CONTEMPORAY TEACHER

LEADERSHIP
ASSESSMENT 1: REPORT
Executive Summary
Objective and Context
Goals
Recommendations
Part I: Comparative Table of Unit Alterations
Part II: Contextual redesigned program documentation
Context
Concept Map
Scope and Sequence
Unit Outline
Assessment Task
Part III: Report of Recommendations
Reference List
Appendix: Original Program Documentation
Scope and sequence
Unit outline
Assessment Task
Executive summary

Objective and Context

This report has been designed for the HSIE faculty at Granville South Creative and Performing Arts School located in
Guildford, Western Sydney. The school has an enrolment of approximately 550 students from a diverse backgrounds and
abilities. It is estimated that the 91% of the students are from language backgrounds other than English and from 47
nationality backgrounds and 1% of student identifying as Aboriginal and Torres Strait Islander students also attending this
school. It also hosts a Support Unit with 5 classes of mild and moderate intellectual disability. Also has a selective Creative
and Performing Arts stream. The students at this school are from relatively low socioeconomic background with 73% of the
parents being in bottom quarter of earners.

This unit was taught in a year 9 Commerce classroom consisted with low academic performing students as well as students
with diverse learning needs and behavior issues. A very high percentage of students in this class were from language
background other than English.

Reference: The statistics above were retrieved

from Granville South Creative and Performing
Arts school report 2018-2020 and my school
website. Retrieved from https://granvilles-
h.schools.nsw.gov.au/about-our-
school/school-planning-and-reporting.html
and
https://www.myschool.edu.au/school/41589
Goals

- Improve the outcomes of learning by incorporating effective differentiated learning strategies that catered for the
students with low ability, students with learning disability and gifted and talented students.
- To incorporate the use of ICT in the classroom to maximize classroom participation, engaging students in the learning
process, improve collaboration between the students and motivate students to learn.
- Address the concerns in the area of literacy and numeracy and incorporate teaching strategies that could help develop
students’ literacy and numeracy skills.
- Focus on the inquiry-based learning to challenge the students to become critical and creative thinkers
- Improve the sequence of the learning to ensure the coherent lessons and clear progression
- Provide students with an opportunity to be able to demonstrate their understanding and knowledge through a flexible
formal and informal assessment approach.

Recommendations

The following recommendations will focus on the unit being taught in a classroom inclusive of students with mixed
academic ability. The majority of students in this classroom have impacted from low socioeconomic factors and also the
majority them are from language background other than English. The classroom is presented with a range of multi
ethnicities and learning abilities. There are Aboriginal and Torres Strait Islander students, gifted and talented students,
students with lower academic performing ability and students with low socio economic background. Also there are
students with behavior issues and students with diverse and additional learning needs. Therefore this report will recommend
the school to improve upon the effective strategies in differentiation to meet the diverse needs of all learners, literacy and
numeracy concerns as well as critical and creative thinking skills and improvement of sequencing of the lessons for a clear
progression.
Part I: Comparative table of unit alteration

Area of Strengths of the Concerns of the area of Suggested Changes to Research support for the
consideration area of consideration counteract concerns changes suggested.
consideration

