Lesson Plan 1

Topic area: Stage of Learner: Syllabus Pages:

Workplace safety Stage 5 P24-25
Date: Location Booked: Lesson Number: 10/21
25/7/2017 Y10-1 Classroom
Time: 60 minutes Total Number of students Printing/preparation
24 Name roll, worksheet *48
Internet-access computers *15

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson assessment Legal issues relating to the - Identify ethical and unethical
5.1 applies consumer, financial, - pre-assessment: to workplace workplace practices and
business, legal and employment gain students’ prior - occupational health and investigate the impact of these
concepts and terminology in a variety knowledge on the topic safety practices on individuals
of contexts - anti-discrimination and
- students’ self- unfair dismissal
5.9 works independently and assessment on today’s - redundancy and retaining
collaboratively to meet individual and lesson to identify - privacy
collective goals within specified learning progress - outsourcing
timelines - piecework

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
- literacy - students are required to work in pairs and groups
collaboration and communication skills are required
- Critical and creative thinking
- self-regulation
- ethical understanding

- personal and social responsibility

Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something that 1.3 Problematic 1.6 Substantive
requires active construction and requires students to engage in higher-order thinking and to knowledge communication
communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work criteria 2.5 Students’ self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.2 Engagement 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students and 2.3 High Expectations
among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
1.4 higher-order Students are given challenging activities which requires high level of thinking and critical thinking ability. Open-
thinking ended questions in Activity 2 allows student to think both sides of an issue critically. Searching information from
the internet also helps students to enhance their higher- level thinking ability since they need to identify which
information is relevant to the question and which is not.
2.6 engagement Different forms of engagement take place in the class, students work independently, work in pairs and work
within a group. Students are given lots of opportunities to get involved in class activity. Besides, sharing ideas and
thoughts with the class is another way to engage students.
3.5. In this lesson, teacher integrates the real world into the class. Ask students to search information from SafeWork
connectedness web gives students the opportunities to make connection between what they have learnt about workplace safety to
how the real world deal with workplace issues. By going through the web, students are able to find out
information about what needs to be done to prevent safety issues and what steps to take if safety issues occur.
 Time Teaching and learning actions Organisation Centred
T/S
5mins As the bell goes, teacher stands by the door Teacher: Teacher
- stands by the door greeting students
Welcomes students as they walk into the - after everyone sits, stands in front of the class,
classroom and asks them to sit in their marking roll and make eye contact with the
allocated seats quietly. student as they answer
- explain topic and learning intention
Teacher marks the name roll.
Student:
Teacher turns on PPT - sit on their allocated seats
- have their class-related materials ready on the
Explains today’s topic and learning intention desk

Resources
- roll , computer, projector, PPT
10mins Activity 1: Independent Task Teacher: Student
- distribute activity sheet
Teacher handouts the worksheet – “The - read out instruction
language of work” and explains to the class - set time
that the purpose of this activity is to assess - circulate the classroom, check what students
students’ prior understanding of this topic and have put down on the worksheet
to draw their attention on the - check answers with class
concepts/terminology for the rest of the class
as well as the future study. Students:
- sit on their seats quietly while teachers are
Set time for 6mins distributing the activity sheet
- work independently
After students finish, teacher goes through - participate in answering/sharing answers
answers with students - checking answers

Students marks their own paper Resources:

- work sheet “The language or work”
Students record their mark on the “record
sheet” that is sticked on the wall.

Differentiation
For those who finish earlier, think of real life
example for those terms in bold.
25mins Activity 2: Group task
Put students into a group of 4 and hand out
worksheet
Teacher tells students that they are going to
watch 3 video clips and attempt the open-
ended questions on the worksheet
Teacher goes to youtube and plays video clip
Students are required to take notes while they
are watching
Discuss what they have written down with
their groups.
Teacher: Student
- assign groups
- play Video clips and handout worksheet.
- teacher walk around the classroom, discuss with
each group and ask for their ideas and thoughts.
Further explanation and instruction will be
provided it necessary.
- lead class discussion
- give feedback
Students:
- sit with their assigned groups
- take notes while reading and watching
- discuss with their group members
- participate in class discussion

