SC 7-10 Assessment 1

Brianna King - 18141027
Secondary Curriculum 1A History – 102087
1714 Maters of Teaching (Secondary)
Assessment 1.
Stage 5
The Globalising World
Topic 5a: Popular culture (1845-present)
1

Table of Contents.

Lesson Plan 1. p. 3
Resources and reflection Plan 1. p. 6
Lesson Plan 2. p. 14
Resources and reflection of Plan 2. p. 18
Lesson Plan 3. p. 21
Resources and reflection of Plan 3. p. 25
Justification. p.28
2
Lesson Plan 1.

Topic area: Stage of Learner: Syllabus Pages:
The Globalising World Stage 5 Year 9 Electronic – P. 97

Date: Location Booked: Lesson Number:
1/8/2018 Classroom 1 / 3
Time: Total Number of students: Printing/preparation:
60 minutes 26 - 1950’s worksheet x 26
- PowerPoint presentation
- Make sure class projector
Is working.

Outcomes Assessment Students learn about Students learn to
Syllabus outcomes Lesson assessment: Ø The nature of Ø Identify the main
Ø HT5-1 Explains and assesses Formative Assessment popular culture in features of Australian
the historical forces and Australia at the end popular culture at the
factors that shaped the of World War 11, end of World War 11,
including music, including music, film,
modern world and Australia.
film and sport fashion and sport.
Ø HT5-5 Identifies and
(ACDESEH027)
evaluates the usefulness of
courses in the historical
inquiry process.
Ø HT5-10 Selects and uses
appropriate oral, written,
visual and digital forms to
communicate effectively
about the past for different
audiences.

Life Skills outcomes
Ø HTLS-1
Ø HTLS-2
Ø HTLS- 3
Ø HTLS- 4
Ø HTLS - 5

CCP & GCs Subject specific concepts
Ø Critical and Creative Ø Basic knowledge of the Australian culture in 1950.
Thinking Ø Sound understanding on how to successfully research.
Ø Literacy
Ø ICT Discipline specific skills
Ø Aboriginal and Torres Ø Basic knowledge of the Australian culture in the 1950’s.
Strait Islander histories Ø Sound understanding of primary and secondary sources
and cultures Ø Engaging in group/pair work.
Ø Personal and social
capability
Ø Civics and Citizenship

3

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 criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students and
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
1.6. The teacher and students are constantly participating in substantive communication
Substantive through class work and activities such as, ‘Think, Pair, Share’ and analysis of sources.
Communication
2.2 Strong engagement is present throughout the lesson plan with students constantly
Engagement encouraged to engage in call activities.

3.4 All student groups are encouraged to participate in all aspects of the lesson and all
Inclusivity students’ involvement in the class is valid and significant.

4
Time Teaching and learning actions Organisation Centred
T/S
5 Teacher, settles the class, marks the roll and writes learning Teacher: T/S
intentions on the board. Instruct the students to write the
learning intentions on the board.
Learning Intentions: In this lesson, you will learn: Teacher is to mark the roll.
1- What life looked like in the 1950’s in Australia.
2- What people where important in the 1950’s Student:
3- Iconic moments of the 1950’s in Australia. Writes down learning intentions in
workbooks.
The students are to copy the learning intentions into their
workbooks. Resources:
10 The teacher is too explain that the topic the students will be Teacher: S
focusing on for the next few lessons is ‘Australia in the Hands out worksheet.
1950’s’ and to advice the students that this period of time is Explain instructions for worksheet.
post WW2 so that they are able to grasp an idea of the time Writes worksheet layout on the board.
period they are studying.
Student:
Teacher hands out worksheet on 1950 and students are too Works in pairs to fill out worksheet.
‘Think, Pair, Share’ on a visual representation of the 1950’s, a
description of what Australia was like in the 1950’s and also if Resources:
they can name any iconic moments or people from Australia 1950’s worksheet
in 1950. The teacher will explain that for the last two boxes if (See attached at end of lesson plan)
students would like further assistance they may use their
laptops to help find answers. (Differentiation, Literacy,
Critical and Creative Thinking, ICT and Personal and Social
Capability)

Meanwhile teacher is to write the worksheet layout on the
board on the board and walk around classroom checking that
the students are focusing on task and seeing if they need any
assistance.
10 One student is too come up and write or draw one of the Teacher: T/S
answers on their sheets. (Literacy) Ask students about answers written on
the board.
Teacher is too discuss a few points that were written on the
board. (Literacy and Critical and Creative Thinking) Student:
Write answers on the board in the
st
In regards to the 1 box ask questions such as; appropriate area and respond to the
1- What does the image represent? questions asked by teacher.
2- Why they drew that certain image/ how is it a
representation of 1950? Resources:
nd
In regards to the 2 box ask questions such as; 1950’s worksheet.
1- Why do they think these words describe the (See attached at end of lesson plan)
1950’s?
2- How did you know that this word was a great
description of the 1950’s?
rd
In regards to the 3 box ask questions such as;
1- How did they know this was an iconic
moment/person?
2- Before today had they heard of this moment or
person?
3- Is this moment or person still relevant to our
modern world?

