Schools: A Classroom Practice Guide. pdf

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Resources for Post-Lesson plan:

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POST-LESSON PLAN 2
Topic area: Stage of Learner: Syllabus Pages:
Conflict in the Pacific 1937-1951 Year 12 71
Civilians at War

Date: Location Booked: Lesson Number:


25th May 2017 D.14 8 / 9

Time: How many students Printing/preparation


60 minutes 25 students Print out of relational table
Syllabus print out
Powerpoint

Outcomes Assessment Students learn about Students learn to

H1.2 Informal formative  imperialism and  ask relevant historical questions


assessment of responses to it  locate, select and organise
H2.1 students’ engagement.  nature and impact of information from different types
nationalism of sources, including ICT, to
H3.2 describe and analyse relevant
 Japanese & Allied
features and issues
H4.1 strategies
 describe and analyse the origins
 impact of the war on the
H4.2 of conflict in the relevant study
home fronts of Japan &
 analyse the major events and
Australia issues in the development of the
 impact of the war in conflict
Occupied Territories in  describe and evaluate the role of
South-East Asia key individuals and groups
 use of the A-bomb during the conflict
 reasons for the Japanese  evaluate the success of attempts
defeat to resolve the conflict
 aims and consequences  evaluate the usefulness and
of the Allied reliability of sources
Occupation of Japan  account for and assess differing
perspectives and interpretations
of the conflict
 present the findings of
investigations on aspects of the
conflict, analysing and
synthesising information from
different types of sources
 communicate an understanding
of relevant features and issues
using appropriate and well-
structured oral and/or written
and/or multimedia forms
including ICT.

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

Literacy: Reading and critiquing past HSC exam  Preparation for HSC
responses from the marking hall.  Building literacy skills

Quality Teaching Elements (lesson focus) Highlight the appropriate areas


Intellectual Quality 1.1 Deep knowledge
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding
substantive concepts, skills and ideas. Such pedagogy treats knowledge as 1.3 Problematic knowledge
something that requires active construction and requires students to engage in 1.4 Higher-order thinking
higher-order thinking and to communicate substantively about what they are 1.5 Metalanguage
learning. 1.6 Substantive communication

Quality Learning Environment 2.1 Explicit quality criteria


2.2 Engagement
This refers to pedagogy that creates classrooms where students and teachers
2.3 High Expectations
work productively in an environment clearly focused on learning. Such
2.4 Social Support
pedagogy sets high and explicit expectations and develops positive relationships
2.5 Students’ self-regulation
between teacher and students and among students.
2.6 Student direction
Significance 3.1 Background knowledge
3.2 Cultural knowledge
This refers to pedagogy that helps make learning more meaningful and
3.3 Knowledge integration
important to students. Such pedagogy draws clear connections with students’
3.4 Inclusivity
prior knowledge and identities, with contexts outside of the classroom, and with
3.5 Connectedness
multiple ways of knowing all cultural perspective.
3.6 Narrative

How the quality teaching elements you have identified are achieved within the lesson.
Teaching element Indicators of presence in the lesson
Exam style questions always involve metalanguage. The Blooms Taxonomy
Metalanguage is key in answering questions correctly. By acquainting students to this
language, they know what to expect.

This lesson requires student participation. The teacher has high expectations
High expectations
that students will engage with the ideas being instructed.

By teaching the process, the students are able to align how the learning is
Connectedness relevant and necessary. This will further imbed the lesson as students are able
understand the process when they are preparing for HSC exams.

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Time Teaching and learning actions Organisation Centred T/S

10:05 - Prepare for lesson Teacher: Mark roll, prepare Teacher


- Mark roll computer for lesson. centred
5min
Student:
Resources: roll, smartboard,
powerpoints.

