WESTERN SYDNEY UNIVERSITY

MASTERS OF SECONDARY TEACHING 1714

UNIT: 102087 Secondary Curriculum 1A

Assessment 1: Professional Task

By Madeleine Clark
18063631
 LESSON PLAN 1
Topic Area Stage of Learner: Syllabus Pages
Australians at War: World Wars 1 and II Stage 5 (Year 10) p. 76
Date Location Booked: Lesson Number:
- Classroom 1
Time: Total number of students: Printing/Preparation:
60 Minutes 24 Preparation of concept folders
Printing 4 x 24 worksheets for
folders

Outcomes Assessment Students learn about Students learn to

 HT5-1: explains and assesses the  Formative  The background to  Outline the main
historical forces and factors that assessment of the beginning stages causes of both
shaped the modern world and student’s
Australia
of World War I wars (WWI)
ability to  The impact of
 HT5-2: sequences and explains the
carry out
significant patterns of continuity militarism, alliances,
and change in the development of
research
imperialism and
the modern world and Australia  Formative
assessment of nationalism on WWI
 HT5-4: explains and analyses the
causes and effects of events and student's  How the
developments in the modern responses to assassination of Arch
world and Australia MAIN Duke Franz
 HT5-9: applies a range of relevant activities Ferdinand ultimately
historical terms and concepts began the first world
when communicating an
understanding of the past
war
Cross Curriculum Priorities Explicit subject specific concepts and skills
 Sustainability  Militarism, Alliances, Imperialism, Nationalism
 Researching Skills
General Capabilities
 Literacy
 ICT

Quality Teaching Elements (lesson focus) highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order
This refers to pedagogy focused on producing deep 1.2 Deep thinking
understanding of important, substantive concepts, skills and understanding 1.5 Metalanguage
ideas. Such pedagogy treats knowledge as something that 1.3 Problematic 1.6 Substantive
requires active construction and requires students to engage knowledge communication
in higher-order thinking and to communicate substantively
about what they are learning
Quality Learning Environment 2.1 Explicit quality 2.4 Social support
This refers to pedagogy that creates classrooms where criteria 2.5 Students’ self-
students and teachers work productively in an environment 2.2 Engagement regulation
clearly focused on learning. Such pedagogy sets high and 2.3 High 2.6 Student direction
explicit expectations and develops positive relationships Expectations
between teacher and students and among students
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more knowledge 3.5 Connectedness
meaningful and important to students. Such pedagogy draws 3.2 Cultural 3.6 Narrative
clear connections with students’ prior knowledge and knowledge
identities, with contexts outside of the classroom, and with 3.3 Knowledge
multiple ways of knowing all cultural perspective integration
Teaching Indicators of presence in the lesson
element
Deep Deep understanding can be achieved in the lesson through the concepts of
Understanding militarism, alliances, imperialism and nationalism. Getting students to process these
ideas, and their relationships with each other, means that the students take their
superficial understanding to a structured understanding of how the war began.
Student’s self- Self-regulation on behalf of students is a key learning skill within this lesson. The
regulation students are required to manage their time effectively to ensure they complete each
activity in the given time frame. The enforcement of responsibility onto the student
means they must be constructive in the lesson.
Background This lesson will link previous understandings of nationalism and alliances to new
knowledge knowledge through these learning activities
Time Teaching and Learning Actions Organisation Centred:
T/S
1-5 *This classroom should have tables set up in four groupsTeacher: Setting up
min
due to the nature of activities. If this is not the case, the
the grouped tables.
teacher should move the tables into four groups (six Greeting students at T/S
students per table) prior to beginning the lesson* classroom door,
marking class roll.
The teacher will welcome the class into the room as the Begins to provide
students have their names marked off the roll. Students instructions for
will proceed to find a seat in the class as the teacher students about the
reminds them to settle quietly. lesson.

The teacher will begin leading the lesson by introducing Student: Settling into
the new topic of “Australians at War: World War 1” class, listening for
name on the roll.
The teacher will briefly discuss the topic will begin by
contextualising WWI in this class. Resources: Class roll
6-12 The teacher will announce that this lesson will be Teacher:
min
directed by the focus question: implementing
“What caused World War 1?” learning intention.
(This learning intention should also be written on the Encouraging students
whiteboard as a visual reminder for students over the to participate in class
T/S
next hour). discussion. Asking
higher-order thinking
The teacher should invite students to offer ideas about questions as prompts
what may have caused World War 1. This generated
class discussion should have the teacher telling the Student: responding
students to consider the global political landscape prior to the teacher’s lead
to 1914. To stimulate the discussion (opportunity for question
diverse learners) the teacher should also press students
with higher-order thinking questions such as: Resources: prompt
 Evaluate how the war might have been avoided questions for
 Do you think there is someone, something or one discussion
country primarily responsible for the cause of
WW1?
 Analyse why Australia’s participation in WW1 was
important
13-45 The teacher will move from the discussion to introduce Teacher: Introducing S
min
the concepts of militarism, alliances, imperialism and new concepts.
nationalism (MAIN). The teacher should announce that Explaining the group
the six students per table would be working activity. Timing
collaboratively through a range of activities activity
corresponding to each concept.
The students will begin the activity based on where they Student: Listening to
are currently sitting. The teacher will provide one teachers instruction
concept per table. This concept will stay on this desk for for the activity.
the duration of the activity. Completing the
The students should spend 8 minutes investigating each activities according to
concept before moving in a clockwise direction to the the timer
next table/concept. This will ensure that each table
 works through each concept. The student will end up Resources: 4 iPads, 4
with 4 individual worksheets, representative of each folders, 4 x 24
concept. The teacher should provide a portable timer worksheets (one per
and place it within vision of all students, so they may concept, per student)
keep track of time per concept.

One pre-prepared folder should be placed on each desk

as so:

M A

N I
Each folder will contain a research sheet and an iPad.
The students should use the device to work through the
worksheets, implementing their research skills.