15 Teacher is to now show 3 separate images of different scenes Teacher: T/S
from the 1950s from PowerPoint slide. (Slides 1-3). Presents PowerPoint slides 1-3 of 1950
images and ask students the four Q
First the students are to identify if the sources are primary or Matrix questions per image.
secondary (all photos are primary), then students are to
deconstruct what they see in this imagine with answering the Student:
questions from the Q Matrix. (Literacy, ICT, Critical and Respond to the teacher’s questions
Creative Thinking and Differentiation) about 1950 images.
5

“Where can you see any technologies that were evident in Resources:
this photo that have been adapted to still be relevant in PowerPoint slides 1-3.
today’s society?” (Level 1) Q Matrix
“How might this photo depict Australia in 1950?” (Level 4)
“Why is this an important image to show when discussing the
1950’s (Level 2)
“What might be different or similar with this image to
modern Australia?” (Level 3)
15 Teacher is to then use the next slides to give key facts on Teacher: T
1950’s that the students are copy in their books for future Presents the remaining PowerPoint
reference. (Slides 4-9) (Literacy and Aboriginal and Torres slides (4-8).
Strait Islander histories and cultures)
Student:
Copy down notes from PowerPoint into
workbook.

Resources:
PowerPoint presentation slides (4-8)
5 Teacher is to ask whole class for 5 people to share one thing Teacher: T/S
they have learnt in todays lesson before dismissal. Ask students to share one thing they
had learnt from the lesson.
The teacher is to then provide students with their homework Assign students homework.
task.
Student:
Homework: Students are asked to find one thing in their Answer questions asked by teacher.
house that was around in the 1950’s and is still relevant Write homework task in book.
today and are too write down in their books;
1) What is it? Resources:
2) What is difference between it now and then?

6
Reflection
What have I learned about the teaching and learning process when preparing this lesson?

Firstly I will reflect on if the students effectively used the worksheet given out. Secondly, If
the students engage well with the class structure. Thirdly, if the key facts via PowerPoint
were an effective way to present the information. Lastly if the ‘think pair share’ and the
class group work was effective at keeping the students on task throughout the lesson.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording
Ø HT5-1 Explains and Through the completion of both the work sheet and
assesses the historical PowerPoint presentation the students will able to grasp an
forces and factors that
shaped the modern world understanding on the background of Australia in 1950 and
and Australia. through the final class activity of teaching asking for five
things the students have learnt.
Ø HT5-5 Identifies and The presentation and questions about the three picture
evaluates the usefulness of sources will allow students to see what the 1950’s where
sources in the historical
inquiry process. like and also be able to speculate about what they think life
was like for Australian’s in the 1950s.
Ø HT5-10 Selects and uses Class activities use all forms of oral, written, visual and
appropriate oral, written, digital to communicate to the class throughout the lesson
communicate effectively through the use of, the worksheet, questions
about the past for different asked/answered, the digital sources and PowerPoint
audiences. presentation.

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.
Graduate Standards Evidence within this lesson
1.5 Differentiate teaching to Differentiation is evident throughout the lesson through the pair work
meet the specific learning so that students of different abilities are able to complete the task. The
needs of students across the questions from the four different levels of the Q Matrix also allow all
full range of abilities. students with different abilities to participate in the class activity.
2.2 Content selection and The organisation of the learning content is sequenced so that the
organisation. students can firstly express what they think the 1950’s were like, then
visually grasping what the 1950’s were like, and lastly learning some key
facts about the 1950’s too see the whole picture of Australia in the
1950s.
3.1 Establish challenging All tasks set in the class at established to be challenging yet achievable
learning goals. in relation to both time and content.
3.5 Use effective classroom Class activities involved communication that are either verbal or non-
communication. verbal and are aimed to allow students to support students in
engagement with the class and the activities.
4.1 Support Student All activities are focusing on inclusive student participation and
participation. students are encouraged to be engaged in the classroom activities.
7
4.2 Manage classroom Class structure is evident throughout the lesson plan and classroom
activities. activities are organised and clear directions are provided.

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?
Ø To avoid in class risks students are to remain in their seats at all times unless
instructed or they are completely a classroom activity that involves writing on
the board.
Ø When students are to leave their desks they are to do so calmly manner,
meaning that they are to only walk.
Ø Any hearing or vision-impaired students are to be seated at the front of the
classroom to enhance learning experiences.