Ask students to share their thoughts to the Resources:

class. - computer
- projector
Differentiation: - worksheet
Video clips are provided for visual learners - Youtube link
and auditory learners. 1.outsouring
https://www.youtube.com/watch?v=vFH71CkKowU
2. discrimination
https://www.youtube.com/watch?v=HJ3PQINTifg
3. workplace safety
https://www.youtube.com/watch?v=s0CGgjQOC00&list=
PLAaiq7apU7kcPETXY7fYDN7ED6JRs6SMr
15mins Activity 3: pair work Teacher: Student
- put students into pairs
Teacher puts students into pairs. - handout worksheet
- circulate the room, make sure students are using
Teacher handouts worksheet “Occupational the computer for learning purposes & make sure
Health and Workplace safety” all computers are working properly & students
are able to access the website
Teacher instructs students to use classroom
computers Students:
- work collaboratively with their partners
Teacher repeats the rule/ policy of using - complete worksheet
computers - use computer properly
- participate in class discussion
Teacher gives students web link
Resouces:
Teacher Sets time for 10mins - worksheet
- laptops/PPT
Students share answers - web link
http://www.workcover.nsw.gov.au/
Differentiation: http://www.antidiscrimination.justice.nsw.gov.au/
For students who finishes earlier, they can employers-and-managers/anti-discrimination-
navigate the website and have a look at what law-and-employers
some other information they can find from the
web, how well is the web being designed?

5mins Teacher wrap up today’s class. Ask the class Teacher: Teacher/Student
for 5 take home messages - conclude the class
- ask for take home message
Teacher tells students they will be focus on - reminds students to assess themselves
workplace discrimination and anti-
discrimination law tomorrow.
Students:
Teacher reminds students to complete their - give 5 take home messages to teacher
self-evaluation. Students need to consider - start to prepare for their self-assessment
- what have I learnt from the lesson? (in
relation to content) Resources:
- how well did I lean?
- what are some areas that require
improvement?
- what did I learn from others today.

Differentiation
Self-assessment can be done in any forms,
depends on students’ preference. For creative
learners, they can use painting, drawing, or
poems. For cognitive gifted student, they can
use diagram, charts,% and etc.
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
I feel quite overwhelming when I am preparing for the first lesson plan. There is too much to consider in one lesson, e.g.
classroom management, students’ engagement, differentiation, literacy and numeracy, use of ICT, depth of teaching and
learning, time management, etc.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

5.1 Teacher assesses students’ prior knowledge of workplace safety at the
beginning of the class. This allows teacher to see what students have
already known so that repeating practice can be avoided.

Giving students the glossary – “The language of work “also allow

students to refer back if needed.
Besides, glossary terms occur repeatedly during the whole class, it is easy
for teacher to see if any student has misunderstanding of the terms.
5.9 Students are required to work both independently and collaboratively.
While they are working, teacher circulate the room to see if students are
actively participating in the tasks.

If any student is left out in a group discussion or pair work, then the
teacher needs to group them into a different group or set them up with
another student for the next time.

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 Evidence within this lesson

Standards
1.2 understand There are different forms of tasks taking place during the class, for example, independent
how students work, pair work and group work. It helps teacher to better understand student’s preferred
learn learning style. Also there are open-ended questions, research activity and class discussion
which gives students more opportunities to participate. It means if one student does not
perform well in one method, there are other options they can try.
2.6 Information Students use internet- accessed computer to search information online. It enhances students
and critical thinking ability since they need to be able to identify what information is relevant to
communication the questions.
technology
(ICT)
4.5 Use ICT Before students using classroom computers, teacher reads out the school rules/policy that
safely, regards to students’ use of ICT. During the time that students are using ICT, teacher
responsibly and circulates the room to make sure that student are using computers properly and for learning
ethically purposes only.

WHS
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?

Teacher must ensure that all students’ school bags are put away in lockers.
It helps to minimize the risk of students or teacher tripping over by school bag straps. It also gives students more
space on their desks.

When using classroom computers, teacher needs to make sure that students are sitting with the correct posture so
that students will not experience back pain, neck pain and etc.

References (In APA)

You must list all references that you have used for the content and resources of this lesson in this space.

Board of Studies NSW. (2003). Commerce K-10 syllabus. Sydney: Board of Studies NSW. Retrieved from,
http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/hsie/commerc

Stephen, C., & Malcolm, F. (2005). New concepts in commerce (118-121). Queensland: John Wiley & Sons Australia, Ltd.
Stephen, C., & Malcolm, F. (2005). New concepts in commerce worksheet (4.5). Queensland: John Wiley & Sons
Australia, Ltd.

