Professional Documents
Culture Documents
Revision Revision
5 mins
Teacher hands back results from the in-class assessment from lesson 7.
Teacher outlines what was done well overall and what the class will work on
together, to improve students’ understanding of content, as a path to achieve
syllabus outcomes.
Body Class discussion
10 mins
Teacher facilitates discussion between students and asks questions about when
and where you may need to use a transportation timetable. Teacher shows a
transport timetable on the Smartboard and asks:
1. What is the purpose of this timetable?
2. What features does this timetable have?
3. What would happen if this timetable did not exist?
Within this section, the teacher briefly discusses with students about how using
public transport can help with sustainability, by reducing carbon emissions and
what the impact human activity has on ecosystems. Teacher asks students what
sustainability means to them.
10 mins Class activity and Smartboard interaction
Students get into pairs and ask each other travel related questions, based on
the ferry timetable that appears on the Smartboard. For example, “What time
do I have to leave Old Cremorne Wharf, if I am to arrive at Circular Quay, Wharf
2 by 2pm?” Teacher walks around the room and checks students are staying on
task, asking relevant questions and helping where necessary. Teacher ensures
that students are helping each other, as a form of social support.
15 mins Worksheet activity*
Teacher hands out bus timetable worksheet activity. Students have the option
of working on this alone, or with another person.
Conclusion Teacher summarizes the key points of the lesson. Discusses what the next
5 mins lesson will entail. Asks students if they have any further questions.
How am I measuring the outcomes of this lesson?
Worksheet activity*
Five trains travel from Hogwarts School of Witchcraft and Wizardry to London Central
on the same morning. The Hufflepuff Express leaves Hogwarts station 6 minutes after
the Gryffindor Goods Train, but arrives 14 minutes before the Slytherin All-Stations
Train. The Gryffindor Goods Train takes 46 minutes to reach London Central and
arrives at 8:53am. The Ravenclaw Express leaves 10 minutes after the Hufflepuff
Express and arrives 14 minutes before the Gryffindor Goods Train. The Muggle-stops
train is running 6 minutes late on this particular morning, and arrives in London
Central at 8:37, after leaving Hogwarts 4 minutes before the Hufflepuff Express. The
Slytherin All-Stations Train takes 33 minutes to travel from Hogwarts to Central
London and arrives 46 minutes after the Hufflepuff Express leaves Hogwarts.
1. What is the latest time train you could catch from Hogwarts to arrive at London
Central before 8:40am? What train is this?
2. Explain what would happen if the Ravenclaw Express train was running 7
minutes late.
3. Hannah misses the Hufflepuff Express train by 2 minutes. She needs to be in
London Central by 8:45am. What may be a possible solution for her? Justify
reasons for your answer.
102086 Designing Teaching & Learning
Assignment 2: QT Analysis Template
Evaluate the lesson plan according to the following NSW Quality Teaching model elements.
Evaluation score – refer to NSW QTM Classroom Practice Guide for each element
Comments incl. evidence for evaluation score (2 sentences)
1 Intellectual quality
1.1 Deep knowledge
1 – 2 – 3 – 4 – Comments: The class discussion involved tackling a key concept of sustainability in relation
5 to the travelling by public transport via timetables, but quality of the content was not
maintained throughout the entire lesson due to the worksheet having little relation and value.
The incorporation of 24-hour time was not mentioned during class lesson or explored in the
worksheet by the teacher (which was a required outcome).
1.5 Metalanguage
1 – 2 – 3 – 4 – Comments: No specific or complicated mathematical jargon was incorporated. Standard and
5 general discussion on timetables along with the worksheet is communicated on an
understandable level to the students.
3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – Comments: Student’s personal experience and knowledge were moderately engaged in
5 relation to the class discussion on the topic and worksheet. The lesson does little to engage
knowledge of those who have interacted with the topic of timetables and addresses its
importance to the discussion.
3.4 Inclusivity
1 – 2 – 3 – 4 – Comments: Was not mentioned or included in the lesson plan.
