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It is recognised that effective teaching involves planning.

When we plan a lesson as teachers we decide

what to teach and how to teach it.

Lesson planning is a critical element to teach in order to become a successful teacher. To become an effective
teacher, it is imperative that decisions and planning can ultimately determine teaching. Effective teaching can be
influenced through factors that can enhance knowledge and understanding. For teaching to be effective, it is
essential that a teacher takes in account the professional requirements and the learning needs of diverse students.
To create a balanced and effective teaching, planning is crucial as it can impact the implementation of content.
This can be encouraged through the use of Board of Studies syllabus, knowledge to educate diverse student with
learning needs, previous assessment data and the National Professional Standards for Teachers. Through these
factors, teachers will be able to plan a lesson and decide on the content and application of the curriculum. With
the syllabus used as an outline of content, the National Professional Standards for Teachers provides an outline
for teachers to ensure they have applied applicable knowledge and skills which ensures a high quality of
professional outcomes. Also, with the use of previous assessment data it further acknowledges content and skill
development in future planning and teaching to cater to all students. If an educator designs a lesson plan, it can
promote students to think, interact as it aids skills. This will be analysed through a Year* Lesson plan which
will determine if these factors are vital to designing an effective lesson plan. However, as an educator, it is their
skills and knowledge that is dependent to plan and provide effective content. It is the educators abilities and
knowledge to integrate the syllabus into their lesson planning to successfully educate students.

To base a lesson plan, the Board of Studies syllabus and Australian Curriculum is necessary to its effectiveness.
The Board of Studies focus on bringing together the curriculum, teaching, assessment, registration and policy
functions (Board of Studies, 2016). The Australian Curriculum is a primary element within education which
has a major impact upon what teachers teach and determines what, how and when to teach (Clarke &
Pittaway, 2014, p.75-89). As an educator it is significant to explore the diverse ways of content to support and
create an effective lesson plan. Curriculums aim to support planning, focusing on teaching and learning
activities. The Curriculum guides teachers to be familiar of the content before they start programming,
developing units of work and planning lessons (Clarke & Pittaway, 2014, p.89). Similarly, the use of the
syllabus is also significant to lesson planning. The syllabus raises awareness of diverse students. Educators
must be attentive of students who are of learning needs whether it may be their literacy levels or the
student having learning disabilities. The syllabus is a document created to guide and prepare an
educator on what content is to be taught during a class, during on the discussion and knowledge of the
subject. The syllabus highlights many factors that will be presented in the class such as the
expectations, materials and learning outcomes. The use of the syllabus is fundamental to an educator
as they are able to integrate the content and expectations and are able to perform it into an effective
lesson plan. As the syllabus emphasizes on the expected learning outcomes of the student, the
educator is able to create her lesson plan on their own perspective and how they may find suitable to
teach their students. The importance of a syllabus is emphasized by Parkes & Harris (2002), which
state that A syllabus can serve as a guide to the instructor as much as a guide to the class (p.59).
This accentuates the importance of a syllabus and the effectiveness it has on an educator integrating it
into their lesson plan as it serves as a powerful learning tool.

As an educator, it is vital that you are catering and meeting the diverse needs of students within the
classroom. Within a classroom, different students may experience diverse learning stages, literacy
levels and learning disabilities. With the help of the syllabus stating the student outcomes, educators
are able to identify the issues that may arise with their students. Within the lesson plan the educator
must provide a guide structure of the content for all students to successfully understand and engage
with the content. It is the educators responsibility to recognise the diverse needs and abilities of their
students and to apply methods of effective teaching which may involve activities that promote a
engaging and creative atmosphere (Clarke & Pittaway, 2014, p.245). The diverse needs of a student
may challenge the educator. However, it is up to the educator to implement strategies to overcome the
issues that may arise within their lesson plans. It is vital that educators act upon individual differences
within the classroom as they need to develop creative and flexible strategies to ensure that all
students are included and able to participate (Clarke & Pittaway, 2014, p.263). If an educator fails to
provide support, this can potentially impact the students negatively, and will limit their capabilities
and learning skills. As educators Eisner (2005) recommends that we must create a classroom
connectedness in order to have an effective environment for all diverse students (p.18).

When creating an effective lesson plan, it is essential that the educator acknowledges previous assessment data.
Previous assessment data can provide useful information regarding a students strengths and weaknesses of
skills and content (Carke & Pittaway, 2014, p.308). This gives teachers opportunities to develop knowledge on a
students previous assessment data and highlight their skills and knowledge as it is beneficial to students
development as well as the educator (Timperley, 2009, p.24). Assessments are given to students to enhance their
self-esteem, to create individual targets, monitor learning and progress and to motivate students (Clarke &
Pittaway, 2014, p.308). With previous assessment data being influenced on lesson planning it reveals a clear
judgment of the educators teaching. Previous assessment data can provide valuable diagnostic information for
the educator. The educator will be able to underline what content was or was not understood and if their method
of teaching is successfully and effectively engaging with the students needs on all levels (Clarke & Pittaway,
2014, p.308). It is important that the educator monitors their students development and analysing whether their
lesson plan is effectively influencing student growth.

The National Professional Standards for Teachers is an outline of an educators role and practices within a
classroom. AITSL (2014) have implemented standards into three domains of teaching of Professional
Knowledge, Professional Practice and Professional Engagement. These practices are beneficial as it impacts an
educators ability to successfully teach and have an effective lesson plan.