Professional Documents
Culture Documents
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
Source-based skills 5 5 5 5 20
Communication of historical
5 5 5 5 20
understanding in appropriate forms
Marks 20 20 20 40 100
Release assessment notification to students on 22nd May 2017 (Week 7, Term 2).
Students must sign the roll to acknowledge that they have received the assessment and
ASSESSMENT: NOTIFICATION:
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.
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
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
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.
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
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
- 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
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
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.
PRE-LESSON PLAN
Topic area: Stage of Learner: Syllabus Pages:
Conflict in the Pacific 1937-1951: Year 12 71
Growth of Pacific Tensions
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.
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.
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
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
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.
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.
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.
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:
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
Kahoot: https://play.kahoot.it/#/k/ee9fd61e-7968-4cb3-bc24-c2e4c9539038
Powerpoint:
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
4. Appreciate
5. Assess
6. Calculate
7. Clarify
8. Classify
9. Compare
10. Construct
11. Contrast
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
15. Demonstrate
Show by example
16. Describe
17. Discuss
18. Distinguish
19. Evaluate
20. Examine
Inquire into
21. Explain
Relate cause and effect; make the relationships between things evident; provide why and/or
how
22. Extract
23. Extrapolate
24. Identify
25. Interpret
26. Investigate
27. Justify
28. Outline
29. Predict
30. Propose
Put forward (for example a point of view, idea, argument, suggestion) for consideration or
action
31. Recall
32. Recommend
33. Recount
34. Summarise
35. Synthesise
http://modhisthscconflictinthepacific.weebly.com/
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.
POST-LESSON PLAN 1
Topic area: Stage of Learner: Syllabus Pages:
Conflict in the Pacific 1937-1951: Year 12 71
Civilians at War
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
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.
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
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.
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.
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.
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;
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
POST-LESSON PLAN 2
Topic area: Stage of Learner: Syllabus Pages:
Conflict in the Pacific 1937-1951 Year 12 71
Civilians at War
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
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.
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.
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.
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.
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.
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.
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
http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/modern-history-st6-syl-from2010.pdf
Relational Table:
Powerpoint Slides:
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.
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
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
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
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
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
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
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-
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
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,
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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