10:10 - Hand out syllabus content print outs to students. Teacher: Provide exemplar. Teacher
- Instructions are to mesh together two dot points to Powerpoint slide with instructions centred
5min
create an exam style question. Scaffold using dot on board.
point 4: End of Conflict.
Student: Listening
Resources: Smartboard,
Powerpoint, print-out

10:15 - Have students mash together a question using at Teacher: Walking around room, Student
least two points from dot point 1 – Growth of making sure on task. centred
10min
Pacific Tensions.
Student: Working with peer, or
individually to flesh out a
question.
Resources: smartboard,
notebooks

10:30 - Hand out print out of relational table. This shows Teacher: Powerpoint Student
relevancy of task. Instruct students that this is instructions, walking around, centred
10min
how HSC questions are created for the exams. making sure on task.
- Have students pick one question, whether it was
Student: planning response
their own creation, or one from the relational
table, and mind-map a response with at least 3 dot Resources: smartboard,
points. notebooks.

10:40 - Provide students with Marking Centre notes from Teacher: Powerpoint Student
2015 along with the Marking Criteria for 2015 instructions, walking around, centred
20min
International Studies 25mark response. making sure on task.
- Have students compare their planned response to
Student: comparing planning
past exam responses.
response to past exams
Resources: smartboard,
notebooks.

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What have I learned about the teaching and learning process when preparing this lesson?
If students knew what I knew about how important the syllabus is, then they would use it more often. I
had to include a lesson on the syllabus to show students how they can best prepare for the HSC; study
content, but be aware of the procedure that gives them exam questions. Students may find it difficult to
understand the process of syllabus planning, because it is an abstract process. By giving them concrete
tasks, they may better understand.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording


H1.2 analyse and evaluate the role of Teacher will take in an informal formative assessment as they
key features, issues, individuals, walk around the room, to gauge student understanding.
groups and events of selected
Mostly this outcome is measured in dot point response and
twentieth-century studies
subsequent class discussion

H2.1 explain forces and ideas and Teacher will take in an informal formative assessment as they
assess their significance in walk around the room, to gauge student understanding.
contributing to change and continuity
during the twentieth century Mostly this outcome is measured in dot point response and
subsequent class discussion

H3.2 locate, select and organise Teacher will take in an informal formative assessment as they
relevant information from different walk around the room, to gauge student understanding.
types of sources
Mostly this outcome is measured in dot point response and
subsequent class discussion

H4.1 use historical terms and Teacher will take in an informal formative assessment as they
concepts appropriately walk around the room, to gauge student understanding.

Mostly this outcome is measured in dot point response and


subsequent class discussion

Other considerations
Complete the table blow by inserting the AISTL graduate standards that you are demonstrating and indicates
the evidence from this lesson that should comply with the standard.

Graduate Standards Evidence within this lesson


2.3 Curriculum, Students are ahead in content knowledge, due to the online component
assessment and reporting formative assessment, so the teacher has provided scaffolding on HSC
papers to fill the lesson.

3.4 Select & use resources Providing students with government paperwork makes students feel
accomplished. By utilising the syllabus, students are able to make
connections, and understand relevancy of learning.

4.2 Manage classroom The teacher is rarely not in control of the classroom. The instructions are
activities given, and the students are supervised while undertaking these
instructions.

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Work Health & Safety:


What are the key risk issues that may appear for and need to be reduced/eliminated in this lesson? Using
your syllabus and support documents as well as other WHS policy. Outline the key WHS considerations
that are to be applied in this lesson?
Students should be physically safe within the classroom within this lesson format, as they remain seated.
However, the usual safety ideals are as follows:

 Sit on chairs safely


 If using laptops, beware charging cables across pathways
 Students to treat each other with respect and care.