The research Very few students could More practice in class to In relation to teaching
tasks and produce an extended help the students with students to improve their
Literacy creative response that is cohesive thinking and transferring critical thinking skills,
responses to and logical. This could that knowledge onto students need to be
scenarios given be the result of students paper and allowing engaged in the task of
could improve not being equipped with making multiple edits as critical thinking “unless the
the literacy skills the skill to think and well as peer discussion students are actively
of the students. reflect critically and and assessment. doing the thinking
creatively. themselves, they will never
Also they don’t know improve” (Barbour, Kang,
how to navigate their Canniffe, Curran &
thinking and transferring Hargrave, 2016)
that knowledge into
logical and cohesive
writing responses.
Students are When it comes to More scaffolded learning a learning aid provided to
provided with working out interest approach needs to be in learners employing
Numeracy scenarios where percentages and place because of the guided discovery
they are to work numeracy problems that lower ability thinking skills architectures to include
out a financial or incorporated with they are unable to finish worked examples, hints,
budget plan. This literacy, students can the task fast and needs and templates to assist
gives them the get confused and they guided help. learners to achieve
opportunity to often don’t read the instructional objectives
practice their problem scenario (Forsyhe-Newell, 2014)
numeracy skills. properly. This was
reflected in their exam.
 In the original The exam results More scaffolded learning Both basic learning and
Critical and unit of work, it reflected that students is needed help student higher-level cognitive
Creative has suggested are yet to developed navigate their way learning skills, to include
Thinking teaching critical and creative through to the problem CT skills, may be built upon
strategies that thinking. When solving. Teacher could using modelling as a
aimed at presented with scenario provide them with means to demonstrate
catering to where they are to come excerpts, examples, hints, engaging the process of
develop critical up with problem solving diagram, and tables to thinking and action in
thinking and using their critical help them navigate. activities. (Forsyhe-Newell,
creative judgement and creative 2014)
responses to their thinking, the majority of
knowledge such the students could not
problem solving come up with the Effective scaffolding, on
in case answer in the exams. This the other hand, enables
scenarios, shows that they may not Scaffolding enables the students to succeed in
working in pair to have had enough students to succeed in challenging tasks by
create posters, practices in class to the challenging tasks encouraging participation
group research transfer the knowledge because it invites the and a sense of agency,
project, and perfect their skills. participation and accepting partially
scaffolded welcome partial correct answers rather
activities such as Students also could not correction rather than than insisting on
budgeting etc… give thoughtful answers focusing on the perfection. (Wilson, 2016)
to the short and perfection.
extended questions The concept of
being assessed in the community of inquiry in
exam. This show that which teacher is to stir
students may have been students to think about
presented with the facts the world when teachers
of the lesson content in reveal knowledge to be
class but they have Give projects to the ambiguous, equivocal
been put in situation students where they can and mysterious. (Klimova,
where they can practice collaborate as a team in 2015)
their critical and finding solutions, making
creative thinking. meaning for themselves
 and working through Learners were required to
problems with their peers. contribute their thoughts
This encourages their and ideas to a series of
critical and creative course exercises and were
thinking because they are encouraged to think
not merely taking answers critically about the course
from the teacher. content and especially
about questions and
Class discussion feedback comments from
contribute to developing both their peers and the
critical and creative instructor. (Abrami,
thinking Bernard, Borokhovski,
Waddington, Wade &
person, (2015)
The original unit There is a problem with We can differentiate Ability grouping promotes
Personal and reflects that grouping when it comes learning strategies and try development in
Social there are some to collaborative work. grouping same ability challenging content and
Capabilities what Between the students students or try groups of gives students an
engagement of with diverse learning mixed ability students and opportunity to work at
the students in styles and needs, there is see how they contribute their level of performance.
classroom effective grouping towards learning but a (Kilgore, 2018)
discussion and strategies that resulted in effective and
collaborative productive learning. For differentiated strategies to
work such as example, high- encourage collaborative Students participate in the
group research performing students do learning and positive learning and making the
task and group not want to work with learning environment. classroom operation
project based lower ability students smooth and effective.
learning that because usually there’s They can advise when the
engage the a behaviour issue Ask the students for lesson is interesting or not,
students to learn attached to them and feedback and listen to difficult or easy for them to
through they are not challenged. their comments regarding follow.
understanding the classroom instructions (Tomlinson, 2014)
and respectful and whether they have
communication. been particularly helpful
 to their learning.

The programs The concern is related to Design a “backward” As UbD unit designs
and activities the assessment being learning for the student. basically include essential
Understanding taught in class developed as the Have a clear intention of questions and assessment
by Design acquire the learning progress. There learning outcomes and techniques as relevant to
students with the is not clear indication state those outcomes in enduring understanding,
skills and that this assessment was the assessment and they help students to see
knowledge they developed using the design programs and the big picture about
needed for the UBD principles and activities that is learning. (Yurtseven &
final assessment. programs and learning challenging, engaging Altun, 2017)
activities catered and integrate learning
toward acquiring strategies that
students with the skills differentiated to suit the
and knowledge needed needs of all the learners.
in the exam.
The problem with this is
the program and
activities taught in class
may not have been a
meaningful learning
experience for the
students and the
learning experience
may not have been
suited their ability and
needs rather
standardized.
Part II: Contextual redesigned program documentation

Context:

This core topic “Personal Finance” is to be taught at Granville South Creative and Performing Arts, Year 9 and 10 Students.