Stephen, C., & Malcolm, F. (2005). New concepts in commerce worksheet (4.6). Queensland: John Wiley & Sons
Australia, Ltd.

Resources Attached:
Please see below

Lesson PPT slides

ACTIVITY 1 – Independent task

a) Matching the following terms with the correct definition

b) For those terms in bold, think of examples in real world.

Ultraviolet radiation a) Any machinery, equipment or tools used at work.

Regulation b) An individual who works under a contract of employment or

apprenticeship.

Risk c) Products that can harm a person’s health causing illness, injury or
disease. For instance, cleaning solvents and hairdressing chemicals.

Risk management d) When a particular job a person is doing is no longer required to be

performed, usually due to technological changes

Personal Protective Equipment e) A person who employs persons under contracts of employment or
(PPE) apprenticeship.
 Hazard f) To treat somebody differently or less favourably because of her or his
personal characteristics, such as sex, nationality, religion

Duty of Care g) The responsibility of the employer to look after the health and safety of
people at work.

Manual handling h) The probability that harm might come to a person.

Hazardous substance i) The contracting of some organizational operations to outside suppliers

Plant j) Rays of the sun that can damage the skin and cause skin cancer.

Employee k) A specific part of the Occupational Health and Safety Law that details
how to carry out work safely.

Employer l) Equipment used by workers to protect them from hazards in the

workplace. Equipment includes safety boots, gloves, goggles, aprons and
sunscreen.

Discrimination m) Anything that might cause harm to a person.

Pieceworkers n) People who are paid according to the number of items they make

Redundancy o) The process of managing risks caused by hazards in the workplace. Risk
management involves hazard identification, risk assessment and risk
control.

Outsourcing p) The lifting, lowering and moving of objects by a person. For instance,
carrying boxes or house bricks.

Place of work q) Premises where persons work.

ACTIVITY 2 – group task

Watch video clips and answer the following questions

Question 1 (video clip #1)

From your understanding of outsourcing, will you support and against “outsourcing?”, give reasons for your answer.

Question 2 (video clip #2)

What have you learnt about discrimination at workplace from this video clip? Why do people have discrimination towards a
certain group of people at workplace? How do you feel about this business?
Question 3 (video clip #3)

Why is workplace safety important? And what impact does safety issues have on different groups of individual in a
business?

Activity 3 – Work in pairs

Go to http://www.workcover.nsw.gov.au/, study the information under the heading “SafeWork NSW” and complete the
following questions.

1. What is the role of SafeWork NSW?

2. What is the obligation of employers and workers (Hint: it is set out in the Work Health and Safety Act 2011
 Lesson Plan 2

Topic area: Stage of Learner: Stage 5 Syllabus Pages:

Anti-discrmination P24-25
Date: 27/07/2017 Location Booked: Y10 -1 Lesson Number: 11/21
Classroom
Time: 60 minutes Total Number of students 24 Printing/preparation

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson assessment Legal issues relating to the - discuss the extent to which
5.1 applies consumer, financial, workplace anti-discrimination laws protect
business, legal and employment - quiz on what students - antidiscrimination individuals in the workplace
concepts and terminology in a variety learnt from last lesson
of contexts
Peer- assessment
5.2. analyses the rights and - students evaluate other
responsibilities of individuals in a groups presentation
range of consumer, financial, business,
legal and employment context

5.9 works independently and

collaboratively to meet individual and
collective goals within specified
timelines.

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
- literacy - students are required to work in pairs and groups
collaboration and communication skills are required
- Critical and creative thinking
- complete work and present to the class
- ethical understanding Presentation skill is required

- personal and social responsibility - self- regulation

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something that 1.3 Problematic 1.6 Substantive
requires active construction and requires students to engage in higher-order thinking and to knowledge communication
communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work criteria 2.5 Students’ self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.2 Engagement 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students and 2.3 High Expectations
among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
1.4 higher order Problem- based learning helps promoting students ability of higher order of thinking, because it helps to draw
thinking students’ attention to deep understanding and knowledge and it also helps students to explain, define and process.

2.1 explicit Students are given clearly criteria for how to mark the presentation. by doing this, students develop the
quality criteria understanding of how they could do to achieve the outcomes.