References for Post-Lesson:


ACARA. (2016). Australian Curriculum Assessment and Reporting Authority. Retrieved April 11,
2017, from General Capabilities: http://acara.edu.au/curriculum/general-capabilities

AITSL. (2014). Australian Professional Standards for Teachers, Retrieved Mar 31, 2017, from
Graduate Teachers: www.aitsl.edu.au/australian-professional-standards-for-
teachers/standards/list?c=graduate

BOSTES. (2009). Modern History Syllabus Stage 6. Retrieved April 11, 2017, from NSW Educational
Standards Authority: http://www.boardofstudies.nsw.edu.au/syllabus_hsc/modern-
history.html

NSW HSC Marking Centre. (n.d.). NSW Educational Standards Authority. Retrieved April 11, 2017,
from Modern History HSC Exam Packs (Various Years):
http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/Understanding-the-
curriculum/resources/hsc-exam-papers

NSW HSC Past Paper. (2015). NSW Educational Standards Authority. Retrieved April 11, 2017, from
Modern History HSC Exam Packs (Various Years):
http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/Understanding-the-
curriculum/resources/hsc-exam-papers

NSW DET. (2013). Work Health and Safety (WHS) Policy. Retrieved April 11, 2017, from: NSW
Department of Education: http://education.nsw.gov.au/policy-library/policies/work-health-
and-safety-whs-policy

NSW DET. (2003). Quality Teaching in NSW Public Schools: A Classroom Practice Guide. pdf

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Resources for Post-Lesson:

http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/modern-history-st6-syl-from2010.pdf

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Relational Table:

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Powerpoint Slides:

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JUSTIFICATION

I have chosen to concentrate on the syllabus area of International Studies in Peace and

Conflict: Conflict in the Pacific 1937-1951, because it links well with the National Study: Japan

1904-1937, and the Personality: Isoruku Yamamoto 1884-1943. Additionally, since there will

be a new syllabus implemented in 2018, I can continue to use my resources as the Asian

histories as they will be resurrected, whereas the emphasis on the European histories are

lessened.

Inquiry Based Learning (IBL) is the backbone of my unit construction. By giving

students all the tools they need, they are better able to direct their own learning. Leslie (2014)

argues that human curiosity garners learning. Therefore, students can become investigators.

Teachers need to harness this curiosity and facilitate learning in order to meet the academic

goals of the Quality Teaching Framework and Standards for Teaching. Voet & De Wever

(2017) have found that all pre-service teachers should be trained in IBL because research

proves it has promising results for students’ content retention and critical analysis skills

(p.206).

Scaffolding will be provided in the instance of students falling behind. Adjustments can

be made for any of the included lessons, and website modules, if students communicate well

with the teacher. This requires “Substantive Communication” (NSW DET, 2003, p22) between

teacher and student. By constantly implementing informal formative assessments, the teacher

is better able to see where students need help (AITSL 1.2). In theory, I can provide glossaries,

and word definitions for students with language difficulties, as outlined in the Pre-Lesson

‘adjustments’. In practice, there could be more I could do for specific cases.

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The website, created for HSC students to gain band levels in the exams, was the core

notion throughout my unit construction. By providing maximum content revision for students

within the website, there leaves more time for skill based scaffolding within the classroom. The

website provides reiteration of the central ideas to the subject of history. The revision questions

on the website are mainly comprehension based, as the essay skills are concentrated upon in

the assessment task and the Post-Lessons. Once the content knowledge is well-developed, then

students are better able to expand and acquire “Deep Knowledge” (NSW DET, 2003, p.12) by

asking questions to direct their own learning (Syllabus, H3.1; Voet & De Wever, 2017).

In order from the beginning, the Scope and Sequence was designed to provide a wide

context to the personality study. By first outlining the war in full, the decisions and

consequences, the students will better achieve the empathic connections with the time period

(Syllabus, H2.1 & H3.3; NSW DET, 2003, p.48). Hypothetically, this will urge students to

undertake Inquiry Based Learning, to bend their learning in their own directions. By having

well-developed content knowledge, the students can utilise their curiosity and undertake

research in an educated direction (Leslie, 2014). Constructivism theory states this will provide

higher band levels in HSC results (Killen, 2013). Similarly, by giving students more time for

content before the assessment task is due in week 9, term 2, there is adequate time for students

to engage in personal research to satiate their curiosity of contextual issues.