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3.5 Connectedness
1 – 2 – 3 – 4 – Comments: Class discussion and pair interactivity explores some relations to practical
5 applications outside school. Students are engaged to discuss the use of timetables, the ability
to utilise public transport can reduce you carbon footprint and its improvement on
sustainability.
3.6 Narrative
1–2–3–4– Comments: Lesson plan does not incorporate any narratives to enhance learning materials
5 on the topic of timetables.
Identify the four NSW QT model elements you are targeting for improvement.
QT model
1) 3.1 Background knowledge 2) 3.6 Narrative
3) 3.3 Knowledge integration 4) 2.6 Student direction
Lesson Plan (Revised)
Revision Revision
5 mins Teacher hands back results from the in-class assessment from lesson 7.
Teacher outlines what was done well overall and what the class will work on
together, to improve students’ understanding of content, as a path to achieve
syllabus outcomes.
Students get into pairs and ask each other travel related questions, based on
the ferry timetable that appears on the Smartboard. For example, “What time
do I have to leave Old Cremorne Wharf, if I am to arrive at Circular Quay, Wharf
2 by 2pm?” (Tell them to do this 2-5 times within each pair depending on the
level of the class).
As an extension for the academically capable, questions can be multi-layered
e.g. “If I leave from Cabramatta station and have to take the bus 10minutes
away from Parramatta station to arrive at Parramatta High school at 9:00am,
what’s the latest train I can take?” etc. In this example, students must evaluate
two timetables at the same time.
Teacher walks around the room and checks students are staying on task, asking
relevant questions and helping where necessary (help those who may need
attention due to their level/circumstance). Teacher ensures that students are
helping each other, as a form of social support.
10 mins Worksheet activity*
Teacher hands out worksheet activity. Students have the option of working on
this alone, or with another person. Teacher instructs students they must finish
the worksheet by next lesson.
Set an extension paper for those that need a challenge, so they stay engaged
with the topic and lesson.
Conclusion Teacher summarizes the key points of the lesson. Discusses what the next
5 mins lesson will entail. Asks students if they have any further questions.
How am I measuring the outcomes of this lesson?
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Worksheet activity*
Reading Timetables
Station Time
Parramatta 11:38 11:50 11:54 12:05 12:08 12:23 12:35
Lidcombe 11:44 12:00 12:11 12:14 12:29 12:41
Strathfield 11:51 12:02 12:06 12:18 12:21 12:36 12:48
Redfern 12:02 12:17 12:29 12:32 12:47 12:59
Central 12:05 12:15 12:20 12:32 12:35 12:50 1:02
1. James finishes school at Redfern and wants to have lunch in the City. He arrives at
Redfern station at 12:32. What time can he arrive at City (Central station)?
2. Tom lives in Lidcombe and decides to travel to Central to see the city. He arrives at
Lidcombe station at 11:50. What’s the earliest time he can arrive at the city?
3. Christina works at Strathfield and lives near Parramatta station. She just misses the
12:23pm train at Parramatta station. What time can she arrive to work?
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4. a) Jennifer must attend a party that takes place at Central. Jennifer lives near
Parramatta station and wants to Strathfield to pick up the gift she ordered. She arrives
at Parramatta station at 11:35 and estimates 20mins to pick up the gift. Which train
can she take from Strathfield to go to the party?
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Extension
Parramatta to Central (Mon- Fri)
Station Time
Parramatta 11:38 11:50 11:54 12:05 12:08 12:23 12:35 12:38
Lidcombe 11:44 12:00 12:11 12:14 12:29 12:41 12:44
Strathfield 11:51 12:02 12:06 12:18 12:21 12:36 12:48 12:51
Redfern 12:02 12:17 12:29 12:32 12:47 12:59 13:02
Central 12:05 12:15 12:20 12:32 12:35 12:50 13:02 13:08
1. Write the time you would arrive Central if you took the following trains and how long
_____________________________
_____________________________
2. Ben travelled to from Parramatta at 11:51 and stopped at Lidcombe for 10mins for
shopping. Then takes a train to Redfern for a 5mins to have access to an ATM. He then
finally travels to Central to have lunch with his friends. What time did Ben meet his
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Academic Justification
The original lesson plan incorporated the topic of timetables in student outcomes but did
not keep it relational and or encompass the whole learning outcome. I focus on the
worksheet in relation to changing four key points present in the Quality Teaching Model
and the Australian Professional Standards for Teachers (aitsl, 2017). This includes
The first aspect of the lesson plan that needed an improve was the worksheet in relation to
2.1 and (mainly) 2.2 from the “Australian Professional Standards for Teachers” by AITSL.
