AL E X AN D RA BO U RK E - 1 8 0 46 1 6 2

DESIGNING, TEACHING AND LEARNING ASSESSMENT 2

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 Contents

NESA Original Lesson Plan ...3

APST and QT Analysis ...4
Modified Lesson Plan .7
Academic Justification ..12
References .14
Learning Portfolio Web Link 16

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 L E SS O N P L A N:

S A M P L E W O R K M U S I C S TA G E 5 : C O M P O S I N G
VA R I AT I O N S O N A T H E M E
Description of activity

Students compose an eight-bar theme and six variations in the classical

style for the piano. They notate their composition using appropriate forms
of notation and technology.

Context

Students have an understanding of classical style music and have

analysed Six Small Variations by Friedrick Kuhlau (17861832). They have
been improvising, composing and arranging musical ideas both
individually and in groups, and have experience in using appropriate
notation and technology to create and notate compositions. Students
have done a lot of work using Finale Notepad and are generally quite
competent with this program.

Outcomes

A student:
5.4 demonstrates an understanding of the musical concepts through
improvising, arranging and composing in the styles or genres of music
selected for study
5.5 notates own compositions, applying forms of notation appropriate to
the music selected for study
5.6 uses different forms of technology in the composition process

Criteria for assessing learning

(These criteria would normally be communicated to students with the

activity.)

Students will be assessed on their ability to:

o compose an eight-bar theme and six variations in the classical style

for the piano
o create a score of their work using appropriate notation and
technology
o select a variety of tone colours appropriate to their composition
o demonstrate an understanding of the roles of melody, harmony and
structure in the compositional process.

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102086 Designing Teaching & Learning 1H 2017
Assignment 2: APST and QT Analysis Template

Section 1: Australian Professional Standards for Teachers

Evaluate the lesson plan according to the following Australian Professional Standards for Teachers. Only
standards directly addressed in Designing Teaching & Learning that are relevant to this assignment have been
included. However, this does not mean the other standards are irrelevant to lesson planning and evaluation more
generally.

Evaluation score 1 (poor) to 5 (excellent)

Comments incl. evidence for evaluation score (2 sentences)

1 Know students and how they learn

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
12345 Comments: Music is a universal language and students should be able to relate and bring forward
ideas into the classroom. But however there is no mention of how to address students from all
backgrounds.
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
12345 Comments: Unfortunately, this particular lesson plan does not call for Aboriginal music, however
there is a topic within the subject of Aboriginal music, which we can incorporate into the lesson
plan.
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
12345 Comments: The plan allows for students to access help where they need it, as this activity is a good
indicator to see where students are at within their musical capabilities, and will allow them to grow
and learn.
1.6 Strategies to support full participation of students with disability
12345 Comments: This Lesson plan does not have any sort of means of addressing students with
disabilities, but definitely could be developed to accommodate.

2 Know the content and how to teach it

2.2 Content selection and organisation
12345 Comments: Content is clear and concise, noting that what is learnt is relevant to topics within the
syllabus and creates a distinct level of importance to the subject.
2.3 Curriculum, assessment and reporting
12345 Comments: Understanding basics of music theory is a key function of the music syllabus and this
plan assesses this function thoroughly with the tasks at hand.
2.6 Information and Communication Technology (ICT)
12345 Comments: This is quite an individual task, requiring students to focus quite hard on their own
work, not allowing for music communication. However students will be required to notate their
work, so they will most likely be using a notating software.
3 Plan for and implement effective teaching and learning
3.1 Establish challenging learning goals
12345 Comments: This task allows for students to engage in a unique side of musical activity, whereas they
may not be as familiar with this style of composing, or composing in general. Outcomes are given
and are listed in conjunction with the task at hand.
3.2 Plan, structure and sequence learning programs
12345 Comments: The lesson plan does not give a strict structure as to how to go about delegating this
task, however it is clear of its intentions and learning outcomes.
3.3 Use teaching strategies

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12345 Comments: The resources suggested to use within this task are quite limited, and leave a large
portion of the task up to the teachers discretion.
3.4 Select and use resources
12345 Comments: Using tools such as Finale, it assumes students will be able to compose fluently with
these programs, however, as useful as these tools are, that is not always the case.