3.4 inclusivity during the problem-based learning activity, each students is given a role, every single students must contribute to
the group work. teacher circulate the room while students are preparing for the presentation, make sure that
everyone is engaging.
Time Teaching and learning actions Organisation Centre
d
T/S
5mins Greeting students as they walk into the classroom and instruct them Teacher: Student
to be seated in their allocated seats and make sure they put bags - welcomes students
under the desk. - handout quiz
- go through answers with students
Handouts quiz.
Students:
Peer check - enter classroom
- work on quiz
- correct answers

Resource:
- quiz
50mins Teacher explains today’s topic and learning intention. Teacher: Student
- divide group
Assign students into 5 groups. - introduce activity purpose
- handout marking criteria sheet
Teacher explains the aim of this purpose is to assess students’ - circulate the classroom, discuss topic
ability to analyse discrimination at workplace, their ability to with each group, share ideas and
correctly address the issues by using appropriate approaches and thoughts, make sure every student is
their ability of searching information online engaging.
- Give further explanation and
Each group picks up a random scenario card. demonstration if necessary
- make sure students are using computers
Teacher explains to students that they need to produce their safely and for learning purpose only.
answers into a presentation, the way to present depends on their - make sure students are using scissors
choices. For example properly, and keep scissors at a safe
- Powerpoint place.
- Powton - lead discussion
- Role play
- posters, etc. Student:
- pick up a card
Each group’s work will be assessed by their peers. - participate on the task collaboratively
- inquire further explanation and
Teachers hand out assessment criteria sheet, briefly explain it. demonstration if necessary
- present their work to the class
This activity will take around 50 mins. - mark presentation for other groups
- make sure every group member is
Differentiation making contribution
Students choose the way they want to present, every student is
taking different role in the group which best suits their ability. Resources:
- scenario cards, computers, projector, A4
paper, markers, glues, scissors, coloured
pens.
- hint: anti-discrimination law and
employment
5mins Teacher wraps up today’s lesson, asks students for 5 take home Teacher: Student
messages - asks for 5 take home messages

Thanks students for their effort for the presentation Students:

- give 5 take home messages
Ask students to finish self-assessment task for homework.

Teacher dismisses the class when the bell goes.

Reflection
What have I learned about the teaching and learning process when preparing this lesson?

Time management is very important to teaching. It is important for teacher to make sure that students are able to complete
assigned tasks in a timely manner, so the class can move on.

How am I measuring the outcomes of this lesson?

5.1 Terminology regards to discrimination at workplace will be the focus of the task. students must be able
to apply the term to the issue so that they can move on.
5.3 For the task, students need to look at the extent to which anti-discrimination laws protect individuals in
the workplace. It helps them to think critically. E.g. does the law work effectively? What kind of
discrimination behaviour is not against the law.
5.9 Students are required to work as a group and prepare for a presentation. it gives students the chance to
share ideas and thoughts. It also gives students the opportunities to develop their communication and
collaboration skills.
Teacher makes sure that every student in a group is making contribution to the group.

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 Evidence within this lesson

Standards
2.6 Information Students use internet- accessed computer to search information online. It enhances students
and critical thinking ability since they need to be able to identify what information is relevant to
communication the questions.
technology
(ICT)
4.5 Use ICT Before students using classroom computers, teacher reads out the school rules/policy that
safely, regards to students’ use of ICT. During the time that students are using ICT, teacher
responsibly and circulates the room to make sure that student are using computers properly and for learning
ethically purposes only.

WHS
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?

Teacher must ensure that all students’ school bags are put away in lockers.
It helps to minimize the risk of students or teacher tripping over by school bag straps. It also gives students more
space on their desks.

When using classroom computers, teacher needs to make sure that students are sitting with the correct posture so
that students will not experience back pain, neck pain and etc.

Teacher should remove any scissors that are not attempted to be used.

Alert students to use scissors carefully and return them to the teacher as soon as they finish.

References (In APA)

You must list all references that you have used for the content and resources of this lesson in this space.

Resources Attached:
You must list all the resources that you have created or found in this space.