I chose to include the essay assessment task, over the others in the schedule, because it

will link to the IBL aim of my high-content-based website. By forcing students to engage with

research, to answer a question, they are broadening their knowledge learnt in class and from

the website, to answer complex HSC exam questions. The students can provide evidence of

their “Deep Understanding” as they “explore relationships, solve problems, construct

explanations and draw conclusions in relatively systematic, integrated [and] complex ways”

(NSW DET, 2003, p.14). The assessment task is based on the 2002 HSC exam question (a) on

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Conflict in the Pacific 1937-1951. Students are given this, so they have realistic expectations

of the HSC. However, only in later lessons will students find out it is a past paper question.

The BOSTES documentation on the internet, such as Marking Criteria and Marking Centre

notes, would allow them to answer too well.

Pre-Lesson contains only an introduction to the website. Students must complete the

Introductory Module, on the home page, within allowed class time. This invites the students to

ask questions, and let the teacher know of any reasons why this could not be completed outside

of class time. It is not marked, but meant to help students achieve learning in their own private

time, and revise for their HSC exams. There will be a class discussion at the end of the Pre-

Lesson to discuss whether the students believe it is a valuable resource, or not. The students

are invited to have “Substantive Communication” with the teacher, and peers without

consequence (AITSL 3.5; NSW DET, 2003, p.22).

The Post-Lessons, as mentioned previously, are skills-based. The aim is to build

students’ skills utilising educational theories. Students in Year 12 should be in the Piaget’s

Formal Operations stage of development (Arnett, 2014, p.67), though some children still learn

best while concretely ‘doing’; as detailed in the deconstruction of the exam questions in Post-

Lesson 1. This could be interpreted as Vygotsky’s (1978) ‘Zone of Proximal Development’;

where what cannot be achieved alone, must be scaffolded by the teacher. The students do not

know what is involved in the HSC, but the teacher does, so they can try to give students the

tools they need to succeed. Post-Lesson 2, gives students the opportunity to create, respond and

evaluate their work, in conjunction with past HSC questions – to gain insight into the HSC

processes, and their understanding of what is involved in the exams.

Throughout the included lessons, there is a major variance between teacher centred and

student centred learning. I have tried to build more student-centred learning into the classroom,

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because constructivism states that “learning is an internal process rather than something that a

teacher can impose on students” (Killen, 2013, p43). My teaching philosophy is built upon this,

hence the importance of IBL. The teacher is there to scaffold the work in a history classroom.

One of the main principles of constructivism is that “Teachers build lessons around primary

concepts and big ideas and help students to discern for themselves the parts that require more

investigation” (Killen, 2013, p.43). Depending upon the importance of the HSC to motivate

students is not enough. AITSL demands effective teaching and learning, in the way the teachers

“Select and Use Resources” (AITSL Standard 3.4). By creating an interactive website which

extends the classroom into personal studies, pushes the idea of student engagement and

constructivism.

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REFERENCES

ACARA. (2016). Australian Curriculum Assessment and Reporting Authority. Retrieved April 11, 2017,
from General Capabilities: http://acara.edu.au/curriculum/general-capabilities

AITSL. (2014). Australian Professional Standards for Teachers. Retrieved Mar 31, 2017, from
Graduate Teachers: www.aitsl.edu.au/australian-professional-standards-for-
teachers/standards/list?c=graduate

Armstrong, P. (2017). Blooms Taxonomy. Retrieved April 11, 2017, from Vanderbilt University:
https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

Arnett, J. J. (2014). Adolescence and Emerging Adulthood. England: Pearson.

BOSTES. (2006). Modern History Support Material: Marking Guidelines. Retrieved from Board of
Studies NSW Standards Packages: http://arc.bostes.nsw.edu.au/standards-
packs/SP06_15270/go/2006/modern-history/support-material/marking-
guidelines/index.html

BOSTES. (2009). Modern History Syllabus Stage 6. Retrieved April 11, 2017, from NSW Educational
Standards Authority: http://www.boardofstudies.nsw.edu.au/syllabus_hsc/modern-
history.html

BOSTES. (2017). Glossary of Key Words (HSC). Retrieved from NSW Education Standards Authority:
http://www.boardofstudies.nsw.edu.au/syllabus_hsc/glossary_keywords.html