4 Create and maintain supportive and safe learning environments

4.1 Support student participation
12345 Comments: Mention of teachers communicating the criteria with students, although no direct
mention of teachers offering assistance if a student needs help.
4.2 Manage classroom activities
12345 Comments: This particular task deems to be quite manageable as composing is something that
would require students to concentrate with and thus their behaviour will be untroublesome.
4.3 Manage challenging behaviour
12345 Comments: Although not mentioned within the plan, this task could be a good outlet for
misbehaving students who need find themselves disruptive and not concentrating majority of the
time.
4.4 Maintain student safety
12345 Comments: Noting that music can have many risks to ones health, this task does not breach and
particular safety guidelines. Students however should be spoken to about appropriate DB levels so
no damage is done to the ear drum when listening back to their compositions.
4.5 Use ICT safely, responsibly and ethically
12345 Comments: The use of various programs is quite necessary for this task, however students may need
a more thorough explanation of the use of these programs and how to go about composing their
pieces.
5 Assess, provide feedback and report on student learning
5.1 Assess student learning
12345 Comments: This is a very informal assessment, however it shows the ongoing learning and allows us
to see how well students are doing, as we are given outcomes to follow and mark against.
5.2 Provide feedback to students on their learning
12345 Comments: Feedback would be provided from teachers who would discuss with students their work
and how to improve. Class discussion would also be appropriate as students can learn for their peers.

Section 2: NSW Quality Teaching Model

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 5 Comments: Does not engage further into and understanding of concepts, philosophies or any other
notion other than the task at hand. Students would gather more from this task if they were
encouraged to think further past their given task.
1.2 Deep understanding
1 2 3 4 5 Comments: Most students should be able to provide a deep understanding of composing music,
however students will be at different levels of musicology and may not be as considerate as others
would.
1.3 Problematic knowledge
1 2 3 4 5 Comments: This task allows for a small amount of discussion within students, as to how to approach
this task, given there are various ways of composing. This idea could be expanded on much further
though, as music can be quite subjective.
1.4 Higher-order thinking
1 2 3 4 5 Comments: In a symbolic way, composing in theme and variation requires a high order level of
thinking in the sense of manipulating the given piece to create something new. This requires to think
outside of their general spectrum and design a new piece. However this is not directly noted within
the lesson plan.
1.5 Metalanguage
1 2 3 4 5 Comments: Music requires a high sense of metalanguage as it calls on students to develop a thought

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 path separate to the given piece and create something similar, but entirely new, using music as a
language to depict this.
1.6 Substantive communication
1 2 3 4 5 Comments: Communication is low, as students focus on their own work and class only a small
discussion would most likely occur from the given task.

Quality learning environment

2.1 Explicit quality criteria
1 2 3 4 5 Comments: Asking students to complete this task with the given outcomes at hand, allows for a
teachers to ensure the quality of the students work, as the teacher can then reinforce these ideas as
he/she explains the task.
2.2 Engagement
1 2 3 4 5 Comments: Highly valued task as a form of engagement, as students can occupy themselves with
the development of their pieces. A strong concentration level is required for this task, however there
is a potential for disengagement from students struggling to understand the concepts.
2.3 High expectations
1 2 3 4 5 Comments: It is noted that the outcomes are discussed with the students prior to undertaking the
lesson, so students are aware that expectations are set and should be met.
2.4 Social support
1 2 3 4 5 Comments: We can expect as an elective year 9-10 subjects, students will want to be supportive of
their peers, as this task allows for possibility of sharing of ideas and thoughts.
2.5 Students self-regulation
1 2 3 4 5 Comments: Given the specific lesson plan, students should ideally be fairly autonomous, however
teachers should still be required if students are in need of assistance.
2.6 Student direction
1 2 3 4 5 Comments: Students are very much led by a teacher within this lesson, as this task is to encourage
students to work on a task within a time frame and with themselves under guidance.
3 Significance
3.1 Background knowledge
1 2 3 4 5 Comments: Given year 9-10 music is an elective subject, we can understand that most students will
have a fair amount of assumed knowledge from music, and then we can build lessons from that
knowledge and understanding.
3.2 Cultural knowledge
1 2 3 4 5 Comments: This particular task calls on students to compose theme and variation on a classical
piece which could then provoke teacher/student discussion on the history of the piece, or even to
discuss further cultural knowledge of Aboriginal music.
3.3 Knowledge integration
1 2 3 4 5 Comments: Not many other topics are introduced into this lesson, as students are more outcome
focused and task driven.
3.4 Inclusivity
1 2 3 4 5 Comments: Most students should be mentally present for the lesson, however as the lesson is very
musically challenging, students who may struggle with understanding theory, may feel excluded.
3.5 Connectedness
1 2 3 4 5 Comments: This task struggles to show the level of connect it has to the world and the bigger
picture. However, it is possible for the teacher to explain the opportunities this particular task can
open up.
3.6 Narrative
1 2 3 4 5 Comments: It is possible to view the piece of music as a narrative in itself but however as the plan
calls for students to create variations, the narrative is disrupted and is not focused on specifically.