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

PowerPoint Slides 1-3

National Archives Of Australia, (2018). Contributions (1950), Destination: Australia, Sharing
Our Post-War Migrant Stories. Retrieved from,
https://www.destinationaustralia.gov.au/photographs/photograph-8275803



PowerPoint Slides (4-8)

ABC. (2002). 1950s, ABC Archives & library services. Retrieved from,
http://www.abc.net.au/archives/timeline/1950s.htm

Australian Olympic Committee. (2018). Melbourne 1956. Retrieved from,
http://corporate.olympics.com.au/games/melbourne-1956

Creative Sprits. (2018). Early 20th Century History, Aboriginal history timeline (1900-1969).
Retrieved from,
https://www.creativespirits.info/aboriginalculture/history/aboriginal-history-
timeline-1900-1969
8

Discogs. (2018). Johnny O’Keefe. Retrieved from,
https://www.discogs.com/artist/710720-Johnny-OKeefe

Knox, M. (1950). The greatest Ashes Test, The Cricket Monthly. Retrieved from,
http://www.thecricketmonthly.com/story/885241/the-greatest-ashes-test

My Place For Teachers. (N.D.). Summary of the decade, Australia in the 1950s. Retrieved
from,
http://myplace.edu.au/decades_timeline/1950/decade_landing_5.html?tabRank=1

Rediff. (2018). Don Bradman’s India connection, Rediff Cricket. Retrieved from,
http://www.rediff.com/cricket/report/special-don-bradmans-india-connection-haresh-
pandya/20120827.htm

Retrowaste. (N.D.). 1950s Fashion: Styles, Trends, Pictures and History, The 1950’s:
American Pop Culture History. Retrieved from,
https://www.retrowaste.com/1950s/fashion-in-the-1950s/

The Age. (N.D.). Bert Newton. Retrieved from,
https://www.theage.com.au/ftimages/2005/10/27/1130367984740.html

Waite, R. (N.D.). Brisbane Test Matches. Retrieved from
http://www.rogerswebsite.com/brisbane-test-matches/

Q Matrix

Teacher’s Notebook. (2018). Q Matrix Chart with Learning Levels. Retrieved from,
http://www.teachersnotebook.com/product/MrTeacherCANADA/q-matrix-chart-with-
learning-levels

9

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

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

1950’s Work Sheet

Images of 1950’s in the PowerPoint presentation.

Image 1:
https://www.destinationaustr
alia.gov.au/photographs/phot
ograph-7529514

10

Image 2: https://www.destinationaustralia.gov.au/photographs/photograph-7427167

Image 3:
https://www.destinatio
naustralia.gov.au/photo
graphs/photograph-
8275803

11
PowerPoint slides 4-9.

Slide One – Title.
Slide Two - Robert Menzies.
Slide Three – Facts about Australia.
Slide Four – Sports.
Slide Five – Famous Faces.

12

Q Matrix:

13
Lesson Plan 2

The Globalising World Stage 5 Year 9 Electronic – p.97
2/8/2018 Classroom 2/3
Time: Total Number of students: Printing/preparation:
60 minutes 26 Make sure class projector is
working.
Print Timeline x 26
Print exit slip x 26

Syllabus outcomes Formative Assessment Ø Developments in Ø Explain ways in which
popular culture in Australia in the 1950s
Ø HT5-1 Explains and assesses post-war Australia was influenced by
the historical forces and and their impact on American culture.
factors that shaped the society, including
modern world and Australia. the introduction of
Ø HT5-3 Explains and analyses television and rock
the motives and actions of ‘n’ roll.
past individuals and groups (ACDSEH121)
in the historical contexts that
shaped the modern world
and Australia.
Ø HT5-4 Explains and analyses
that causes and effects of
events and developments in
the modern world and
Australia.
audiences.

Ø HTLS-2
Ø HTLS-3
Ø HTLS-4
Ø HTLS-9
Ø HTLS-13

Ø Critical and Creative Ø Basic knowledge of the Australian culture in 1950.
Thinking Ø Basic knowledge of the influence America had on Australia
Ø Literacy from the 1950’s and on wards.
Ø Numeracy
Ø ICT
Ø Sustainability Discipline specific skills
Ø Personal and social Ø Basic knowledge of the Australian culture in the 1950’s.
capability Ø Sound understanding the Australian relationship with
14
Ø Civics and citizenships American and Britain.
Ø Engaging in group/pair work.
Ø Working as a class to achieve a mutual understanding on the
American influence.
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
explicit expectations and develops positive relationships between teacher and students
and among students.


element
1.3 Problematic knowledge is present with the students in the ‘Influential Tug Of War’ as the
Problematic different teams of students will have conflicting interpretations and judgements of what
knowledge they believe each countries role has played in the influence on Australia.
2.6 The presence of student direction is visible in this lesson plan with the students taking
Student direction charge of the ‘Influential Tug Of War’ activity. Although the teacher leads the activity the
aim is for the discussion to be purely student orientated and directed.
3.3 Knowledge The use of the timeline is aimed to connect the students with their prior and current
integration knowledge of not only Australia but also America and Britain.

15

T/S
5 Teacher, settles the class, marks the roll and writes learning Teacher: T/S
intentions on the board. (Literacy) Writes learning intention on the board
and marks roll.
Learning Intention:
1- To understand Australia’s initial relationship with Student:
Britain Write learning intentions in workbook.
2- Too understand why Australia formed a
relationship with the United States. Resources:
3- Too discover the different influences Britain and
the United States have on Australia.

Whilst students are writing down the intentions the teacher
is too walk around and check that the homework assigned
from yesterday is completed.