The outcomes of the lesson explicitly stated that student must learn how to interpret 24-
hour time. Within the entire lesson plan, this content was not explicitly explored in any
way. The class discussion and worksheet now are altered to incorporate the required
content that must be learnt. Within the class discussion, the teacher must relate back to
the curriculum and possibly past curriculum to revise and relate learning content. Within
the worksheet, does not include and taught method is calculation for self-practice and
evaluation but also have unrelated themes within the question; the train station names.
One obvious but important aspect of pedagogical practice is that teachers must have a
‘relational lens’. By being relational, teacher can address and connect with the entire
curriculum, supporting and enhancing the learning environment (Reeves & Mare, 2017).
This was demonstrated through the alteration of the worksheet’s Harry Potter themed
station names into real names of stations. This creates a more relational and applicable
learning material where students will find more value and practicality towards the learning
material. By doing so, students are required to integrate and engage with their knowledge.
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The second aspect of the lesson plan that was altered was the inclusion of student
direction and narrative. Within the original lesson plan, the class discussion and
worksheet, which covered most of the lesson, was mainly directed by the teacher. There
was not a lot of involvement of student direction or narrative. Robinson (2012) found that
power imbalances within the learning environment between students and educators
serves to ‘constrain’ student behaviour and their how they respond. This can have shape
student’s engagement and interest with the content. This shows that how the relationship
between teacher and student power can be a key factor in creating a positive and
The third aspect was the inclusivity of background knowledge in relation to learning the
topic. It is important to incorporate students background knowledge on the topic and work
on that. If the students find the content relational to their prior/background knowledge, the
more rewarding it is for students it is (Lewis, Huebner, Malone, & Valois, 2010). Therefore,
assignments to assess students learning effectively and efficiently can provide more
meaning and value in what students are learning (Ludwigsen, 2017). By having another
source of data, assessing student understanding has be added by collecting and marking
the worksheet as another way to assess students other than interacting and questioning
them.
In case of students that are more independent/GAT or have learnt the content prior to
come to the class, I have designed an extension sheet to further challenge and expand
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student’s cognitive processes as it does not entail standard procedural calculations. This
lies under 1.1 and 1.2 of the Australian Professional Standards for Teachers (aitsl, 2017).
Teachers must understand that every student in the classroom are not all on the same
level and that some student may be struggling or excelling in the topic. To support and
retain student engagement, work and teacher assistance must be catered accordingly to
each and every student in the class. Of the those who may finish the worksheet early may
Another alteration that I would include is based on the student/class level, slowing down
the pace of learning materials can be an option. Since the time in the lesson only has
reading/interchanging 12-hour time with 24-hour time into two lessons. Management of
time and judgement of students learning speeds is important and teachers must be
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References
https://www.aitsl.edu.au/teach/standards
Lewis, A., Huebner, E., Malone, P., & Valois, R. (2010). Life Satisfaction and Student Engagement
Ludwigsen, D. (2017). Effective and efficient grading for assessing student learning. The Journal of
Mutton, T., Hagger, H., & Burn, K. (2011). Learning to plan, planning to learn: the developing
Reeves, J., & Mare, L. (2017). Supporting Teachers in Relational Pedagogy and Social Emotional
Robinson, C. (2012). Student Engagement. Journal of Applied Research in Higher Education, 94-
108.
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Learning Profile Weblink:
https://jimmyhuynhlf.weebly.com
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