The following are the redesigned concept map, scope and sequence and programs developed based on the current
research to compliment the suggested changes in the comparative table above.

The concept map has been redesigned and color-coded to showcase the areas that the topic will be focusing and how
they make a connection to one another. The scope and sequence has also ben redesigned to give a clear guideline to
the topics that students will be studying. This redesigned scope and sequence will ensure that there is a good coherent
between the topics and students would find it easier to build knowledge upon others.

The programs have been redesigned to meet the requirements listed in the syllabus outcomes. Also to ensure that lesson
activities are differentiated to meet the needs of the diverse learning needs of the students. As well as providing students
with lots of opportunity to learn through the scope of information communication technology (ICT) through which allows
the learning to be more effectives, also allowing the collaboration between the students to improved and to ensure
students are engaged and motivated to learn. The program has incorporated the use of ICT to help the students to
develop skills that they need to become critical and creative thinkers.

The understanding by design framework (UBD) has been taken into account when redesigning the unit of work so that the
skills they acquire throughout the program is preparing them for the final assessment where the students showcase their
knowledge and skills.
Concept Map

This concept map was created using https://bubbl.us/9265835

 Year 9 Commerce, Term 2
Core 1.2: Personal Finance
Redesigned scope and sequence for the term

WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK
10
Earning an Spending Borrowing Responsible Consequences Insurance Sources Laws that Investing money
income and income financial of poor of regulate
saving management financial financial the
Types of income management advice financial
income services
from work
 Unit Outline

Unit: 1.2 Personal Finance

Duration: Term 2 Weeks 1-10
Syllabus Outcomes
A student:
5.1 Applies consumer, financial, business, legal and employment concepts and terminology in a variety of contexts
5.2 Analyses the rights and responsibilities of individuals in a range of consumer, financial, business, legal and employment
contexts
5.3 Examines the role of law in society
5.4 Analyses key factors affecting commercial and legal decisions
5.5 Evaluates options for solving commercial and legal problems and issues
5.6 Monitors and modifies the implementation of plans designed to solve commercial and legal problems and issues
5.7 Researches and assesses commercial and legal information using a variety of sources
5.8 Explains commercial and legal information using a variety of forms
Works independently and collaboratively to meet individual and collective goals within specified timelines
Learn to Learn about Strategies Added/adjusted strategies Added/adjusted
materials
 Identify the Earning an Income SURVEY: How do people Class discussion New concepts in
different types of earn an income? Commerce
income Types of Income - PICTURE STUDY: Use of Teacher can conduct class
 Identify fixed from work, photos to determine discussion on the survey PowerPoint
and variable investments, and various types of income conducted to find out how
expenditure business ventures or SKETCHES: of various people earn their income. ACCC website
ad social welfare types of income done
programs. by students. ICT and collaborative Click View
GROUP RESEARCH: learning
- Types of students to collect a YouTube
income and number of newspaper Working on the computer
it’s definition ads for different types of student can look at job https://www.seek.com.
employment. They are advertising website and au/
to present what the job present what job entails and https://au.indeed.com
entails and link it to link to income. Also list the /Seek-Com-Au-jobs
 income. What factors qualifications that are
influence the income needed. https://www.volunteer.
(e.g. training, location com.au/
etc). Students can also draw up a
table to showcase the
career and types of salary
they get from the career.
They may use software such
as PowerPoint, Microsoft
words.