5 Teacher is to summarise what the class learnt from yesterday Teacher: T
and will advice the class on what they are learning today, Discuss summary of previous lesson.
which is the influence other counties had on Australia in the
1950’s with specific reference to Britain and the United Student:
States. (Literacy) Listen to teacher’s summary of
previous lesson.

Resources:
5 Teacher asks students to write down 3 influences from Teacher: S
Britain and thee United States they can recognise in today’s Mind Map on the board
modern society. (Literacy, Personal and Social Capability,
Critical and Creative Thinking, Intercultural Understanding Student:
and Civics and Citizenship) Write 3 influences in workbook.

Whilst the students are writing in their books the teacher is Resources:
too write a mind map on the board, with Britain in one
bubble and America in the other.
10 Students are then asked to share answers they wrote down, Teacher: T/S
the teacher is to ask the student to specify which country Write students answers on board.
they think the influence is from so they are able to connect it
to the right mind map. Students are to copy this work in their Student:
workbooks for future reference. (Literacy, Personal and Copy work off board.
Social Capability, Critical and Creative Thinking,
Intercultural Understanding and Civics and Citizenship) Resources:

The teacher can prompt questions such as;
1- What about our political system influences?
2- Any shops or food outlets we have similar?
3- Any sports?
4- Any clothing brands?
5 Teacher is too show timeline on projector as well as hand out Teacher: T
timeline too students to keep and glue into their books for Hand out work sheet.
further reference. Whilst handing the timelines out the Project worksheet on the board.
teacher is to explain to the students that this timeline pure Assign students into groups.
focus is on the relationship and influences of American and
Britain and that the students are to understand that this does Student:
not cover all the historical factors in Australia and that the Glue worksheet in workbook.
students should be mindful of that. (Literacy)
Resources:
The teacher is then to choose one student to represent of Timeline
the roll to represent Australia, then divide the class into (See attached at the end of lesson plan)
either Britain of America.
16
25 The teacher is to explain to the students that they are all Teacher: S
participating in the game ‘Influential Tug Of War’. (Literacy, Explain the rules of the activity.
Numeracy, Personal and Social Capability, Critical and Guide students throughout the activity.
Creative Thinking, Intercultural Understanding and Civics Prompt questions when needed.
and Citizenship)
Student:
The teacher is too explain the rules of the game as followed. Stand in groups allocated for the
1- Ask the student representing Australia to come and activity.
stand at the front of the class in the middle of the Work as a team.
room. Follow rules of activity.
2- The teacher is then to ask half of the Britain
representatives to stand close to Australia on one Resources:
side and ask for one American representative to Timeline
stand further away from Australia of the other side. (See attached at the end of the lesson
3- The teacher is then to walk through the time line plan)
milestone by milestone discussing each point
briefly with the class.
4- At each milestone the class are too collectively
discuss what country they believe should either
gain or loose a reprehensive depending on the
milestone scale.
Question asked to facilitate this decision are;
1 – Why do you think this milestone is important to
Australia?
2- What country do you think has more influences
on Australia in this milestone?
3 – What do you think the right amount of
representatives for this country to loose or gain?
Why?
4- Can you still see this influence today?
(Note* The teacher is to lead the activity but, the aim is
for the discussion to be purely student orientated and
directed).
5- Throughout these gains and loses Australia is to
step closer to the country with more
representatives.
6- The class proceeds until the end of the timeline and
the country with Australia closest to them the
biggest representatives wins.

At the end of the game the students will be able to see which
country has had the biggest influence on Australia both past
and present.
5 Class are to be seated whilst teacher hands out exit slip Teacher: S
which students are too fill out and had into the teacher as Hand out exit slip.
they leave the classroom. (Literacy)
Student:
Fill out exit slip.

Resources:
Exit Slip.

17
Reflection
What have I learned about the teaching and learning process when preparing this lesson?

In this lesson I would reflect on whether the ‘Influential Tug of War’ was both educational
and fun way for the students to learn about the relationship between the three countries. I
would reflect if the student could stay on task with the ‘Influential Tug of War’. I would
reflect on whether or not the information in the lesson could be learnt deeply or if
knowledge is only superficial. Lastly, I would also reflect on the answers from the exit slips
to decide if the class activities worked for the students.


Ø HT5-1 Explains and Through the completion of the classroom activity plus
assesses the historical
having a physically copy of the timeline the students will be
shaped the modern world able to understand the influence that America had on
and Australia. Australia back in the 1950’s and today’s modern society.

Ø HT5-3 Explains and The timeline will allow students to analyses the actions and
analyses the motives and
influences of both American and Britain and how certain
actions of past individuals
and groups in the historical historical events have shaped Australia and the world.
contexts that shaped the
modern world and
Australia.

Ø HT5-4 Explains and The students will be able to examine the chronological
analyses that causes and order of events and analyse the cause and effects of how
effects of events and
developments in the this historical events have develop the modern world and
modern world and Australia.
Australia.