BOSTES. (2017). Modern History Exam Pack 2002. Retrieved Apr 18, 2017, from NSW Education
Standards Authority: http://educationstandards.nsw.edu.au/wps/portal/nesa/11-
12/Understanding-the-curriculum/resources/hsc-exam-papers/hsc-exam-paper-
detail/2002/modern-history-2002-hsc-exam-pack

BOSTES. (2017). Modern History Exam Pack 2005. Retrieved Apr 18, 2017, from NSW Education
Standards Authority: ds.nsw.edu.au/wps/portal/nesa/11-12/Understanding-the-
curriculum/resources/hsc-exam-papers/hsc-exam-paper-detail/2005/modern-history-2005-
hsc-exam-pack

BOSTES. (2017). Modern History Exam Pack 2013. Retrieved Apr 18, 2017, from NSW Education
Standards Authority: http://educationstandards.nsw.edu.au/wps/portal/nesa/11-
12/Understanding-the-curriculum/resources/hsc-exam-papers/hsc-exam-paper-
detail/2013/modern-history-2013-hsc-exam-pack

BOSTES. (2017). Modern History Exam Pack 2014. Retrieved Apr 18, 2017, from NSW Education
Standards Authority: http://educationstandards.nsw.edu.au/wps/portal/nesa/11-
12/Understanding-the-curriculum/resources/hsc-exam-papers/hsc-exam-paper-
detail/2014/modern-history-2014-hsc-exam-pack

BOSTES. (2017). Modern History Exam Pack 2015. Retrieved Apr 18, 2017, from NSW Education
Standards Authority: http://educationstandards.nsw.edu.au/wps/portal/nesa/11-

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12/Understanding-the-curriculum/resources/hsc-exam-papers/hsc-exam-paper-
detail/2015/modern-history-2015-hsc-exam-pack

BOSTES. (2017). Modern History Exam Pack 2016. Retrieved Apr 18, 2017, from NSW Education
Standards Authority: http://educationstandards.nsw.edu.au/wps/portal/nesa/11-
12/Understanding-the-curriculum/resources/hsc-exam-papers/hsc-exam-paper-
detail/2016/modern-history-2016-hsc-exam-pack

Brawley, S., Dixon, C., & Trefalt, B. (Eds.). (2009). Competing Voices from the Pacific War: Fighting
Words. Oxford: Greenwood World Publishing.

Cantwell, T., Cantwell, J., Pollock, A., & McKinlay, D. (2006). Contested Spaces: Conflict in the Pacific
1937-1951. ACT: Cengage.

Fu, P. (1993). Passivity, Resistance, and Collaboration: Intellectual Choices in Occupied Shanghai,
1937-1945. p.110.

Japanese Foreign Policy 1918-1945. (n.d.). Retrieved from Skirk: http://www.skwirk.com/p-c_s-16_u-


430_t-1102_c-4264/japanese-foreign-policy-1918-1945/nsw/japanese-foreign-policy-1918-
1945/conflict-consensus-and-care/1918-1945

Killen, R. (2016). Effective Teaching Strategies: Lessons from Research and Practice. Melbourne:
Cengage.

Leslie, I. (2014). Curious: The Desire to Know and Why Your Future Depends on it. New York: Basic
Books.

NSW Department of Education. (2013). Work Health and Safety (WHS) Policy . Retrieved April 11,
2017, from NSW Department of Education: https://education.nsw.gov.au/policy-
library/policies/work-health-and-safety-whs-policy

NSW DET. (2003). Quality Teaching in NSW Public Schools: A Classroom Practice Guide.PDF

Voet, M., & Wever, B. D. (2017). Preparing Pre-Service History Teachers for Organizing Inquiry-Based
Learning: The Effects of an Introductory Training Program. Teaching and Teacher Education,
63(1), 206-217.

Vygotsky, L. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge:
Harvard University Press.

Student ID: 18139336 Jessica Hayter Modern History Curriculum – Assessment 2

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