Board of Studies NSW. (2003). Commerce K-10 syllabus. Sydney: Board of Studies NSW. Retrieved from,
http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/hsie/commerc

Employment discussion scenarios. (n.d.). Retrieved August 10, 2017 from

http://www.equalityni.org/ECNI/media/ECNI/Teaching%20resources/Employment-Discussion-Scenarios.pdf
Activity 1 – Quiz
Write down the term for each definition

r) Any machinery, equipment or tools used at work.

s) An individual who works under a contract of employment or

apprenticeship.

t) Products that can harm a person’s health causing illness, injury or

disease. For instance, cleaning solvents and hairdressing chemicals.

u) When a particular job a person is doing is no longer required to be

performed, usually due to technological changes

v) A person who employs persons under contracts of employment or

apprenticeship.

w) To treat somebody differently or less favourably because of her or his

personal characteristics, such as sex, nationality, religion

x) The responsibility of the employer to look after the health and safety of
people at work.

y) The probability that harm might come to a person.

z) The contracting of some organizational operations to outside suppliers

aa) Rays of the sun that can damage the skin and cause skin cancer.

bb) A specific part of the Occupational Health and Safety Law that details
how to carry out work safely.

cc) Equipment used by workers to protect them from hazards in the

workplace. Equipment includes safety boots, gloves, goggles, aprons and
sunscreen.

dd) Anything that might cause harm to a person.

ee) People who are paid according to the number of items they make

ff) The process of managing risks caused by hazards in the workplace. Risk
management involves hazard identification, risk assessment and risk
control.

gg) The lifting, lowering and moving of objects by a person. For instance,
carrying boxes or house bricks.

hh) Premises where persons work.

Activity 2- scenario cards

Scenario 1 - Airline Employee Jeff works for an airline. One of the perks of
the job is a discount card for travel on any of the company’s flights. Jeff’s
married colleagues were given discount cards so that their wives or husbands
could also get discount travel on company flights. Jeff who is in a civil
partnership asked for a card for his partner. The company refused saying that
this privilege is only available to the wives or husbands of married employees.

Scenario 2 – Withdrawn Job Offer I applied for a job recently and was asked
to attend for interview. I got a follow-up phone call to say that I had scored
the highest marks and would be sent a written job offer. The caller said that
they would want me to start work at the beginning of April. I told them that I
could start as soon as they wanted and that I was delighted because I will
really need the money when my baby is born at the end of August. I got a
letter the following week telling me that my application had been
unsuccessful.

Scenario 3 – Timber Company applicant I applied for one of two posts of sales
representative in a local timber company. As I have 30 years experience in the industry I
felt that I was a strong candidate for one of the posts. The advertisement specifically
stated that candidates needed to have “youthful enthusiasm” and when I telephoned the
company to express my interest, I was asked my age. On hearing that I was 58 years old
the Company Director commented that I was the same age as he and asked whether I
thought I still had the drive and motivation to be successful in the trade. During the first
interview I was again asked to convince the Director that I still had the drive and
motivation to be successful in a sales position and that I am still hungry enough to succeed.
I was invited to a second interview with this director and another director who remained
passive for most of the interview and did not engage in two-way conversation with me. I
was asked questions again referring to my age and the following week I received a letter
stating that my application had been unsuccessful.
 Scenario 4 – Turkish employee I came from Turkey to live in Northern Ireland and was
employed as Store Manager at an offlicence. For over a year 2 customers swore at me and
called me obscene names every time they came into the shop. They told me to “go home”
and said that Turks were taking Northern Ireland people’s jobs. I told my boss and the
company’s Human Resources people about this but I was advised not to contact the PSNI
in case it became a community problem. I was told that if I contacted the PSNI it would
not be good for me or for the company and that I would probably have to leave my job
and my home. They told me that the two customers could not be prevented from coming
in and that when they did I should hide in the back of the shop. Because the lock on the
back gate of the premises was broken and the security lights were not working I was afraid
to go out to the back store at night. One night an armed masked man came through to the
back of the shop and grabbed another male member of staff. I believe that he thought it
was me, and that it had been arranged by the 2 customers who were abusing me.
I resigned because I was worried for my safety and because the company refused to do
anything about the abuse or transfer me to another location

Presentation marking key

1 2 3 4 5

The scenario is
well explained
The issues is
correctly defined
The issue is well
addressed
Employees right
& responsibility
is well defined
Presentation is
well delivered
Collaboration is
adequate
Presentation skill
is well developed
Comment:
 Lesson Plan 3

Topic area: Unions Stage of Learner: S5 Syllabus Pages: 24-25

Date: 28/07 Location Booked: Y10-1 classroom Lesson Number: 12 /21

Time: 60 minutes Total Number of students 24 Printing/preparation

- worksheet *24
- internet- access classroom computers
*15

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson assessment - the role of unions - identify the role of unions
- pre-assessment on
5.7 Research and assesses commercial students’ prior
and legal information using a variety of knowledge of union
sources and employees group

5.9 works independently and

collaboratively to meet individual and
collective goals within specified
timelines.