Section 3: Identifying Areas for Improvement

Identify the two APST standards and two NSW QT model elements you are targeting for improvement.

APST
1) 1.5 Differentiate teaching to meet the specific learning 2) 1.4 Strategies of teaching Aboriginal and Torres Strait
needs of students across the full range of abilities Islander students.
QT model
1) 1.1 Deep Knowledge 2) 3.5 Connectedness

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Topic area: Music
Date: 19/05/17
Time: 60 minutes
(One period)
Outcomes
Syllabus outcomes
5.4 demonstrates an
understanding of the
musical concepts through
improvising, arranging
and composing in the
styles or genres of music
selected for study
5.5 notates own
compositions, applying
forms of notation
appropriate to the music
selected for study
5.6 uses different forms
of technology in the
composition process
5.7 demonstrates an
understanding of musical
concepts through the
analysis, comparison, and
critical discussion of
music from different
stylistic, social, cultural
and historical contexts
5.9 demonstrates an
understanding of musical
literacy through the
appropriate application of
notation, terminology and
the interpretation and
analysis of scores used in
the music selected for
study
Cross Curriculum themes &
General capabilities
Working individually
Using appropriate technology and
software (ICT)
Literacy Skills Writing in Italian
music terminology
Lesson Plan
Stage of Learner: 5 Syllabus Pages: 13
Location Booked: Music Rooms
Lesson Number: N/A
Total Number of students:
Printing/preparation
Class Activity Manuscript Paper
Computers (with Finale)
Instruments (Keyboard)
White Board
Speakers
Assessment Students learn Students learn to
about
Lesson
assessment Understanding the roles
of melody, harmony, and
Informal structure in the
Assessment compositional process Use different forms of
technology in the
The importance of composition process
Aboriginal music (as well
Assessing students as other cultures), not
on their ability to western music.
compose, use Syllabus:
technology, and the Syllabus: 5.7 demonstrates an
function music has. Life Skills understanding of musical
LS.5: A student concepts through the
Informally assess experiments in organising analysis, comparison, and
the students musical sounds. critical discussion of music
understanding of from different stylistic,
culture behind the 5.4 demonstrates an social, cultural and
music, and partake understanding of the historical contexts
in a short musical concepts through
discussion/quiz improvising, arranging 5.9 demonstrates an
about Aboriginal and composing in the understanding of musical
music. styles or genres of music literacy through the
selected for study appropriate application of
notation, terminology, and
the interpretation and
analysis of scores used in
the music selected for
study
Explicit subject specific concepts and
skills
Understanding the concept of
composition
Learning how to notate with software
(Finale)
Students will learn how to compose in
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Numeracy Skills Working out theme and variation and apply their
rhythm (beats) knowledge of theory
Aboriginal and Torres Strait Islander Students will understand music of other
history and culture cultures (other than western music)
Critical thinking encouraging
students to discuss and think outside
of western music and society

Time Teaching and Organisation Centred

learning actions T/S
Intro Teacher begins lesson by explaining the Teacher: Getting examples Teache
10 activity and giving some examples of of theme and variation r
minute how is can be achieved, as well as a brief ready
s history of Aboriginal music and Classical
Music. Student: Listening and
preparing with their
The activity includes students composing manuscript
a theme, and creating variations with
stylistic features of Aboriginal Resources: White board
and piano for explaining
Explaining the origins of Theme and and demonstration
Variation, although which are Classical, Smart board or computer
we can still take this concept and apply it to show Aboriginal Music
to Aboriginal style of music. and examples of theme
and variation
Showing the students Treaty, by Yothu
Yindi (YouTube video)

Body Before students go ahead, teachers Teacher: Guiding students Studen

should discuss WHS safety when it comes in opening and creating a t
to playback and listening to their new Finale file and
compositions. showing them the basics
10 of the program
minute Students are then allowed to use
s computers and begin composing their Student: At computers
own melody and create their variations, with keyboards beside
with the stylistic features of Aboriginal them, starting to use
music in mind. Finale to compose a
theme.
Teacher begins physical activity by
showing students how to open and Resources: Computers
create a new Finale file. with Finale, keyboards,
manuscript paper

Students spend time quietly working on Teacher: Observing and Studen

20 their composition, developing their guiding students if they t
minute musical skills have any questions
s
Students should be thinking about ways Student: Should have
to make their music and themes involve developed a theme and
Aboriginal sound beginning to create their
variations

Resources: (Continuous)
10 Students show the teacher their Teacher: Directing class Studen
minute compositions and explain to the class discussion and allowing for t
s their thought process behind how their informal assessment.
piece reflects Aboriginal culture.
Student: Group interaction
As a class group, students can give by getting students to
feedback in a positive way, as to how discuss their ideas in a
students could incorporate other ideas or positive manner
how they could improve.
Resources: Students
pieces from their

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 computers

Conclus Students can then take their Teacher: Giving students Studen
ion compositions home with them to further to opportunity to further t
work on them as homework, with work on their variations,
10 expected 6 Variations of their original as music requires time and
minute theme to be fully notated. constant practice to
s develop skill.
Students can contact teacher through
emails if they need anymore advice. Student:
Will take their
compositions home to
work on further and refine.