 Discuss the Spending and BRAINSTORM: Why Assorted literacy: to establish Worksheet
reasons for saving income people earn an income the key terminologies in this Computers
saving and why do they save? topic Scaffold learning
 Investigate the  Expenditure MINMAP: The factors
relationship - Fixed and that influence spending Pair work: Fixed and variable
between variable and saving. ICT/Collaboration expenses
responsible expenses PAIR WORK:
spending and TIMELINE/POSTER: Scenario1: Youtube link to impulse
saving patterns  Spending Students to illustrate the Students are given a buying
at various life patterns and spending and saving scenario where two people’s
stages factors, which pattern of people at income and spending are https://www.youtube.c
influence the various life stages. different. They are to applied om/watch?v=vaKCZ5s
need for saving COMPARISON: students knowledge learned for “fixed bpp4
income, age, to compare products for and variable expenses” and
location, and prices/sizes/services draw up a table recording Impulse buying activity
wealth. (value for money). the expenditure and give sheet
- Responsible Could use mobile phone advise on how they can go
spending and plans or supermarket about saving. A3 papers
saving products for this. Student may use computer Color pens
- Budgeting to draw up the table or Sharpies
and saving scaffold worksheet will be Highlighters
strategy Class discussion provided to help the
- Why save Extra activity: budgeting students with lower ability to Watch this video: How
 money? progress faster. to save money
- Impulse Students work in small
buying (needs groups to produce a Collaborative/class https://www.youtube.c
and wants) budget plan for a friend discussion om/watch?v=GH_JLA-
- Net income who is moving into town. Scenario 2: fkBY
- Saving plans
George saving up to buy a
camera.
Students will work on his
expenditure and saving
plans in a table. Students
discuss why the saving plan
shouldn’t be too restrictive?
Give reasons for their answer.
How then can they keep
track?

ICT/Small group activity:

Students are to work in small

groups to produce a poster
listing wants and needs.
They also would have the
option of producing a digital
poster

Borrowing money ASSORTED LITERACY ICT/class discussion/Literacy Video: Funny money

 Discuss the EXERCISES: To establish and numeracy development man credit card game
reasons for and Reasons for the key terminology in
against borrowing this topic. A few scenarios will be given Activity: question sheet
borrowing Getting a loan INTERNET RESEARCH: Use on the activity sheet and on the video
money types of loans, of websites of banks and they are to access the link
 Evaluate the lending institutions, mortgage brokers to and work on the activity. Power point
 borrowing ability to repay, create a TABLE: Student Computer
options for credit rating to create tables of This activity aims at helping
making a several lending the student understand the
substantial - Reasons for institutions and the types concept of interest and how Link:
purchase and against of loans they have it works. Through the use of http://www.bankrate.c
 Identify specific borrowing available. calculator they will be able om/calculators/credit-
situations in money GUEST SPEAKER: from a to see the bigger the interest cards/credit-card-
which individuals - Cost of credit bank/mortgage rate, the more they will have minimum-
should or should (interest) broker/credit union etc. to pay. The longer they take payment.aspx
not borrow - Secured loans to help elaborate on to pay off the loan, they
money - Unsecured key issues about more interest they will have Activity sheet on
 Compare the loans borrowing. to pay. They will understand calculating the interest
advantages and - Credit rating INTERNET: Use of credit the concept of minimal rates for loan money
disadvantages - Guarantor union information on payment. and credit card
of different types credit rating. Students to
of loans and write a LETTER to a friend
lenders who is about to over
 Identify factors commit himself or herself
affecting an financially. They must
individual’s outline the importance
credit rating of a good credit rating
and the need to avoid
over commitment.

 Use a spread Managing SCENARIOS: of various Numeracy development: Power point

sheet to prepare finances people at different times Collaboration/group Computer
a hypothetical of their life. Students are discussion
household  Features of to DISCUSS the need for Link:
budget which responsible each person to Scenario budgeting http://www.bankrate.c
includes the financial responsibly manage om/calculators/credit-
following management their finances, and the Students will be given a cards/credit-card-
categories:  Budgeting need for record keeping worksheet with a scenario. minimum-
 Income and  Saving and to CREATE BUDGETS They have to work out a payment.aspx
borrowing  Monitoring and for each scenario. budget for a month, monitor
 Fixed and record-keeping DEVELOP A expenses and savings. Activity sheet
variable  Avoiding over SPREADSHEET: (excel) Students will be asked to
expenditure commitments incorporating formulas). give financial advice.
 Saving Students give reasons for
 Monitor and 5 Steps to their advice.
modify the managing your Students in small group
hypothetical finances conduct a presentation in
budget front of the classroom.
1. Calculate your
total income
2. Record your
expenses
3. Total your
expenses
4. Compare your
total income
with your total
expenditure
5. Access your
financial
position
 Identify and  Consequences of CASE STUDIES: of people ICT/inquiry based-learning
critically analyse poor financial who have managed
a range of management their finances poorly 1. Case studies: Students will
strategies to  Financial and have suffered the be given 3 people who have
solve a variety of  Legal consequences. Students had an experience of
financial  Social to DESIGN A BROCHURE: managing their finances
problems advising people of the badly. They are to choose
Consequences of consequences of poor one person and do a
 Discuss the
financial financial management. research on them. An
factors which
mismanagement activity sheet will be given to
may contribute
 Bankrupt them.
to financial
 Repossession
mismanagemen
 Garnished 2. They are to design a
t in particular
 communities  Legal broacher advising people
 Identify the consequences the consequences of poor
consequences  Social financial management.
of the misuse of consequences
credit  Default
 notices
 Credit bureaus
 Financial
counseling