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
- Numeracy - students are required to work in pairs and groups
collaboration and communication skills are required
- Critical and creative thinking
- Self-regulation
- ethical understanding

- personal and social responsibility

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something that 1.3 Problematic 1.6 Substantive
requires active construction and requires students to engage in higher-order thinking and to knowledge communication
communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work criteria 2.5 Students’ self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.2 Engagement 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students and 2.3 High Expectations
among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
1,4 higher order Students are required to conduct open-ended questions which helps them to develop high level of thinking ability.
thinking Students need to go deeper behind the superficial level to identify the reasons why the number of people join
union dropped, etc.
Students are assigned to challenging tasks which motivate them to participate.
2.2. Engagement

3.5 connectedness Students have the chances to look at the number of complaints received by unions and calculate the number of
complaints from each sectors. It helps students to have a overlook of what real workforce look like.
Time Teaching and learning actions Organisation Centr
ed
T/S
2mins Greeting students as they walk into the classroom and Teacher: T
instruct them to be seated in their allocated seats quietly. - welcomes students
- mark roll
Mark name roll
Student:
- walk into the classroom, sit quietly
- acknowledge their attendance when their
names are called

Resources:
- name roll
3 mins Explain to the class that today’s lesson focus will be on Teacher T/S
“union” - assess student’s prior knowledge

Understanding students’ prior knowledge of laws in the Student

society by asking - share their knowledge
“does anyone know what a union is? What is the role of
it?

20mins Watch a video clip that shows the history of a union. Teacher: S
- play video clip
Students need to take notes while they are watching - advices students to take note

After watching, students work in pair, to complete a Student:

story tell to show the establishment of union, and stick - watch video clip & take notes
their story line/time line on the classroom wall for - work in pair to develop a story line/time line
display.
Resources:
differentiation - video clip link
- student can use drawings, songs, poetry to present their https://www.youtube.com/watch?v=gPPeDO4d
work. MRA&t=26s
- pens & papers
- coloured pen/paper
20mins Teacher explain the next activity is to look at the change Teacher: S
of the number of union membership in recent years. - put students into pair
- handout worksheet
student work in pairs to complete the question. - circulate the classroom while students are
working on the task, provide scaffold if
share answers to the rest of the class necessary
- make sure students are using computer for
learning purposes only, and sit with fit posture

Student:
- work with their partner
- work on worksheet

Resources:
- classroom internet access computers
- worksheet
- link http://www.abs.gov.au
10mins Class discussion Teacher: S
- shows question
Teacher shows questions on PPT - lead class discussion

Students share ideas Student:

- participate in class discussion

Resource:
- PPT slide
5mins Teacher wraps up today’s lesson, asks students for 5 take Teacher: T/S
home messages - asks for 5 take home messages

Reminds students to finish self- evaluation Students:

- give 5 take home messages
Teacher dismisses the class when the bell goes.
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
It is very true that teacher plays a role of facilitator rather than a “dictator”. I think it is good to give students lots
of self-learning opportunities, but it is also important to make sure that they work effectively.

How am I measuring the outcomes of this lesson?

Learning Method of measurement and recording

Outcome
5.7 Students are given access to internet and website to figure out what union is, what role
union plays and the change of the number of union membership.
This research activity helps students to have a better understanding of how union works.
5.9 Students are assigned with group tasks. It gives students the chance to work with others,
promote their interpersonal skills and broaden their horizon.

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 Evidence within this lesson

Standards
Literacy and Students numeracy ability is developed when they are required to read tables, look at
Numeracy the % of union membership at different ages, and to identify the trend of the number of
union membership.
2.6 Information Students use internet- accessed computer to search information online. It enhances
and students critical thinking ability since they need to be able to identify what information is
communication relevant to the questions.
technology
(ICT)
4.5 Use ICT Before students using classroom computers, teacher reads out the school rules/policy that
safely, regards to students’ use of ICT. During the time that students are using ICT, teacher
responsibly and circulates the room to make sure that student are using computers properly and for learning
ethically purposes only.

WHS
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?

Teacher must ensure that all students’ school bags are put away in lockers.
It helps to minimize the risk of students or teacher tripping over by school bag straps. It also gives students
more space on their desks.

