Professional Documents
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In this assignment, I will analyse and modify the Mathematics LP from VUWS. I aim to identify
the strengths and weaknesses of the lesson plan using the Australian Professional Standards
for Teachers (APST) and NSW Quality Teaching (QT) model as frameworks.
1 Intellectual quality
1.1 Deep knowledge
1 – 2 – 3 – 4 Comments: Relevance of the lesson outlines the need for timetables ad
–5 where they may be used. Reference to prior knowledge given through
Sustainability via the impacts of human activity.
3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 Comments: Brainstorming to build on background knowledge of using a
–5 timetable. Questions such as when and where you may need to use a
transportation timetable?
3.5 Connectedness
1 – 2 – 3 – 4 Comments: Connectedness is mentioned in the lesson plan, using public
–5 transport to create sustainability of life. It could have included transport
issues that need to be considered when using timetable to determine leave
time versus arrival time.
3.6 Narrative
1 – 2 – 3 – 4 Comments: Some form of narrative is used through the activity sheet
–5 questions “what time do I have to leave… if I am to arrive at …?
APST
2.6 Information and Communication 3.4 Select and use resources
Technology (ICT)
QT model
2.6 Student direction 2.2 Engagement
Topic area: Timetables Stage of Learner: 11, Standard Syllabus Pages: pp. 34
Resources:12 hr-24hr
conversion worksheet,
stationery, timer.
Conclus Teacher collects worksheets for marking. Teacher: collects worksheets. Teacher
ion Student: answer evaluation student
5 mins Ask students to answer, “what have I learnt questions.
about timetables?” evaluation.
Projects evaluation sheet on the smartboard Resources: smartboard
for students to see.
Justification
The lesson plan I chose to analyse had some strengths and some limitations
teachers (AITSL, 2017) and the NSW Quality Teaching Model. I focused on
Technology (ICT) and standard 3.4 Select and use resources, and two
Standard 2.6 and 3.4 were enhanced by integrating more ICT resources
through an online activity where students navigate and use a NSW transport
website ("Plan", 2017) to plan a real-life trip they could use and relate to in
their everyday lives. The ICT resource meets the lesson outcome MS11-9 and
showing students just how easy it is to plan a public transport trip. ICT is a
technologically sophisticated society now and into the future, students need
the knowledge, skills and confidence to make ICT work for them at school, at
With respect to the NSW quality teaching model, improvements were made
to student direction (2.6) and engagement (2.2). The lesson was modified to
actively include student choice and keep students engaged with different
solving test questions based on student choice, allocating pairs through colour
matching cards, exploring the transport app, self-regulated use of the app,
learning and human development and growth occurs when people are
students are provided with a transport app that students can interact with at
their own pace and associate it to real world experiences (trip planner from a
desired location to another via public transport), allowing the students to own
their own learning and obtain tangible outcomes. To support this further, Freire
immediate worlds of the students and it must enable them to analyse, theorize
4).
Within the lesson plan, at many stages students are provided with choice,
which question to solve, whether to work in a group or solo and exploring the
transport app based on student’s own trip plan. This allows students to feel they
contribute to their own learning and they can make a difference by discussing
and reflecting throughout the lesson and their perspective is made valuable
finish their work early, to stretch what they have learnt from the lesson and that
they are accountable for their own growth. Research suggests that allowing
https://www.aitsl.edu.au/docs/default-
source/general/documentary_evidence_proficient_teachers.pdf?sfvrsn=d90ce33c_0
https://www.australiancurriculum.edu.au/f-10-curriculum/general-
capabilities/information-and-communication-technology-ict-capability/
Easton L.B. (2002) Lessons from Learners, Vol.60 No. 1 September 2002 Educational
Education Queensland 2001 New Basics – The Why, What, How and When of Rick Tasks
Queensland Government, Brisbane Web:
http://www.education.qld.gov.au/corprate/newbasics
https://transportnsw.info/plan
Tadich, B., Deed, C., Campbell, C., & Prain, V. (2007). Student engagement in the middle year: year 8