As the students are completing this activity, the teacher

should move around to each table and answer any
questions. The aim of this task is have students directing
the research. The teacher can support the students but
the students should be working mostly independent of
the teacher. This is an opportunity for the students to
rely on one another as opposed to the skills of the
teacher. This will provide the teacher the opportunity to
work with students requiring additional support.
46 As the individual groups finish the final concept, the Teacher: Asking T/S
min
teacher asks the students to pack away the folder. The students to pack
teacher should collect the folders from each table in work away. Collecting
preparation for the next activity. folders

Student: Packing
away folders

Resources: concept
folders
47-50 The teacher should highlight how the MAIN concepts Teacher: Playing S
min
were a real contributing factor to the beginning of WW1. video
The teacher should now explain that whilst the MAIN
concepts were a major contributor to war, another Student: watching
significant occasion that ultimately led to the beginning video
of WW1 was the Assassination of Arch Duke Franz
Ferdinand at Sarajevo. To succinctly provide this Resources: Video
information, the teacher will play short video clip on the link,
 assassination of Arch Duke Franz Ferdinand laptop/computer,
Link: https://www.youtube.com/watch?v=JEGVcSpfM9k projector
51-57 Following the video, the class should engage in Teacher: Lead S
min
discussion about how the assassination of Archduke discussion
Franz Ferdinand helped shape the modern world.
To conclude the lesson the teacher will add a KWL chart Student: Contributing
outline to board. Students will need it in their workbook. to discussion
Know Want to Know What you Learnt
Resources: discussion
questions
The students will be invited to share their responses to
the first two columns. The third column will be
completed at the end of the unit.
58-60 The students will be asked to copy the homework Teacher: Providing T/S
min
question down into their workbooks. homework question.
Closing lesson
Homework focus question: “Did the assassination of
Archduke Franz Ferdinand OR the concepts of MAIN Student: Writing
cause world war 1? Justify your answer using what you down homework
learnt in class today” question

The teacher will then say goodbye and the students will Resources:
be led out of the classroom. homework question

Reflection
For this lesson in particular, I have learnt that the teaching practice requires many tools
in order to manage the time. The activities in this lesson require somewhat of a rigid
schedule when trailing through the concept folders. This means a visual tool such as a
timer should be used to keep students engaged in the management of their time. The
learning process here looks at different ideas in set amounts of time. This hopefully
means that the engagement is maintained for each student.

Learning Method of measurement and recording

Outcome
HT5-1 Through gaining an understanding of the causes of WWI, the students
understand how the modern world was shaped.
HT5-2 Students are able to explain how the assassination of the Archduke
caused major changes and eventuated to WWI.
HT5-4 Students can explain the concepts of militarism, alliances, imperialism
and nationalism that led to developments in Australia.
HT5-9 Through the shared group activities, students are able to apply relevant
historical terms to their responses.
Other considerations
Graduate Evidence within this lesson
Standards
1.5 The teaching activities have variation in order to address the needs of
different learning styles. Watching visuals, participating in discussion and
completion of different worksheets will achieve this.
2.1 The lesson begins with the revision of basic knowledge. The intention is
to build on these skills throughout the lesson.
2.2 The content within the lesson is sequenced to induce clear
understanding and essentially synthesise the concepts and show how
WW1 began.
2.6 The use of iPads has been included in this lesson to help students carry
out research in their groups, independent of the teacher. Researching
within the group provides opportunity for building knowledge skills.
3.1 Challenging learning goals are set within the class discussion. The teacher
narrates the discussion through the provision of questions, which require
higher-order thinking on behalf of the student.
4.4 Maintaining student safety has been achieved through minimalizing
increased movement around furniture hazards

WHS
The main risk that can occur is to have students moving from table to table for the
MAIN folder activity. The teacher ensures students are instructed to move in a
clockwise direction. This instruction should reduce the traffic in the space and
prevent any injury.

References
Alpha History. (2014). Militarism as a cause of World War I. Retrieved from
https://alphahistory.com/worldwar1/militarism/

Crocker III, H.W. (2014). The Yanks are Coming: A Military History of the United States
in World War I. Retrieved from https://www.historyonthenet.com/world-war-
one-causes-2/

Haltof, M. (1993). In quest of self-identity: “Gallipoli, Mateship and the Construction of

Australian National Identity”. Journal of Popular Film & Television, 21 (1), 27-36.
Retrieved from: https://search-proquest-
com.ezproxy.uws.edu.au/docview/740767185/fulltextPDF/46B05C2EA9474EE0
PQ/1?accountid=36155

Hyslop, J. (1999). The Imperial Working Class makes itself ‘White’: White Labourism in
Britain, Australia, and South Africa before the first World War. Journal of
Historical Sociology, 12 (4), 398-421. doi: 10.1111/1467-6443.00098

Simple History. (2015, November, 7). The Assassination of Archduke Franz Ferdinand
Cartoon. [Video file]. Retrieved from
https://www.youtube.com/watch?v=JEGVcSpfM9k

Resources Attached:
Please see below
 Militarism Alliances Imperialism Nationalism

Define it… How many soldiers did Australia

provide to the WWI effort?

MILITARISM
Who had the strongest Provide an example of WWI
military at the beginning of militia
WWI?
Militarism Alliances Imperialism Nationalism

Alliances founded prior to the beginning of World War 1

consolidated the loyalty between nation states. These alliances
played a major role in the events that would occur from 1914-
1918.

Alliance means:
_____________________________________________________
_____________________________________________________
_____________________________________________________

Using the device provided in the folder, your group must work together to
discover the 8 alliances that were signed prior to the beginning of WW1.
Some clues have been given to help you 

Year Name of Alliance Brief explanation of alliance

1879

Austro-Serbian
Alliance

Franco-Russian
Alliance
1904

Triple Entente

1914
Militarism Alliances Imperialism Nationalism

Imperialism means:

_____________________________________________________
_____________________________________________________
_____________________________________________________

Where did Australia’s imperial ties lie? Briefly explain why

_____________________________________________________
_____________________________________________________
_____________________________________________________

What might be some pros and cons of imperialism?