When using classroom computers, teacher needs to make sure that students are sitting with the correct posture
so that students will not experience back pain, neck pain and etc.

References (In APA)

You must list all references that you have used for the content and resources of this lesson in this space.

Board of Studies NSW. (2003). Commerce K-10 syllabus. Sydney: Board of Studies NSW. Retrieved from,
http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/hsie/commerc

Stephen, C., & Malcolm, F. (2005). New concepts in commerce (118-121). Queensland: John Wiley & Sons
Australia, Ltd.

Resources Attached:
You must list all the resources that you have created or found in this space.
Activity sheet
Go to http://www.abs.gov.au find out the total number of union membership for each year for the past 10 years.
Calculate the % change of the number of union membership for the past 5 years. What is your observation? Justify
your answer.

PPT slide – class discussion

 Justification

Overview

The school I prepared the lesson plans for is a co-ed selective high school in Sydney. Lesson plans are

designed to meet high-achieving students’ learning needs and help them to achieve their full potential. Lessons are

prepared by using backward mapping method, which means learning outcomes are identified first, then meaningful

assessments and learning process is developed to fulfil students’ achievement. With a clear learning outcome,

instructional activities that are used to support learning and engagement are developed to promote students’ higher

level of thinking process in the class. Moreover, teachers’ teaching strategies are in accordance with Australian

Professional Standards for Teachers (APST) and Quality teaching model (QT model).

High expectation

To be able to teach effectively, high expectation must be communicated explicitly to students. Wendel and

Heiser (1989) claims that teacher’s demand of high quality work from their students promote students’ personal

involvement in learning as well as their creativity. Moreover, NSW quality teaching model (Gore, 2007) also

suggests that high expectation from teachers promote students’ engagement in challenging and stimulating tasks.

Therefore, at the beginning of each lesson, learning intention is communicated explicitly to students so that they

know what they are going to learn and what skills they are going to gain by the end of the lesson. More

importantly, articulating the learning objectives helps directing students’ attention to the learning.

Differentiation

According to Castejón, Gilar, Miñano and González (2016), gifted students can be clustered into 4 types –

gifted achievers, cognitive gifted, creative gifted and high achievement and cognitive gifted. Therefore,

implementation of differentiated teaching strategy and provision of assistance become imperative to meet the

needs of individual gifted and talented student.

Based on their research, in the lesson plan, activities such as brainstorm and mind maps are designed to meet

the needs of high achievement and cognitively gifted students. For those creative and gifted achievers, activities

like open-ended discussion, problem-based learning are designed to give students more autonomy and enhance

their creativity skills. For cognitively gifted students, content needs to be transmit from concrete to abstract so that

it helps promoting their abstract thinking skills.

Assessment

Australian curriculum, assessment and reporting authority (ACARA, 2016) states that gifted and talented

students should be enriched by in-depth learning and given opportunities to develop their high order thinking skill

as well as their critical and creative thinking ability. Hence, learning outcomes in the Syllabus are deliberately

chosen for each lesson.

Bloom Taxonomy model suggests that learning process should encourage higher forms of thinking, such as

analyzing, synthesizing and evaluating instead of rote learning. Additionally, Spindler (2016) also suggests that for

gifted students, the learning outcomes become abstract, complex, open and multifaceted, which requires greater
learner independence. Therefore, lessons involve a range of challenging learning activities that focus on students’

development of higher-order thinking, critical thinking skill and independent learning, such as open-ended

questions, problem solve and roleplays. Zumda, Ullman and Curtis (2015), and Venville and Oliver (2014) believe

that for advanced students, these kinds of activities support students developing deeper and more lasting

knowledge in an engaging environment as well as their thinking skills and cognition development.

Problem-based learning is the main activity designed in lesson plans. Problem-based learning allows students

to engage in complex situations in real world. While working on a problem-based learning task, students develop a

deep understanding of the subject as well as their higher order thinking and critical thinking ability. Through

problem-based learning, students are able to achieve the final learning objectives.