 Identify different  Insurance BRAINSTORM: Insurance, Research task Worksheet

types of what is it and why do ICT - Computer
insurance we need it. Try to Student will use the laptop to
policies and identify the various types look up different insurance
discuss their of insurance people companies that offer
importance might have. insurance services and will
 Health, car, WORDGAMES: To identify study policies.
home, life, the various types of
income insurance.
protection INVESTIGATION: to
continue throughout
topic of each section as
it could be applied to
mobile phones.

MATCHING EXERCISE: Research task: Video: ABC “The Farm”

 Research and  Sources of Students to match the Students will access and ASIC website
report on the financial advice law and the purpose of evaluate financial advice ACCC website
scope of the - The financial the law. provided by arrange of Fair-trading website
financial services services industry: organizations. Choice website and
industry the range of Students will investigate the magazines
 access and organisations and key changes in consumer
evaluate the services laws that protect the Research activity sheet
financial advice offered individuals with questions.
 provided by a  The
range of responsibilities of They are to log in to Google
organisations lenders and classroom. In Year 10
financial advisers Commerce folder, they will Designing a pamphlet
and their legal find “sources of financial
obligations. advice activity sheet”. They
are to download the sheet Bring an example of a
 Discuss the and complete the activity pamphlet
responsibilities of  The laws that within the given amount of Or show them the
lenders and regulate and time. They are to submit their example of the
advisers when monitor the work in Google class. pamphlet online on the
providing financial services computer
relevant industry ICT/collaborative work:
information and Materials needed
advice for - Sharpies
individuals and Students are to design a - Highlighters
community pamphlet informing the - Color pencils
groups consumers about their rights - Newspaper
 investigate the under Financial Services articles
key changes in Reform Act FSRA (2001) - Business
consumer laws magazines
that protect Students can either choose - A4 papers
individuals to design the pamphlet on Print outs
the computer using Microsoft
Publication or Microsoft
Word.

OR they can design the

pamphlet using the external
materials I brought to class.

I didn’t get to teach

 analyse reasons Investing money this topic.
for saving and  Reasons for
 investing and for investing
postponing  - Major
consumption for purchase, extra
future gain income,
 recognise the retirement.
relationship
between risk  Overview of
and return by investment
investigating options
investment - Shares,
options property,
create a superannuatio
portfolio of n, managed
shares using a funds
database
and modify
the portfolio
using
changes in
share prices
Part III: Report of recommendations
To reconstruct the unit using Understanding by Design principles to enhance inquiry based learning, effective
differentiation to meet the needs of all learning, improve sequencing, integrating the use of ICT the classroom to enhance
collaboration, discussion and students engagement in the learning and threshold concept understanding.