Pros of Imperialism Cons of Imperialism

Militarism Alliances Imperialism Nationalism

Nationalism means:
_____________________________________________________
_____________________________________________________
_____________________________________________________

Using the device provided in the folder, research 4 examples of

wartime nationalism

1.______________________ 2.______________________
_______________________ ______________________

3._____________________ 4.______________________
_______________________ _____________________
 LESSON PLAN 2
Topic Area Stage of Learner Syllabus Pages
World War 1 Stage 5 (Year 10) p. 76
Date Location Booked: Lesson Number:
- Classroom 2
Time: 60 minutes Total number of students Printing/Preparation:
24 Collecting iPads, printing world
map, printing WW1 Battle dates –
cutting, folding and placing them in
the Cup of Luck, projecting PPT

Outcomes Assessment Students learn about Students learn to

 HT5-2: sequences and explains the  Formative:  The place that  Locate and
significant patterns of continuity Student Australian soldiers sequence the
and change in the development of capability
the modern world and Australia of
fought places where
 HT5-5: Identifies and evaluates identifying  Sequencing battles Australians fought
the usefulness of sources in the historical of Australian in both wars
historical inquiry process battle soldiers
 HT5-9: applies a range of relevant grounds for
historical terms and concepts WWI
when communicating an soldiers
understanding of the past  Formative:
 HT5-10: selects and uses ICT
appropriate oral, written, visual capabilities
and digital forms to communicate through
effectively about the past for research
different audiences and
Cross-curriculum priorities creation of
 Sustainability timeline
Subject specific concepts and skills
General Capabilities  Battles, battlegrounds
 ICT  Sequencing and identifying geographical locations of soldiers
 Literacy  Synthesising significance of battles
 Numeracy

Quality Teaching Elements (lesson focus) highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order
This refers to pedagogy focused on producing deep understanding of 1.2 Deep understanding thinking
important, substantive concepts, skills and ideas. Such pedagogy treats 1.3 Problematic 1.5 Metalanguage
knowledge as something that requires active construction and requires knowledge 1.6 Substantive
students to engage in higher-order thinking and to communicate communication
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 2.2 Engagement 2.5 Students’ self-
teachers work productively in an environment clearly focused on learning. 2.3 High Expectations regulation
Such pedagogy sets high and explicit expectations and develops positive 2.6 Student direction
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 knowledge 3.5 Connectedness
important to students. Such pedagogy draws clear connections with 3.2 Cultural knowledge 3.6 Narrative
students’ prior knowledge and identities, with contexts outside of the 3.3 Knowledge
classroom, and with multiple ways of knowing all cultural perspective integration
Teaching Indicators of presence in the lesson
element
Substantive The aim of this lesson is to have students continually collaborating on the
communication activities provided. Beginning the class with a discussion to deepen
understanding, the communication should thread through each activity so that
students become comfortable with encountering subject specific terminology in
the battles of WWI.
Student In the Canva activity, the students have creative freedom over their design of the
direction classroom banner. Despite the information requirements, the students have the
autonomy to decide if the class will have a selected colour palette, theme etc. In
this way, the students will decide which way this activity will be completed and
how they will present it.
Inclusivity This lesson requires the participation of all students. The students have a variety
of opportunities to seek support and show support to one another. All students
are required to be included and all students carry the responsibility of including
others in the activity.
Time Teaching and Learning Actions Organisation Centred:
T/S
1-5 *As the teacher has booked a class set of iPads for Teacher: Needs to collect T/S
min
this lesson, they will need to be collected and iPads, mark the class roll,
brought to the designated classroom* ask students to collect an
The teacher will welcome the class into the room as iPad
the students have their names marked off the roll.
Student: has name
The teacher will ask the students to collect one iPad marked off the roll,
per student and take it to their desk. The iPads collects an iPad
should not be switched on until the teacher asks
students to do so. Resources: iPads
6-10 The teacher will share with students that today’s Teacher: writes learning S
min
lesson involves identifying places that Australians intention of board
fought in WWI. This learning intention should also be
written on the central whiteboard (or equivalent). Student: make
The teacher will give students the opportunity to suggestions to teacher
suggest any locations that the soldiers fought from
1915-1918. Students should express these ideas in a Resources: whiteboard,
class discussion. whiteboard marker
11-25 The teacher will project a PowerPoint presentation Teacher: Presenting T/S
min
regarding the locations of Australian soldiers during PowerPoint, handing out
WWI. The teacher will distribute a world map per world map to each
student. The objective is for students to view the student
presentation and pinpoint the places where
Australian soldiers fought during WW1 as the PPT is Student: viewing
being viewed. This can be completed with a pen, teacher’s presentation,
highlighter, pencil etc. Students will be required to fill pinpointing countries on
in the name and date of the battle near the position map
of the place. This resource will be glued into the
student’s workbook as consolidation of knowledge Resources:
for the sequence of Australian solider in WWI. This Computer/Laptop,
also allows the teacher to perform formative PowerPoint presentation,
assessment of the students’ capabilities of locating projector, 24 x printed
and sequencing. world maps

Events discussed include:

 Australian troops training in Mena, Egypt
 Australians landing in Gallipoli, Turkey
 The Battle of Lone Pine
 The Battle of the Somme
 The Battle of Fromelles
 Battle of Messines
 Battle of Passchendaele
 Battle of Le Hamel
 Battle of Amiens
All information for these battles has been received
from https://ww1.sl.nsw.gov.au/explore/timeline