Ø HT5-10 Selects and uses The communication in this lesson plan is strongly oral and
appropriate oral, written, written based. These forms allow all students to participate
communicate effectively effectively to understand the lesson content.
audiences.


demonstrating and indicates the evidence from this lesson that should comply with the
standard.

1.5 Differentiate teaching to meet Differentiation is evident throughout the ‘Influential Tug of War’ as
the specific learning needs of all students of all abilities are able to participate and complete the
students across the full range of tasks regardless of their learning capabilities.
18
abilities.
2.2 Content Selection and The content in the timeline is specifically chosen and organised for
organisation. the benefit and purpose for the students to effectively understand
the specific content.
2.5 Literacy and numeracy Literacy is present throughout the lesson in the class activities, as
strategies. the students either have to write their answers down or
communicate it. Numeracy is present through the ‘Influential Tug of
War’ as the students are calculating how many people they add or
take away from the country.
3.1 Establish challenging learning The learning goals in this lesson plan are achievable but this lesson
goals. has a more challenging aspect to it through the ‘Influential Tug of
War’ as it asks the students to be in control and to work as a group
to come to a final mutual decision.
4.1 Support student participation. The class activities are aimed to support all students to participate
and engage in, this is achieved by involving all students in every
activity in the class.
4.2 Manage classroom activities. The class structure demonstrates organisations through the
activities and clear directions are provided throughout the class.

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?
instructed or they are completely a classroom activity that involves either
writing on the board or the student’s participation in the ‘Influential Tug of
War’ activity.

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

Timeline

ABC. (2002). 1950s, ABC Archives & library services. Retrieved from,
http://www.abc.net.au/archives/timeline/1950s.htm

Australian Food History Timeline. (2018). 2010. Retrieved from,
https://australianfoodtimeline.com.au

BBC. (2018). Australian Profile – Timeline, BBC NEWS. Retrieved from,
https://www.bbc.com/news/world-asia-15675556

National Museum Australia. (N.D.). Defining Moments In Australian History. Retrieved
from,
http://www.aushistorytimeline.com
19

Wikipedia. (2018). Timeline of Australian History. Retrieved from,
https://en.wikipedia.org/wiki/Timeline_of_Australian_history

Resources Attached:

Timeline for ‘Virtual Tug of War’

Exit
Slip

20
Lesson Plan 3

The Globalising World Stage 5 Year 9 Electronic – p.97

3/8/18 Classroom 3/3

Time: Total Number of students: Printing/preparation
60 minutes 26 Print each countries worksheet
x 26
Stable a copy 1 of each country
together to make a little
booklet. (1 booklet = 3 pages)
Check the projector is working.

Syllabus outcomes Formative Assessment Ø Developments in Ø Assess the way
Ø HT5-1 Explains and assesses popular culture in American and British
the historical forces and post-was Australia music influenced
factors that shaped the and their impact on post-war Australian
modern world and Australia. society, including entertainment, such
Ø HT5-3 Explains and analyses the introduction of as rock ‘n’ roll.
the motives and actions of television and rock
past individuals and groups ‘n’ roll.
in the historical contexts that (ADCESH121)
shaped the modern world
and Australia.
Ø HT5-4 Explains and analyses
the cause and effects of
events and developments in
the modern world and
Australia.
audiences.

Ø HTLS-2
Ø HTLS-3
Ø HTLS-4
Ø HTLS-5
Ø HTLS-6

Ø Literacy Ø Basic knowledge of the Australian culture in 1950.
Ø Numeracy Ø Basic knowledge of the influence that American and Britain
Ø ICT had on Australia post World War 2.
Ø Personal and Social Ø The entertainment culture in Australia and the world after
Capabilities 1950.
Ø Critical and Creative
21
Thinking

Discipline specific skills

Ø Basic knowledge of the Australian culture in the 1950’s.
Ø Sound understanding of how Australian entertainment was
influenced by American and Britain.
Ø Engaging in group/pair work.
Ø Using ICT to find content to answer questions.

substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
explicit expectations and develops positive relationships between teacher and students
and among students.


element
1.4 Higher- The students are to demonstrate higher-order thinking through class research activity.
order thinking
2.3 All students are aware of the high expectations that they are to follow in the research task.
High The main task has set instructions allocated to it and the students are aware of what is
Expectations expected.
3.1 Students background knowledge from the previous two lessons are incorporated into this
Background lesson. The information presented in the class also has a connection to the out-of-school
knowledge background knowledge about how Australia’s modern society.

22

T/S
5 Teacher, settles the class, marks the roll and writes Teacher: T/S
learning intentions on the board. (Literacy) Instruct the students to write the learning
intentions on the board.
Learning Intentions: Teacher is to mark the roll.
1 – To understand the pop culture in America, Britain
and Australia. Student:
2 – To understand the relations between the three Writes down learning intentions in workbooks.
countries in relation to pop culture.
Resources:
10 Teacher asks students to summarise what they have Teacher: T/S
learnt so far, use a mind map with ‘Australia 1950’ in Ask students to summaries the students what
the middle of the board and write on the board their they have learnt so far.
answers so all students can write it down in their work Writes mind map on board.
books for future reference. (Literacy, Personal and Ask questions when needed.
Social Capabilities and Critical and Creative Thinking)
Student:
Questions to prompt the students for discusses could Students are to answer questions and copy mind
be; map down into their books.
1 – What did Australia in the 1950’s look like?
2 – Who were the two main influences through out Resources:
Australia’s journey after WW2?
3 – Can you name same major milestones that we have
learnt over the last two lessons?