Use of ICT

One of the strategy that used to engage students is the use of ICT. Advanced technology empowers students

experience of learning and develops the class into a more student-driven learning environment. Moreover,

technology plays an important role in supporting gifted students’ needs for learning and development

(Periathiruvadi & Rinn, 2012). Technology provides gifted students the chances to assess unlimited information, to

locate, analyze and synthesize information, and to develop their creativity and higher- level thinking ability. For

example, in the lesson plan, gifted students use technology to collect, integrate and present information by creating

multimedia projects such as Powerpoint, and powton. Apart from that, when students are searching information

from the internet, their critical thinking ability is developed to evaluate the authentication, validity and relevance

of the content of the information. This is also in accordance with the Australian Professional Standard for teachers

- graduated teachers are expected to “implement teaching strategies for using ICT to expand curriculum learning

opportunities for students (APST,2011).

Feedback

Feedback has been considered as one of the most important aspects for learning, so a variety of feedback is

provided in the lesson plan. Kulhavy (Hattie &Timperley, 2007) explains that feedback and instructions are

intertwined. It means feedback, itself should be used as an instruction. In other words, feedback has no effect

unless it is used to address a learning context. According to Hattie and Timperley’s design of feedback structure.

Students are going to be asked the main questions: what are the goals? What progress is being made toward the

goals? And what activities need to be undertaken to make better progress? (Hattie &Timperley, 2007)

Pre-assessment is conducted to indicate students’ interests in learning a certain topic and their prior

knowledge of this topic. It avoids spending time on repetitive practicing of skills, knowledge and understanding

that students have already grasped.

Student self-assessment transit students from passive learners to active learners. Asking students to write a

diary after every lesson helps them to reflect on their performance, identify their strengths and weaknesses and

areas where improvement is needed. Such evaluation helps students to reinforce their own learning and promote
their ability to justify. More importantly, from a long term perspective, it helps students to trace their learning

progress.

Peer assessment enhances students’ deep learning because students must fully understand the assessment

question and the assessment criteria so accurate and valuable evaluation can be made. Moreover, reviewing peer’s

work gives student an opportunity to learn from others weaknesses and successes. Furthermore, peer assessment

helps to enhance students’ personal development and affective disposition, such as independence and confidence.

In conclusion, the lessons are aiming at leading students to achieve learning outcomes that set out in the

Syllabus. Although there is no perfect lesson plan, the most important task is to help students achieve their full

potential.
Reference

Australian Curriculum, Assessment Reporting Authority. (2013). Curriculum Design Paper Version 3.1

Retrieved from

https://acaraweb.blob.core.windows.net/resources/07_04_Curriculum_Design_Paper_version_3_1_June_20

12.pdf

Australian Institute for Teaching and School Leadership (AISTL). (2014). Australian Professional Standards for

Teaching. Retrieved from

http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list

Castejón,J., Gilar,R., Miñano, P., & González, M. (2016). Latent class cluster analysis in exploring different

profiles of gifted and talented students. Learning and individual differences, (50), 166-174. Retrieved from

http://www.sciencedirect.com/science/article/pii/S1041608016301479

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1). 81-112.

Retrieved from http://journals.sagepub.com/doi/pdf/10.3102/003465430298487

Periathiruvadi, S., & Rinn, A. (2012). Technology in gifted education: a review of best practices and empirical

research. JRTE 45(2) 153-169. Retrieved from http://files.eric.ed.gov/fulltext/EJ991843.pdf

Spindler, M. (2016). Assessing learning objectives with bloom’s revised taxonomy. NACTA journal, 60(3), 348.

Retrieved from

http://go.galegroup.com/ps/i.do?&id=GALE|A468141556&v=2.1&u=uwsydney&it=r&p=AONE&sw=w&a

uthCount=1

Venille, G., & Oliver, M. (2014). The impact of a cognitive acceleration programme in science on students in an

academically selective high school. Thinking skills and Creativity, (15), 48-60. Retrieved from

http://ac.els-cdn.com/S1871187114000662/1-s2.0-S1871187114000662-main.pdf?_tid=ae92871c-78fa-

11e7-a9aa-00000aacb362&acdnat=1501840553_187dc471a28e3cbe74443d856d295806

Wendel, R., & Heiser, S. (1989). Effective instructional characteristics of teachers of junior high school gifted

students. Roper Review, 11(3), 151-153. Retrieved from

http://www.tandfonline.com/doi/pdf/10.1080/02783198909553192?needAccess=true

Zmuda, A., Ullman, D., & Curtis, G. (2015). Learning personalized: The evolution of the contemporary

classroom. Retrieved from https://ebookcentral.proquest.com/lib/uwsau/reader.action?docID=1895729