During this activity students could mark the following

 cities, countries, seas:
 Mena, Egypt
 Toma, Papua New Guinea
 North Sea
 Gallipoli, Ottoman Empire (now Turkey)
 France (including Somme, Fromelles,
Bullecourt)
 Messine, Belgium
 Suez Canal
26-57 The final slide in the presentation will provide Teacher: Explaining the S
min
students with an activity to complete for this lesson. class activity from the
The students are asked to randomly select a date slide, presenting the Cup
from the ‘Cup of Luck’ (the Cup of Luck is filled with of Luck to students.
folded Post It notes containing the dates of Supporting students
significant battles for Australian soldiers and is pre- through activity
prepared by the teacher). The student will then
become responsible for this date. Student: Randomly
The activity requires students to design a small selecting a date from the
poster on the online design program “Canva” using Cup of Luck
the class login details. Students are to research and Beginning research on
investigate their date using the iPads. The teacher iPad. Creating poster on
will advise that this research can be completed using iPad
the Australian War Memorial World War One
Timeline OR the NSW State Library War Timeline Resources: Cup of Luck
Available at: with WW1 Battle dates,
https://ww1.sl.nsw.gov.au/explore/timeline iPads, PowerPoint
https://www.awm.gov.au/articles/atwar Presentation,
laptop/computer,
When students have a good understanding of the projector, timer
significance of the date, they are to access the Canva
account and create a poster.
Available at:
https://www.canva.com/
Login (as example) to be provided to students -
Username: yr10history & Password: 2018WWI

Students have creative direction over their poster.

They must however, include the following elements:
 The date of the event
 The name of the event
 Significance of event (just a short summary)
 The number of Australian casualties
 An image representing the event

The students have 30 minutes to complete this

activity. A timer will be placed on the board to help
students with time management.
These Canva posters will be printed by the teacher
and hung as a banner around the classroom. They
will become a visual reminder for students whilst
 they study the WW1 topic.

As the students are completing this activity, the

teacher will be required to walk around to each
student to check the progress. The aim of this lesson
is to have students self-regulating their learning. The
teacher will be able to answer questions but students
should be mostly independent.
58-60 The teacher should signal the students to begin Teacher: Alerting T/S
min
saving a copy of their work and returning the iPads to students to pack up their
the front of the room. work, providing
homework question
The teacher should then ask the question:
Student: saving
“Why was your date the most significant for the
completed work,
development of WWI?” The teacher will tell the
providing feedback to the
students this is their homework question. Students
teacher, writing down
are to copy this question down into their workbook.
homework question
The teacher can then conclude the lesson. Resources: whiteboard,
whiteboard marker

Reflection
In regards to the teaching process, this lesson required a lot more preparation in
comparison to the first. Whilst the preparation in itself was not difficult to prepare, it
just required a lot more time. I felt the PowerPoint presentation was an effective
method of learning the battle dates for Australians in World War 1 in comparison to
the traditional format of a timeline. However, this activity will require a lot of thinking
on behalf of the student

Learning Outcome Method of measurement and recording

HT5-2 Students are able to sequence the places where Australian
soldiers fought during the first World War and how this
contributed to the development of the modern world
HT5-5 Students are able to synthesise the information using the map
of the world to sequence the battles
HT5-9 Students use correct terminology when learning about
significant battles for Australian soldiers
HT5-10 Students are using visual and digital forms to understand the
information presented about WWI

Other considerations
Graduate Evidence within this lesson
Standards
1.2 Understanding how students learn is why I made the choice to avoid the
classic timeline activity. It seems more effective to differentiate the
learning through designing small posters
2.5 This lesson requires significant literacy skills in order to comprehend the
significance of war battles from 1915-1918. Students have to synthesise
the information they find regarding their specific date and make it
 concise for their poster.
2.6 The lesson requires students to implement their ICT skills. Given the task
of creating a poster for a classroom banner means students are able to
access technological sites for creating visual banners
3.4 A significant resource has been used in terms of the Australian War
Memorial educational website. The interactional timeline will allow
students to stay focused in their learning
3.5 The teacher must use effective classroom communication throughout
this lesson. The lesson is mainly student-directed however, the teacher
must be clear with initial instructions to ensure the success of the
students.
4.1 Supporting student participation will maximise the students
understanding of the concepts and allow increasing amounts of work to
be completed

WHS
The key risk issues revolve around the use of iPads and the safety of students when
using iPads. To reduce these risks, the teacher should be very specific in their
expectations of students when they are using the devices. Students should carry the
duty of being responsible for the safety of the iPad and ensuring that they behave
sensibly and calmly while using the iPads

References
Australian War Memorial. (2018). Australians at War: Australian Military History
Overview. Retrieved from https://www.awm.gov.au/articles/atwar

Canva. (2018). Create a Design. Retrieved from: https://www.canva.com/

New South Wales State Library. (2014). WWI Timeline. Retrieved from
https://ww1.sl.nsw.gov.au/explore/timeline

Outline World Map Images. (2009). Political White World Map. Retrieved from
http://www.outline-world-map.com/political-white-world-map-b6a

References for photographs of War used in PowerPoint Presentation

Slide 1 Australian troops in the Lone Pine trenches [Image]. (1915, August 6). Retrieved
from https://www.awm.gov.au/articles/atwar/first-world-war
Slide 2 Fisher, Andrew (1862-1928). [Image] (n.d.). Retrieved from
http://adb.anu.edu.au/biography/fisher-andrew-378
Slide 3 Lines of the Australian 9th and 10th Battalions at Mena Camp looking towards
the Pyramids. [Image]. (1914, December). Retrieved from
https://www.awm.gov.au/collection/C02588/
Slide 4 Anzac Beach, Gallipoli, 1915. The beach packed with Australian soldiers and
supplies with more arriving in small boats. [Image]. (1915, April 25). Retrieved from
http://www.nma.gov.au/online_features/defining_moments/featured/gallipoli_landing
Slide 5 Centenary of the August 1915 Offensive: The Battle of Lone Pine. [Image]. (1915,
August). Retrieved from
https://www.army.gov.au/our-history/history-in-focus/centenary-of-the-august-1915-
offensive
Slide 6 Infrantrymen of the 6th Brigade, 2nd Australian Division, march back to their
billets after a spell of duty in the front line trenches. [Image]. (1916, August 10).
Retrieved from https://www.awm.gov.au/collection/EZ0092/
Slide 7 Captured Australians arriving at the German collecting station on the morning of
20th July. [Image]. (1916, July 20). Retrieved from
https://www.awm.gov.au/articles/blog/the-worst-night-in-australian-military-history-
fromelles
Slide 8 The Battle of Messine 1917. [Image]. (1917, June 7). Retrieved from
https://www.army.gov.au/battle-of-messines-1917
Slide 9 Members of the 2nd Australian Pioneer Battalion making a wagon track from
planks of wood at Chateau Wood. [Image]. (1917, September 26). Retrieved from
http://www.awmlondon.gov.au/battles/ypres
Slide 10 View from the trenches, a few days after the Battle of Le Hamel. [Image].
(1918, July). Retrieved from
https://anzacportal.dva.gov.au/history/conflicts/australians-western-front/australian-
remembrance-trail/australian-corps-2
Slide 11 18 pounder guns of the 6th Battery Of Australian Field Artillery in action near
Villers-Bretonneux. [Image]. (1918, August 8). Retrieved from
https://www.awm.gov.au/collection/E02926