5 Teacher is to explain to students that their lesson today Teacher: T
is all about entertainment in the 1950’s between Explain aim of the lesson.
Australia, Britain and the United states, which means Divide the class up into thirds via the roll.
that their lesson today will be about movies and rock Hand out country worksheet booklets.
‘n’ roll! (Literacy)
Student:
The teacher will then split the class as evenly as Listen to teacher instructions.
possible by dividing the class roll up into the three Move into assigned group.
different countries. The first third will be Australia; the
second will be Britain and the third the United States. Resources:
Whilst the students are now moving to sit with their Country worksheet booklets.
groups the teacher is to hand out the worksheet to
each group.
15 The teacher is then to explain to the students that Teacher: T/S
today’s activity will be a research task in which they Teacher to explain the instructions for the class
have to find and answer the questions on the activity.
worksheet for their country. The students are to know The teacher is to then get the timer up on the
that there are three sheets because at the end of the screen and start it once students are ready to
activity they will all be sharing their answers and that start the task.
will help the other countries fill in the other sheets.
Place the timer on the board and tell the students that Student:
they only have 15 minutes to complete this activity and Listen to task instructions.
press start one the students are clear on the Fill out worksheet in their groups.
instructions of the task. (Literacy, ICT, Personal and Use their laptops to research the answers to the
Social Capabilities and Critical and Creative Thinking) questions.

The students are to be informed that they are allowed Resources:
to use their laptops to find the answers and to speed Timer;
up the research process the children are allowed to use https://www.online-stopwatch.com/eggtimer-
Wikipedia to find their answers (Find attached direct countdown/
Wikipedia websites to refer students too if they are
struggling). Wikipedia Links;
Advice the students that because of the time limit it Australia;
would be a good idea for the group to assign members https://en.wikipedia.org/wiki/List_of_Australian
of their team to a certain question. _films_of_the_1950s

Whilst the students are on task the teacher is to walk https://en.wikipedia.org/wiki/Rock_music_in_Au
23
around the class and facilitate conversation with the stralia
students about their country and their findings. The
teacher will notice that the Australian group will find America;
less information and numbers about the 1950’s but https://en.wikipedia.org/wiki/List_of_American_
more in relation to the next two decades – this is an films_of_1950
important part of the learning activity and will tie
perfectly into the next class activity. https://en.wikipedia.org/wiki/1950s_in_music#R
ock_and_roll

Britain;
https://en.wikipedia.org/wiki/List_of_British_fil
ms_of_1950

https://en.wikipedia.org/wiki/List_of_British_fil
ms_of_1950
20 The teacher will then ask one student from each group Teacher: T/S
to share their answers – allowing time for the students Ask the students to share their answers.
to write down the answers for the other countries on Use the pie chart on the projector for question 1
the other sheets so that they have all three countries and 2b.
filled out to keep for future reference. (Literacy, Ask the student questions about their findings
Numeracy, ICT, Personal and Social Capabilities and from the activity.
Critical and Creative Thinking)
Student:
For question 1 and 2b the teacher is to get the ‘create a Share their answers to the teacher from
pie chart’ website on the projector and together with worksheets.
the students create a pie chart with their answers. Fill out their worksheets with other class
Once the pie chart is done allow time for the students members’ answers.
to copy it down in their workbooks and ask the Answer the teacher’s questions about their
question; findings from the activity.
“What can you notice about this pie chart?”

The teacher is then to ask the class to comment on Resources:
what they have noticed about their findings today. Pie Chart
Questions to prompt the students can be; https://www.meta-chart.com/pie#/your-charts
- Did you notice anything in particular about
the three countries?
- Which country do you think had the largest
amount of movies and rock n’ roll bands?
- Do you think Australia was influenced by rock
n’ roll from other countries? Why?
- Is it obvious to see that due to this influence
it has changed and shaped Australian
entertainment, in particular with the
following few decades?

5 Teacher is to ask whole class for 5 people to share one Teacher: S
thing they have learnt in todays lesson before Ask whole class for 5 students to share what
dismissal. they have learnt.

Student:
Share with the teacher what they have learnt in
todays lesson.

Resources:

24
Reflection
What have I learned about the teaching and learning process when preparing this
lesson?

I will reflect on this lesson by judging if the mind map was an effective way to
summaries the knowledge learnt so far or if it would be more beneficial to just hand
out a printed summary sheet. I would also reflect on if the students work
productively in the 15 minutes provided or if that is not enough time.