This core topic “Personal Finance” was taught to year 9 and year 10 commerce classes at Granville South Creative
and Performing Arts High School in Term 2, 2018. The original unit outline included syllabus outcomes, intended students
learning and a few suggested teaching strategies and scope and sequence that the school provided does not have a
proper cohesive flow to the learning progress. Also the assessment schedule and concept map was not provided which
did not give a clear connection to how this unit fit into the bigger learning content and how the skills and knowledge
developed in this unit fit into the learning outcomes. A clear concept map, coherent scope and sequence and learning
program that cater to the skills and knowledge require for the outcomes of the learning is necessary for a clear progression
in learning and ensuring that learning threshold concepts are being achieved. In this regards, the redesigning of the unit
has been undertaken with focus on programs and learning activities targeting to meet the outcomes to be assessed in the
assessment and moreover, to make the learning relevant, meaningful and engaging to the students (Tomlinson, 2014).
Using the Understanding by Design framework the unit has been redesigned to include essential questions and assessment
techniques as relevant to the enduring understanding, which helps the students to see the bigger picture in about learning
(Yurtseven & Altun, 2017). By redesigning this unit, more engaging and challenging tasks accompanied with effective
differentiation strategies, inquiry-based learning approach tasks and incorporated use of ICT in the classroom will ensure
that students are challenged to think creatively and critically thus encouraging collaborative work between the peers
(Yurtseven & Altun, 2017; Barbour, Kang, Canniffe, Curran & Hargrave, 2016). The redesign of this unit of work is not only to
reflect the skills and knowledge require for the final assessment but also to ensure that the quality of learning is improved.
Therefore, engaging and challenging tasks has been incorporated for the students to practice the skills and knowledge
that they learn in the class and transfer those skills and knowledge in another area of learning or outside of school (Barbour,
Kang, Canniffe, Curran & Hargrave, 2016)
The Understanding by Design (UbD) principle is embedded in sequencing of the lesson. In this redesigned unit, using
Understanding by Design principle also known as “backward” design model has been used to create a cohesive and
effective learning design through which learning activities, instructional strategies and incorporated assessment methods
are all embedded to meet the intended learning outcomes (Almasaeid, 2017). Using this UbD principle, this unit of work is
designed to implement effective learning strategies aimed at improving student learning outcomes however, the unit will
need to be reflected based on the formal and informal assessment feedbacks received and making adjustments so that
the highest quality of learning outcome is achieved (Yurtseven & Altun, 2017). Teacher should be closely monitoring the
learning progress of the students through formal and informal assessments in class so that they may differentiate learning
instructions to meet the individual learners at their level of interest and readiness to learn thus teacher can help the
students develop the skill to think, creative, innovate, reflect, and contribute to the world (Tomlinson, 2014). The significant
of using the UbD principle is that it allows the teacher to be flexible with the way they deliver the content to the students
because they are adjusting the curriculum to meet the needs of the individual rather than expecting the students to
change themselves for the curriculum (Eursery, 2016). This approach has proven to strengthen the growth and ability of the
students (Kilgore, 2018) because the educator is constantly assessing the outcomes of their practices and making
adjustment to meet the needs of the individual students (Tomlinson, 2014). The relevant threshold concepts for the
commerce classroom such as understanding the rights and responsibility of the consumer, the role of law in society in
protecting the individuals, financial independency, knowledge and skills in making an informed judgments towards
management of the finances is discussed through the redesigned unit of work and comparative table.

In the redesigned unit of work, students are provided with different means of expressing their learning such as small
group discussing and small group presentation, working in pair to do research, ICT incorporated learning strategies such as
designing pamphlets, presenting their findings to a research task using power point presentation or multi media
presentation. Also this redesigned unit of work is embedded with effective use of ICT as an effective learning tool as it
allows the students to collaborate (Klimova, 2015) and enhance the productivity as the teaching occurs with a minimal
wastage of effort (Ezugwu, Ofem, Rathod, Agushaka & Haruna, 2016). By having a unit of work that is heavily invested in
the use of ICT for smoother deliver and effective learning tool, teacher can chance at being the facilitator at learning
rather than distributor of knowledge which gives them more opportunity to closely pay attention to a group of students
with diverse learning needs (Bostic & Edward, 2016). However, pedagogy guided by the inclusion of technology does not
necessarily promise a great academic outcomes, it still provides students with the opportunity to collaborate, practice
creativity and flexibility of learning and problem solving skills which are essential to an active participants in the
technologically energized world (Bostic & Edward, 2016; Altinay, Dagli & Altinay, 2016). Developing critical and creative
thinking skills and being independent learners are also important part of being active participants of this 21st century. The
redesigned unit of work and the strategies differentiated and embedded in the program outlines the chance for the
students to develop their creative and critical thinking. When they participate in class discussion, group research or group
collaboration, they are contributing their ideas, their point of view and values as well as listening to other people and
consider their view points and defend them respectfully and agrees with them when the evidence is strong (Wilson, 2016).
This helps the students to develop their personal and social capabilities. Therefore, the redesigned unit has many
opportunity for the students in collaborate with the peers.
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