Resources Attached:
PowerPoint Presentation – Introductory learning
 List of World War One Battles attended by Australian Soldiers
(These will be cut and placed into the Cup of Luck)

Event # Date Importance

1 10th August, 1914 Recruitment
2 1st November, 1914 30,000 troops sail to Mena
3 1st January, 1915 Australians training in Mena
4 25th April, 1915 Gallipoli Landing
5 6th-9th August, 1915 Battle of Lone Pine
6 7th August, 1915 The Nek
7 21st August, 1915 Hill 60
8 29th August, 1915 Stalemate
9 18th-20th December, 1915 Evacuation off Gallipoli
10 1st July, 1916 Battle of the Somme
11 19th July, 1916 Battle of Fromelles
12 23rd July- 3rd September, 1916 Australians capture Pozières
13 4th-5th August, 1916 Suez Canal
14 7th June, 1917 Battle of Messines
15 31st July, 1917 Third Battle of Ypres
16 31st October, 1917 Battle of Beersheba
17 9th December, 1917 Capturing Jerusalem
18 27th March – 30th April, 1918 Somme Village Attack
19 25th April, 1918 2nd battle for Villers-Bretonneux
20 4th July, 1918 Battle of Le Hamel
21 8th-11th August, 1918 Battle of Amiens
22 5th October, 1918 Australians take Montbrehain
23 11th November, 1918 Signing the Armistice
24 28th June, 1919 WW1 officially ends
All retrieved from

New South Wales State Library. (2014). WWI Timeline. Retrieved from
https://ww1.sl.nsw.gov.au/explore/timeline
A world map for students to mark with Australian Battles
 LESSON PLAN 3

Topic Area Stage of Learner Syllabus Pages

World War 1 Stage 5 (Year 10) p. 76
Date Location Booked Lesson Number
- Classroom 3
Time: 60 Minutes Total number of students: Printing/Preparation
24 Printing source booklet and pro
forma, collecting timer

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes  Formative  Analysing historical  Explain why
 HT5-5: Identifies and evaluates assessment sources regarding Australians
the usefulness of sources in through
the historical inquiry process historical
WWI enlisted to fight in
 HT5-7: explains different imagination  Developing both wars
contexts, perspectives and task historical
interpretations of the modern  Formative imagination with
world and Australia assessment regard to
 HT5-9: applies a range of through
relevant historical terms and analysing
experiences of
concepts when communicating sources people from the
an understanding of the past booklet past
 HT5-10: selects and uses
appropriate oral, written,
visual and digital forms to
communicate effectively about
the past for different
audiences
Cross-Curriculum Priorities
 Sustainability Subject specific concepts and skills
 Enlistment, Propaganda
General Capabilities  Researching, Analysing, Synthesising, Interpreting
 ICT
 Literacy

Quality Teaching Elements (lesson focus) highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order
This refers to pedagogy focused on producing deep understanding of 1.2 Deep understanding thinking
important, substantive concepts, skills and ideas. Such pedagogy treats 1.3 Problematic 1.5 Metalanguage
knowledge as something that requires active construction and requires knowledge 1.6 Substantive
students to engage in higher-order thinking and to communicate communication
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 2.2 Engagement 2.5 Students’ self-
teachers work productively in an environment clearly focused on learning. 2.3 High Expectations regulation
Such pedagogy sets high and explicit expectations and develops positive 2.6 Student direction
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 knowledge 3.5 Connectedness
important to students. Such pedagogy draws clear connections with 3.2 Cultural knowledge 3.6 Narrative
students’ prior knowledge and identities, with contexts outside of the 3.3 Knowledge
classroom, and with multiple ways of knowing all cultural perspective integration
Teaching Indicators of presence in the lesson
element
Higher-order The students engage in higher-order thinking through enquiry work with
thinking sources. This activity requires students to analyse and synthesise information
that is not directly evident in each source.
Social support This lesson requires students to work collaboratively and support one another’s
learning. The teacher should provide positive support to students as they
navigate through an historical imagination activity.
Knowledge The teacher integrates knowledge from the previous two lessons into this third
integration lesson to demonstrate continuity in the concepts the students have been
studying.
Time Teaching and Learning Actions Organisation Centred:
T/S
1-4 The students will arrive to class. Teacher marks roll Teacher: Marks roll T
min
whilst students are asked to enter the classroom in
an orderly fashion. Student: Enter classroom
The teacher will inform the class that today’s class
will be an investigation into why Australians enlisted Resources: class roll,
for World War 1. This learning intention should also whiteboard, whiteboard
be written on the board as a visual reminder for all marker
students.
The teacher will inform students that source analysis
will be completed today in order to form
understanding of Australian enlistment into WW1.
5-12 The teacher will write up in the centre of the Teacher: Drawing concept S
min
whiteboard (or equivalent Smartboard), map on the board, engaging
“WHY AUSTRALIANS ENLISTED FOR WORLD WAR 1” students in the Think, Pair,
The teacher will verbally ask this question to the Share, timing the activity
class. The purpose of this activity is to create a class
concept map as a visual organiser for the students’ Student: copying down
ideas. The students will be informed to copy this concept map, completing
concept map into their workbook for future Think, Pair, Share, and
assessment purposes. contributing to whiteboard
concept map
Teacher will signal students to engage in a “Think,
Pair, Share” activity for 90 seconds answering this Resources: Whiteboard,
question. (Think, Pair, Share will require the whiteboard marker, timer
students to discuss with the person next to them the
reasons why Australians enlisted for WW1). This
activity helps address diverse learners in the random
coupling.
When time is up, students will be invited to
contribute their reasons to the whiteboard using
provided whiteboard markers. Any answers the
students don’t already have should be added to
their map.
13- The teacher will transfer students from concept map Teacher: provides source T/S
35
min activity and link this to the introduction of sources. book and ‘analysing
The students should be made aware that the sources’ sheet, providing
sources relate to the enlistment of war. They have timer
been collected through online archives from
newspapers and excerpts from books. There is a Student: analyses sources
range of primary and secondary sources for the and completes
students to analyse. corresponding source
questions
The teacher should now hand out one source
booklet per student. These sources and Resources: Source booklet,
corresponding questions (written by the teacher) ‘analysing sources’ sheet,
will be presented in a stapled booklet, (prepared by timer
the teacher prior to the lesson). The booklet will also
be accompanied by an ‘Analysing Sources’ pro forma
that has been created by the teacher. This sheet
 contains tips on how to approach the analysis of an
historical source, and how to structure an exam-
style response to a source question. This will be
used in order to answer the questions in the
booklet. These short answer responses will be
handed into the teacher as a means of formative
assessment. This will allow the teacher to assess the
capability and success of the student through
framing and analysing sources.