Ø HT5-1 Explains and Through the completion of the classroom research activity
assesses the historical the students will be able to understand the entertainment
shaped the modern world influences America and Britain had on Australia. In regards
and Australia. to the question about future decades it will allow the
students to see that this was due to the booming
entertainment industry around the world.
Ø HT5-3 Explains and The research task will allow the students to understand
analyses the motives and how the entertainment industry around the world
actions of past individuals
and groups in the historical influenced Australia’s rise in the entertainment industry
contexts that shaped the and how entertainment is still a major influence in the
modern world and modern world today.
Australia.
Ø HT5-4 Explains and The research task will allow the students to use their
analyses the cause and
previous knowledge of the influence that Britain and
effects of events and
developments in the America already had with Australia to explain the influence
modern world and on Australian entertainment.
Australia.
Ø HT5-10 Selects and uses The communication in this lesson plan is strongly oral and
appropriate oral, written, written based. These forms allow all students to participate
communicate effectively effectively to understand the lesson content.
audiences.


demonstrating and indicates the evidence from this lesson that should comply with
the standard.

1.5 Differentiate Differentiation is evident throughout the lesson plan as all students of all abilities
teaching to meet the are able to participate and complete the tasks regardless of their learning
specific learning needs capabilities.
of students across the
full range of abilities.
2.2 Content selection The content in the timeline is specifically chosen and organised for the benefit and
and organisation. purpose for the students to effectively understand the entertainment industry in
25
the 1950s.
2.5 Literacy and Literacy and numeracy strategies are both present in this lesson through the
numeracy strategies. written and oral tasks as well as the use of a pie chart to calculate the student’s
findings.
2.6 Information and ICT in evident in this lesson plan through the research task that the students have
Communication to complete.
Technology (ICT).
3.1 Establish All set tasks in class challenging but achievable for all students. The activities are
challenging learning set with clear instructions as the research task has a timer allocated with it so that
goals. the students stay focused and on task to achieve their answers.
4.1 Support student All aspects of the class support all students participating and engaging in class
participation. activities.

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?
instructed.

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

Classroom Activities.

Meta-Chart. (N.D.). Create a Pie Chart. Retrieved from,
https://www.meta-chart.com/pie#/your-charts

Online-Stopwatch. (N.D.) Online-Stopwatch. Retrieved from,
https://www.online-stopwatch.com/eggtimer-countdown/

Images from country worksheet.

CanStockPhoto. (2018). Cartoon Cinema Film Festival Movie Design Vector.
Retrieved from,
https://www.canstockphoto.com.au/cartoon-cinema-film-festival-movie-
39965353.html

Envato Market. (2018). Funny Cartoon Characters in Rock Band. Retrieved from,
https://graphicriver.net/item/funny-cartoon-characters-in-rock-band/20341310

26

Resources Attached:

Country Work Sheet.
27

Justification
The three sample lessons plans provided are written in correlation with the New
South Wales K-10 History Syllabus, Stage 5, Depth Study 5: The Globalising World
(New South Wales Education Standards Authority, 2012) in order to create engaging
specific learning tasks that meet the required outcomes. The lesson plans provided
concentrate on ‘Topic 5a: Popular culture (1945-present)’ which focus’s on Australia
and the influence of America and British pop culture. The content in the lesson plans
is not only in correlation with the NSW Syllabus but also with the Quality Teaching
Model and Australian Professional Standards to maximize the students learning
opportunities and capabilities, whilst also relating to the syllabus and the outcomes.
The provided lesson plans allow the students to successfully engage critically and
creatively in the relevant essential key concepts.
Lesson One.
This first lesson plan was structured in order for the students to gain an
understanding and sound knowledge on what Australia was like in the 1950s. To plan
this lesson it was assumed that the students already have a deep knowledge and
understanding on Australian history, which would assist with why the 1950s were a
pivotal decade in Australia. The lesson initiates with a simple worksheet for the
students to fill out which allows the teacher to gather what information the students
already know or if the students have no prior knowledge about the 1950s. The
students are then to share their answer, which stimulate a class conversation and
28
allows a steady progression onto the next activity which is a source study. The above
activities are vital for the students literacy, critical and creative thinking capabilities
which are cross curriculum and general capabilities that are vital in all lesson plans
(Australian Curriculum, Assessment And Reporting Authority, 2018). The rest of the
lesson continues on the PowerPoint presentation as the students are writing down
final notes on the 1950s in their workbooks for future references. According to
Mayer (2008), switching learning environments for students similar to the switch in
this lesson plan from worksheets to slideshow presentations is refereed to
‘multimedia instruction’ (p. 761). This learning strategy promotes essential
processing for students and can be related to their overall cognitive processes. To
conclude the lesson, five students are too share what they learnt in the lesson to
benefit their working memory in relation to their cognitive load.
Lesson Two.
This lesson’s main focus is on the students working as a class in order to work out
the key concept of Americas influence on Australia post World War Two. The aim of
this activity from a teaching and learning perspective is to watch the student’s notice
that the influences that Britain had on Australia fade and that the connection
becomes stronger with America. Although the ‘Influential Tug of War’ is the main
focus in the lesson, the students being able to make connections to these influences
in our modern world is also vital so that the students are able to make reference to
how modern Australia was influenced and how it is still influenced. The class activity
was based of the cognitive load theories surrounding ‘reciprocal teaching’ (Artino,
2008, p. 434), which focuses on ‘instructional guidance’ (Artino, 2008, 434) from the
29
teacher. This teaching practice typically involves students collaboratively working
together in smaller groups to help create and gain a deep understanding on what
source they are working on (Artino, 2008). For this activity though this concept is
adjusted so that the whole class are working together on the activity to maximize
whole class participation and learning as well as complying with the Australian
Professional Standard 1.2 and 4.1 (Australian Institute for Teaching and School
Leaderships, 2011). The class then finished with an exit slip, the purpose of this is
once again to benefit the students working memory in relation to their cognitive
load.
Lesson Three.
The main learning concept of this lesson was for the students to understand how the
American and British pop culture-influenced Australia. The first activity in this lesson
was for the students to focus firstly on summarising on what they had learnt over
the past two lessons to tie in with this lesson. It is important for students to
understand what they are learning and why in order to make connections between
the topics. This lesson focus then draws on the research class activity, which
stimulates more conversation between the students. This task refers more to the
‘reciprocal teaching’ (Artino, 2008, p. 434) strategy previously used in lesson plan
two as it involves smaller group work. This task places high-expectations on the
students and allows the students to engage in high-order thinking to complete the
task (State of New South Wales Department of Education and Training Professional
support and Curriculum Directorate, 2003).
30
By having a comparison between the three countries in a class discussion the
students are able to notice the differences between the three countries pop culture.
These results would then stimulate the conversation of Australia’s lack of pop
culture and would allow the students to realise that American and Britain influenced
our growth. This lesson plan also involves a wide range of general capabilities such
as; Literacy, Numeracy, ICT, Personal and Social Capabilities and Critical and Creative
Thinking (ACARA, 2018). The inclusion of general capabilities in the lesson allow a
‘depth and richness’ (ACARA, 2018) to the overall learning experience. Finally
allowing a final summative class discussion allows the students too now see the
connection between all the three lesson.
In conclusion, the sample lesson plans provides the students with relevant key
concepts and activities that also follow and the New South Wales syllabus as well as
the Cross Curricular and General Capabilities. All lesson plans focus on the key
concepts presented in the syllabus and focus on all students being engaged through-
out with class participation and inclusion being a major focus for all lesson so that all
students can achieve learning goals regardless of their learning abilities. The lessons
aims were to create engaging relevant lesson plans for students to gain further
historical knowledge on Australia and the modern world.
31

References;

Artino, A.R., Jr. (2008). Cognitive load theory and the role of learner experience: An
abbreviated review for educational practitioners. AACE Journal, 16(4), 425-
439
Australian Curriculum, Assessment and Reporting Authority. (2018). General

Capabilities, Australian Curriculum. Retrieved from
https://www.australiancurriculum.edu.au/f-10-curriculum/general-
capabilities/
Australian Institute for Teaching and School Leadership. (2011). Australian

Professional Standards for Teachers. Retrieved from
https://www.aitsl.edu.au/docs/default-source/general/australian-
professional-standands-for-teachers-20171006.pdf?sfvrsn=399ae83c_12
New South Wales Education Standards Authority. (2012). History K-10 Syllabus, NSW
syllabus for the Australian curriculum. Retrieved from
https://syllabus.nesa.nsw.edu.au/assets/historyk10/downloads/historyk10_f
ull.pdf
Mayer, R. (2008). Applying the Science of Learning: Evidence-Based Principles for the
Design of multimedia Instruction. American Psychologist, 63(8), 760-769
State of New South Wales Department of Education and Training Professional

support and Curriculum Directorate. (2003). A classroom practice guide,
Quality teaching in NSW public schools. Retrieved from
http://mscplc.weebly.com/uploads/4/8/0/8/4808031/quality_teaching_guid
e.pdf
32

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Brianna King - 18141027

Secondary Curriculum 1A History – 102087

1714 Maters of Teaching (Secondary)

The Globalising World

Topic 5a: Popular culture (1845-present)

Resources and reflection Plan 1. p. 6

Resources and reflection of Plan 2. p. 18

Resources and reflection of Plan 3. p. 25

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Teaching Indicators of presence in the lesson

CCP & GCs Subject specific concepts

Teaching Indicators of presence in the lesson

Discipline specific skills

Teaching Indicators of presence in the lesson

concentrate on ‘Topic 5a: Popular culture (1945-present)’ which focus’s on Australia

Model and Australian Professional Standards to maximize the students learning

creatively in the relevant essential key concepts.

this lesson plan from worksheets to slideshow presentations is refereed to

‘multimedia instruction’ (p. 761). This learning strategy promotes essential

benefit their working memory in relation to their cognitive load.

support and Curriculum Directorate, 2003).

connection between all the three lesson.

historical knowledge on Australia and the modern world.

Australian Curriculum, Assessment and Reporting Authority. (2018). General

Australian Institute for Teaching and School Leadership. (2011). Australian

State of New South Wales Department of Education and Training Professional

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