Resources: Students will

need computers at home
with the finale program
installed. Students will
need a notation program
to continue through the
subject as there will be
assessment tasks which
require students compose
pieces.

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Reflection
What have I learned about the teaching and learning
process when preparing this lesson?
As a teacher, I have developed an understanding of how important
and necessary it is to have a thorough lesson plan/scaffold, to help
direct and engage students. Modifying this lesson plan allows us to
see that it is paramount that we incorporate Aboriginal culture and
music into our classrooms. Taking this particular lesson plan was
difficult in the sense that it was quite narrow in its objectives and
outcomes. Noting this, I was able to readjust the plan as so it would
incorporate concepts from Aboriginal music and a wider variety of
outcomes.

Another aspect of this plan was that it presumed the level of

knowledge from all students, however, it is necessary to create a
lesson plan that can be adapted to all styles and levels of learning.
With this in mind, incorporating group work and having the teacher
monitor the class will help aid those who may require more
assistance. Following this, we can adjust the outcomes of the
original lesson plan to also aim for students to become more
culturally aware, by including Aboriginal music

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

5.4 demonstrates an Informal Formative assessment, noting
understanding of the students ability and progress
musical concepts
through
improvising, arranging
and
composing in the styles
or
genres of music
selected for
study
5.5 notates own Informal Formative assessment and class
compositions, discussion
applying forms of
notation
appropriate to the
music
selected for study
5.6 uses different forms Informal Formative assessment, through
of technology in the monitoring the use of their computers for this
composition process task
5.7 demonstrates an Informal Formative assessment, we can view
understanding of their understanding of Aboriginal music and
musical their ability to compose with the intention of
concepts through the stylistic features of a particular genre
analysis, comparison, Class Discussion
and
critical discussion of

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music
from different stylistic,
social, cultural and
historical contexts
5.9 demonstrates an Assessment through homework, after students
understanding of have had a bit of time to work on it, we can
musical literacy through then mark and grade their work.
the appropriate This will then give the teacher a good indicator
application of notation, of how well the student understands the given
terminology and the concepts and task
interpretation and
analysis of scores used
in the music selected
for study

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?
Within music, one of the key WHS issues that can arise is the issue
of music being too loud, whereas students can permanently damage
their hearing if they continuously listen to loud music over time. It is
my job as teacher to ensure students are using appropriate levels
when listening to their music back, as well as ensure they have
good quality headphones, not earphones that could risk damage to
the ear drum.

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Academic Justification

Despite the original lesson plan being quite extensive, we can note there is room for
improvement in multiple areas; to create a more wholesome and engaging plan. In
reference to the Australian Professional Standards for Teaching guides and
frameworks, we can create improvements in selected areas, which include (but are not
limited to) outcomes 1.5, Differentiate teaching to meet the specific learning needs of
students across the full range of abilities and 1.4, Strategies of teaching Aboriginal
and Torres Strait Islander students. Following this, we can also aim to address the
standards set out by the New South Wales Quality Teaching Model. Particular
outcomes I would aim to address include (but are not limited to) 1.1, Deep
Knowledge and 3.5, Connectedness.

Looking forward, we can focus on the concept of the outcome 1.5, which is achieved
by adjusting our teaching practices, to be inclusive and accommodating for all levels
of learning. As noted in the modified lesson plan, this is achieved by creating more of
a student - teacher interaction, with the teacher being more included in the progression
of the lesson (Hayes, Mills, Christie, & Lingard, 2006). As well as this, students are
informally assessed on a larger array of outcomes and standards, rather than the
limited outcomes of the original plan. Widening this criteria for achievement, allows a
broader spectrum for students to achieve and grow as they work their way through
this particular topic. Continuing this, we can view the correlation between the given
outcomes of an assessment and academic achievement of a student, as Ronald Harden
notes that the use of limited learning outcomes allowed for inadequacy, as predictors
of the complex nature of learning (Harden, 2002), emphasising the notion of needing
a larger array of outcomes to assess all students levels. Continuing this, addressing the
need for outcome 1.4, viewing the original lesson plan, we can see there was little to
no involvement of Aboriginal music, or culture throughout the lesson. With this in
mind, it is paramount that students are opened to learning about Aboriginal music as it
aims to create aware individuals, as well as differentiation to the learning preferences
of Indigenous students. Sandra Styres notes the importance of building good and
equitable relationships between teachers and students, as we can then endeavour to
adjust our teaching to be mindful of the cultural context and protocols (Styres, 2017).
This is achieved by readjusting the original lesson plan, to focus on Aboriginal music,
rather than classical. Introducing the song Treaty (Kelly et al., 1991), we begin to
address this outcome by allowing students to compose their pieces with an Aboriginal
focus to their theme and variations.