The students will have 30 minutes to work through

the source questions. The teacher should work
through the first source question with students to
demonstrate the analysis of a source. During this 30
minute segment the teacher should be assisting all
students to ensure that they remain on task. The
students should be exercising their self-regulation
skills. The teacher can address the diverse learning
needs and provide additional assistance to students
in regard to the higher-order thinking element of
the questions.
36- The teacher should alert the students to finish up Teacher: closes source S
40
min the source questions. activity
Student: finishes source
Students are now given the opportunity to add any
activity, contributes to
new answers the concept map on the board.
concept map
Students should also copy any new answers into
their workbooks. Resources: whiteboard,
whiteboard marker
41- The teacher will share with the students that they Teacher: explains historical S
58
min are now going to engage in a historical imagination imagination activity,
activity based on knowledge they gained from
source analysis. Student: selects preferred
historical imagination
The students are going to complete an activity that option, begin completing
requires them to imagine what the life of an the task
Australian solider, or the family member of an
Australian soldier would have been like between Resources: historical
1915-1918. Using clues from the sources the imagination sheet
students should be able to exert some form of
empathy to the life and times of soldiers who
enlisted in WWI.

Students will be given a choice to either create:

 A diary entry from a young Australian excited
to represent Australia in WW1
 A diary entry from a young Australian
opposed to representing Australia in WW1
 A news article discussion Australian
commitment to the war
  A profile of a young solider
 A prelude to an Australian soldier’s memoir
These options should be written on the board.
The creation will be completed based on what the
students have learnt from the source work. The
students will begin the activity in the remaining time
of the lesson.
59- The teacher will ask the students to pack away their Teacher: asks students to T/S
60 work. The teacher will inform the students that pack, announces homework
min whatever work has not been completed in today’s
lesson will be completed as homework. Student: pack up, record
homework
Students should be made aware that the teacher
will collect this work at the beginning of the next Resources:
lesson.The teacher will lead the students out of the
classroom.

Reflection
This lesson has shown me the deeper the progression into the topic, the more intense
the work becomes for the teacher and students. The first two lessons seem to provide
context for WW1. The work on enlisting in war requires a significant amount of higher-
order thinking in comparison with the previous two curriculum outcomes. This lesson
also saw students being reintroduced to source work. I would reflect on whether
students were engaged in analysing sources and how they responded.

Learning Outcome Method of measurement and recording

HT5-5 Provision of source work sees this outcome met. Sources allow
students to evaluate their usefulness is other activities.
HT5-7 From source work, students can gain an understanding of
multiple perspectives through propaganda and excerpts.
HT5-9 The students use relevant historical terms in historical
imagination task to show their critical understanding
HT5-10 Students use written form to communicate the past of their
chosen person in the imagination task.

Other considerations
Graduate Evidence within this lesson
Standards
1.3 The teacher is equipped with the skills to assist children with diverse
backgrounds through this lesson. Providing assistance through analysing
sources means students can respond positively to the teacher.
1.5 The teaching has been differentiated through the specified activities.
Providing students with alternate learning activities addresses alternate
learning needs.
2.2 The teacher has sequenced the learning activities to promote succinct
understanding and effective learning.
3.1 Challenging learning goals are set for students through higher-order
thinking questions in the source work.
3.4 Resources are used to expose students to a range of opinions and views.
 Representing differing attitudes through source work helps students stay
engaged in their learning
4.2 Teacher has the capability to manage the classroom activity by
overseeing the student self-regulation and providing support where
students require.

WHS
This lesson contains minimal risk posed to the student. The teachers main concern
would be ensuring that children are in an inclusive, safe environment where they can
complete their best work.

References
Australian War Memorial. (2017). Enlistment statistics, First World War. Retrieved from
https://www.awm.gov.au/articles/encyclopedia/enlistment/ww1

Beaumont, J. ‘Unitedly we have fought’: Imperial loyalty and the Australian war effort.
International Affairs [London], 90 (2), 397-412. Doi: 10.1111/1468-2346.12116

‘Daddy, what did YOU do in the Great War?’ [Image]. (1915). Retrieved from
https://blogs.slv.vic.gov.au/such-was-life/wwi-posters-from-the-librarys-
collection/

Hunter, K. (2017). National and Imperial belonging in Wartime: The tangled knot of
Australians and New Zealanders as British subject during the Great War.
Australian Journal of Politics and History, 63 (1), 31-44. Doi: 10.1111/ajph.12321

It is nice in the surf. [Image]. (1915). Retrieved from

http://www.ww1propaganda.com/world-war-1-posters/australian-ww1-
propaganda-posters

Lack, J. (2015). Class or nation? Worker loyalties in Melbourne during the Great War.
Victorian Historical Journal, 86 (1), 141-160. Retrieved from https://search-
informit-com-
au.ezproxy.uws.edu.au/fullText;dn=241487437922003;res=IELAPA

Our Pledge [Image]. (1914, August 3). Retrieved from

https://ww1.sl.nsw.gov.au/explore/timeline

Rejection on Medical Grounds [Image]. (1974). Retrieved from

http://ergo.slv.vic.gov.au/explore-history/australia-wwi/home-wwi/rush-enlist

State Library of Victoria ERGO. (2018). The Rush to Enlist. Retrieved from
http://ergo.slv.vic.gov.au/explore-history/australia-wwi/home-wwi/rush-enlist

The cover of the Sydney Mail depicts the sentiment –British dominions supporting the
‘Old Country’ in image of John Bull [Image]. (1915, January 13). Retrieved from
http://digital.sl.nsw.gov.au/delivery/DeliveryManagerServlet?embedded=true&
toolbar=false&dps_pid=IE3687489

The Empire needs men! [Image]. (2015). Retrieved from

https://trove.nla.gov.au/work/23357946?q&versionId=2829177
Resources Attached:

Analysing Historical Sources

Scaffolding a source response question
Source A is a (primary/secondary) source. This source is a _____________ from
(comment on the origin of the source in some good detail). It depicts (explain the
nature of the source). As a part of my study of the past I am looking at this source
because it helps me understand (state an issue such as conscription, experience of
children, warfare etc.)

In analysing Source A the audience can see that the author’s perspective is that of
(examine in detail the angle the author has taken – consider gender, class, politics, era,
form and language). [Explore your ideas separately. You do not want to mention all
your thoughts in one sentence. This paragraph should contain 2-3 solid sentences where
you can provide some good analysis and show the marker the extent of your analytical
skills].

Source A (can/can not) be valued as a reliable source because (engage with the marker
as to why you would or wouldn’t rely on the evidence)
Consider these questions and write your response in full sentences (not dot points)
 Has there been any potential bias?
 Why might the author be presenting this bias?
 Does the source accurately record the past?
 Has the government (or any other interest party) tried to censor the citizens
from some form of truth?
 Might we depend on this source in the future?
 Is the information in this source different to what you understand to be the
truth?

In conducting an analysis of Source A we can argue it is (Very, slightly, significantly,

considerably?) valuable to someone (historian, student, researcher) studying (reiterate
how it may be useful to the topic you are learning about) because (provide an
evaluation statement to support your reason for your judgment). (Provide a concluding
statement and you are done!)

Reliability: Perspective:
Date, Audience, Time, Gender, Social
Tone, Facts, Validity, Class, Origin, Originality,
Consistency, Author Power, Structure,
Influence
 World War 1 Sources
Andrew Fisher’s Pledge
Source A Retrieved from:
https://ww1.sl.nsw.gov.au/explore/timeline

What might this tell us about Fishers

attitude to war?

________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________

Source B
Rejection on Medical Grounds: An insight
Retrieved from:
http://ergo.slv.vic.gov.au/explore-
history/australia-wwi/home-wwi/rush-enlist

How does this source

provide insight into the
attitudes of Australian
men wanting to enlist for
WWI?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
 Source C
John Bull and the British dominions
Retrieved from:
http://digital.sl.nsw.gov.au/delivery/DeliveryManagerServl
et?embedded=true&toolbar=false&dps_pid=IE3687489

Analyse the characterisation of

Australia. Explain your thoughts
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________

Source D
Savile Lumley’s “Daddy, what did you do in the Great War?’
Retrieved from https://blogs.slv.vic.gov.au/such-was-
life/wwi-posters-from-the-librarys-collection/

Do you think a sense of pride OR a

sense of duty was the more
prominent factor in a man’s decision
to enlist for WWI? Share your opinion
in relation to this source.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
 Source E
D.H. Souter’s ‘It is nice in the surf’
http://www.ww1propaganda.com/world-war-1-
posters/australian-ww1-propaganda-posters

What is D.H Souter trying to depict

about the Australian lifestyle in the
early 20th century? How might this
perspective contribute to decisions
to enlist?
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________

Source F
The Straker Bros ‘The Empire Needs Men!’
Retrieved from
https://trove.nla.gov.au/work/23357946?q&versionId=2829177
6
What might this source tell us Australia’s
imperialist ties to Britain?

________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
Reflection
The three lesson plans that have been formulated in this professional task are
developed in conjunction with the History Syllabus (Stage 5) Core Study: Australians at
War (World Wars I and II) (p. 76). Sequential lessons were chosen in order to
demonstrate the linear approach required to develop a sound understanding of the
Australian experience in World War One. The majority of activities prepared during this
task have been decided explicitly in relation to the Australian Professional Standards
for Teachers (2011) (APST) and the New South Wales Quality Teaching Model (2006).

The lesson plans have been created to ensure that students are receiving quality
education and building on the knowledge and skills they would have gained in their
Year 9 course. A choice was made to allocate one curriculum outcome per lesson plan.
Based on the amount of information and resources available, it was decided the
students would gain the greatest exposure to a multitude of perspectives when
encountering one outcome per lesson. This allows the teacher to carry out
differentiated activities and promote sustainable learning for students in regard to the
introductory outcomes. This has been adapted in accordance with the values of the
QTM (2006) to promote a positive learning environment.