Expanding further, we can then look at addressing the outcomes within the NSW
Quality teaching model, as the original lesson plan allows for gaps within the learning

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process. Looking at outcome 1.1, we can see the original lesson plan is very directive
and does not allow for questioning of deep knowledge. We address this in the
remodelled lesson plan by encouraging group discussion, as this allows for student
consideration and critical thinking. The inclusion of group work is widely understood
to help students develop as Groups can change the way people perceive the world
and the reality of their lives. (Johnson, & Johnson, 2004). Furthermore, we can then
go ahead and examine how we addressed outcome 3.5, that being connectedness. This
concept encapsulates the notion of how students are connected to a bigger picture and
draws from the idea of deep knowledge. Within the original lesson plan, teachers are
asked to reference a piece of classical music; however, to accommodate various
outcomes such as connectedness, it is paramount we adjust the lesson plan
accordingly. Again, with this in mind, understanding Aboriginal music and the culture
respectfully behind it, allows the students to develop a better sense of connectedness
not only with the culture, but their own peers as well. We can note that the State
curriculum frameworks to develop [ones] deep knowledge, skills and values that
strengthen the sense of Aboriginal identity and understanding among a whole
community (Vaughan, Burridge, & Whalan, 2012).

To conclude, although the NESA original lesson plan was thoroughly produced, we
can see the need to further scaffolding and refining overall; as many outcomes from
various teaching guides and models were not being met. The APST and the NSW
QTM guide both permit for improvement with the notion of developing students who
are culturally aware as well as engaged and interested. Following this, I personally
feel as though this particular lesson plan has been modified and adjusted so it means
multiple learning outcomes and therefore, aids students in being the best they can be
as learners, peers and individuals.

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References

AITSL. (2016). Australian Professional Standards for Teachers. Retrieved

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

Board of Studies. (2003). Music Years 7-10, Syllabus. Sydney: Board of

Studies NSW.

Harden, R. (2002). Learning outcomes and instructional objectives: is

there a difference?. Medical Teacher, 24(2), 151-155.
http://dx.doi.org/10.1080/0142159022020687

Hayes, D., Mills, M., Christie, P., & Lingard, B. (2006). Teachers and
Schooling Making A Difference: Productive pedagogies, assessment
and performance (1st ed.). Crows Nest, NSW: Allen & Unwin.

Johnson, D., & Johnson, R. (2004). Assessing students in groups:

Promoting group responsibility and individual accountability (1st ed.,
p. 9). Thousand Oaks, Calif.: Corwin Press.

Kelly, P., Yunupingu, M., Kellaway, S., Williams, C., Yunupingu, G., &
Mununggurr, M. et al. (1991). Treaty. Australia: Mushroom Records.
Retrieved from https://www.youtube.com/watch?v=Jf-jHCdafZY

Ludwig, J., & Gore, J. (2003). Quality Teaching in NSW Public Schools
A classroom practice guide Retrieved from http://web1.muirfield-
h.schools.nsw.edu.au/technology/Programs/Template/Quality
%20Teaching%20Guide.pdf

Moore, A. (2012). Teaching and learning: pedagogy, curriculum and

culture (2nd ed.). Oxon: Routledge.

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Sample work Music Stage 5: Composing Variations on a Theme | NSW
Education Standards. (2017). New South Wales Education Standards
Authority. Retrieved 14 May 2017, from
https://educationstandards.nsw.edu.au/wps/portal/nesa/k-
10/understanding-the-curriculum/resources/sample-work/sample-
work-detail/sample-work-music-st5-composing-variations-on-a-
theme

Styres, S. (2017). Pathways for Remembering and Recognizing

Indigenous Thought in Education ... (1st ed., p. 25). Toronto:
University of Toronto Press.

Vaughan, K., Burridge, N., & Whalan, F. (2012). Indigenous Education:

A Learning Journey for Teachers, Schools and Communities (1st ed.).
Rotterdam: Sense Publishers.

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