The activities provided to the class address the immediate needs of the curriculum
outcome. However, the teacher is consistently assisting students in the duration of the
lesson. This provides an opportunity for the different and diverse range of learners
within the class to receive increased guidance or increased challenge in their class work
on behalf of the teacher. The APST (2011) sets out criteria for teachers to follow in
pursuing high-quality teaching. Having the teacher understand their students and how
they learn (p. 8) means the teacher can then go and support the students who are
feeling challenged. The students requiring the extra challenge can begin working
through the designated task. As much of the work is completed in small groups or
partnerships, students additionally have the opportunity to not only rely on the teacher
but to rely on themselves and their peers.

Bloom (1956) said his taxonomy was “designed to be a classification of the student
behaviours which represent the intended outcomes of the educational process” (p. 12,
in Seaman, 2011, p. 33). Given students familiarity with Bloom’s terms, they have been
incorporated throughout the lesson plans to create continuity in the structure of
learning and preparation for formative and summative assessment. The taxonomy is
readily interchangeable. Therefore, the teacher has the option to switch the taxonomy
applied to any task in the plans. This exercise could be appropriately used when the
teacher needs to suit the needs of the individual student.

The Australian Curriculum, Assessment and Reporting Authority (ACARA) has suggested
that general capabilities “encompass knowledge, skills, behaviours and dispositions
that…will assist students to live and work successfully…” (2018). In acknowledgment of
this statement, there has been an increased focus on including literacy, numeracy, and
information and communication capabilities into the three lesson plans. Developing
these capabilities means students have the ability to apply skills across a range of
subjects, achieving learning goals of continuity and consistency in the classroom
environment. Significant provision of ICT activities has been incorporated to learning as
a result of the researched benefits. Bhaumik (2012) argues that the inclusion of ICT in
the classroom takes students from being “passive observers” to learning in an
“interactive form” (p. 249). Limiting the “lecturing” time of the teacher will ensure that
students have majority of the lesson time to be actively engaged in investigating WWI.

In accordance with the outcomes of the NSW History K-10 Curriculum the lesson plans
have incorporated relevant teaching pedagogies to ensure students receive a quality
education. Hattie (2012) offed that “teachers should explain to students exactly what
they will be learning before beginning the teaching process” (p. 62). This idea has been
implemented in the lesson plans to replicate the process. By writing the lesson
intention on the whiteboard for students to hear and see means they prepare their
mind for the intake of knowledge that is to come. This is repeated at the beginning of
every lesson plan to ensure students have an awareness of the direction of the lesson.
Hattie (2012) states that, “teachers should ensure teaching is directed to reducing the
gap between what the students believe they know and understand, and what teachers
want them to know and understand” (p. 62). In all three lesson plans the teacher’s first
activity is engaging the students to produce a KWL chart, concept map or class
discussion on the topic ahead. With the responses, the teacher will then be able to
carry out the lesson accordingly.
Historical inquiry is a consistent activity captured in each lesson. Performing ‘inquiry
cultivates students to participate actively in the fabrication of meaning…and adopt an
inquiring habit of mind into how history is made’ (Yang, 2009, p. 238). Historical inquiry
activities are designed in these plans to help students engage in the process of
historical imagination. By doing so, students are forced to consider ‘what might have
been’ or ‘how they might have felt’ by envisaging the past experiences of men, women
and children during WWI. Completing these activities also allows the teacher to
formatively assess the general capabilities of the students without the pressure of a
formal assessment. Students’ involvement in historical inquiry cannot be done without
the analysis of historical sources – another activity in which the students participate.
Engaging in historical inquiry, through analysis of historical sources brings students full
circle in their understanding of how the present is shaped by the past.

By planning these lessons according to the curriculum, and in consideration of the APST
and QTM, the teacher ensures that students are receiving quality education through
differentiated for diverse learners. In these Stage 5 lesson plans, the teacher has
attempted to ensure that the student is able to encounter not only the relevant
outcomes but also the cross-curriculum priorities and general capabilities enforced by
the NSW Education Standards Association. By evoking the qualities valued in these
documents, the teacher will be able to provide an equitable, progressive learning
environment.
 References
Australian Curriculum, Assessment and Reporting Authority. (2018). Australian Curriculum.
Retrieved from https://www.australiancurriculum.edu.au/about-the-australian-
curriculum/

Australian Curriculum, Assessment and Reporting Authority. (2016). Cross-curriculum priorities.

Retrieved from https://www.acara.edu.au/curriculum/cross-curriculum-priorities

Australian Curriculum, Assessment and Reporting Authority. (2016). General Capabilities.

Retrieved from
https://www.acara.edu.au/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/apst-
resources/australian_professional_standard_for_teachers_final.pdf

Bhaumik, P.K. (2012). Use of ICT in the Classroom teaching of management. Vision, 16 (4), 245-
252. Doi: 10.1177/0972262912460180

Board of Studies. (2012). History K-10 Syllabus Vol. 2 (History 7-10). Sydney, Australia: Board of
Studies.

Hattie, J. (2012). Calibration and Confidence. Where to next? Learning and Instruction, 24, 62-
66. Doi: 10.1016/j.learninstruc.2012.05.009

Ladwig, J. G., & Gore, J. (2006). Quality teaching in NSW public schools: An assessment practice
guide (2nd ed.). Sydney, Australia: NSW Department of Education and Training.
Retrieved from https://stjohnsprimarystaff.wikispaces.com/file/view/asspracg.pdf

Seaman, M. (2011). Bloom’s Taxonomy: Its Evolution, Revision and Use in the Field of
Education. Curriculum and Teaching Dialogue, 13 (1), 29-43. Retrieved from
https://search-proquest-
com.ezproxy.uws.edu.au/docview/1017893795?accountid=36155

Yang, S.C. (2009). A case study of technology-enhanced historical inquiry. Innovations in

Education and Teaching International, 46 (2), 237-248. Doi:
10.1080/14703290902844040