Medium Term Planning Template

Adapted for Learning Management 3 students 2014 from Unit Planner Template, QCAR Professional Development Package, Queensland Studies Authority
& Unit Overview Template Exemplar in Smith, Lynch and Knight (2007) Learning Management: Transitioning teachers for national and international change

Context for learning:

Unit Title: Depth Study 1:

WWII

KLA:
History

Year Level(s):
Year 10

Duration of Unit:
10 Lessons
70 Min Lessons

Identify Curriculum (LMQ 2 where does my learner need to be?)

Identify the outcomes to be targeted from the relevant curriculum.
An overview of the causes and course of World War II (ACDSEH024)
An examination of significant events of World War II, including the Holocaust and use of the Atomic bomb (ACDSEH107)
The experiences of Australians during World War II (such as Prisoners of War (POWs), the Battle of Britain, Kokoda, the Fall of
Singapore) (ACDSEH108)
The impact of World War II, with a particular emphasis on the Australian home front, including the changing roles of women and
use of wartime government controls (conscription, manpower controls, rationing and censorship)(ACDSEH109)
The significance of World War II to Australias international relationships in the twentieth century, with particular reference to the
United Nations, Britain, the USA and Asia (ACDSEH110)
Curriculum Key Inquiry Statement:
The key essential question guiding this depth study is: What were the causes, course and effects of World War II and how did it
impact on Australia?
World War II resulted in significant changes in Australian society and Australias international relationships. This had a profound
effect on subsequent events and developments in our nations history. Students will begin by exploring the idea that World War II
is inextricably linked to the outcome of the World War I. Students will examine:

World War Two is an outcome of World War One

The significance of the Treaty of Versailles in the cause of World War Two and then look at other possible causes
The course of the War and Australias involvement
The effect of the War on Australias international relationships and the home front
Key events in Australias war history with an Emphasis on the Kokoda campaign
The use of the Atomic Bomb to end the war, and the nature and significance of the Holocaust

Key Concepts:
Reparations, Appeasement, Propaganda, Censorship, Manpower, Atomic weapons, Holocaust
Declarative Knowledge (LMQ 2)

Procedural Knowledge (LMQ2)

The learner will identify and explain:

The learner will be able to:

D1: The significance of Treaty of Versailles and its

contribution to World War
Two and other possible causes

P1: Using chronological sequencing to demonstrate the

D2: The course of World War Two and Australias

involvement

P2: Using historical terms and concepts

D3: The impact WWII had on Australian society with

emphasis on conscription, censorship and rationing
D4: The changing role and identity of women during the
WWII period
D5: Australias international relations with a particular
emphasis on
Australias relationship with Britain and the United
States of America
and Japan during WWII.
D6: Key events of the Kokoda campaign, the experiences of
Australian
soldiers fighting along the Kokoda trail in 1942 and the
significance of
Kokoda campaign
D7: The key events that took place to end WWII and the use
of the Atomic
Bomb

relationship between events and developments in different times

and places
P3: Identifying the origin, purpose and context of primary and
secondary sources
P4: Evaluating the reliability and usefulness of primary and
secondary sources
P5: Identifying and analysing different historical interpretations

Student prior knowledge linked to this content

(LMQ 1 what does my learner already know?)

Treaty of Versailles has been taught as the concluding

topic of WWI therefore, students have prior knowledge for
the causes of WWII to draw upon
Students are aware of the context of which WWII emerged
due to the overview they completed prior to the
commencement of this depth study; The Modern World
and the Great Depression
Students have previously conducted research inquiry
tasks
Students have previously covered primary and secondary
source examination
Students have familiarity with events of D-Day, Bombing
of Britain, Holocaust, Atomic Bomb, Pearl Harbor and the
bombing of Darwin and Kokoda Trail
Students have familiarity with concepts of: Nazism,
Conscription, Censorship, Holocaust, Propaganda

Key profiling information relevant to this unit and these

students
(LMQ 3 how does my learner best learn?)
Students Strengths:
Students are enthusiastic about the subject area of history
Minimal behavior management issues in the class
Students are very creative
Students appear to be quite a well bonded class and have a good
sense of humor
Students Weaknesses:
Students have a tendency to become off task in group work
Students need to develop their communication skills and the
sophistication of their language
Students take a long amount of time to take notes
Students need to improve their source analysis skills
*Students do not have regular access to computers and Internet*
Student Interests:
Sports & Gym and Music
Students preferred learning styles:
Majority of students in the class are visual and Kinesthetic
learners

Develop Assessment (LMQ 7 how will I check that the learner has achieved the
learning outcome?)
Type of Assessment

What will be Assessed

When will it be assessed

Make Judgments
(LMQ 7)
Purpose of Assessment
Assessable Elements

DIAGNOSTIC

FORMATIVE
Questions
Observation and
listening
Portfolio

Students historical knowledge

and understanding
Students ability to analyse and
interpret historical sources and
apply the procedural skills of
analysis
Students ability to
communicate effectively

Already assessed in previous units

of work
LM reviewed each students
assessment diagnostics and
reviewed class sample pieces of
portfolio activities

Students will be assessed on

the level of which they
understand the declarative
knowledge and the level of
which they apply procedural
knowledge

KWL charts and One Portfolio piece

is to be collected per week for
marking and to provide consistent
feedback to the learner, LM and
others
Observation and listening will take
place consistently throughout each
lesson for the Learning Manager to
make judgements and modify
instruction accordingly

SUMMATIVE
Throughout this unit
students will explore the
history of Australias
involvement in WWII;
European Front, Pacific
Conflict and on the Home
Front
The students are required to
conduct a historical inquiry

Historical Knowledge and

Understanding
The students ability to explain
the context for peoples actions
in the past and different
interpretations of the past,
recognizing the evidence used
to support these interpretations
Analysing and Interpreting

Assessment is to be submitted at
the end of the unit (end of 13
lessons)

Diagnostics informed LM
that students: generally
exhibit a sound level of
historical knowledge and
understanding need to
further develop their ability
to analyse and incorporate
sources to evidence their
answers need to further
develop their
communication skills such
as the sophistication and
grammatical accuracy
PURPOSE:
Monitor progress of
Understanding of historical
knowledge
Ability to analyse and
examine historical sources
Communicate with
sophistication using
appropriate historical
terms and concepts
Communicate
understanding using the
support of source evidence
PURPOSE:
To assess students
understanding and ability
to analyse and interpret a
range of sources and
select and use information
from these sources as
evidence to support
conclusions about the
Japanese retreat/

into the Kokoda campaign

covering the following
subtopic areas:
The causes of the
campaign
The key events, people
and nature of the
campaign
The impact Kokoda had
on the course of WWII
for Australia and on an
international level
The significance of the
Kokoda campaign at
the time and its
importance using a
contemporary
perspective

Analyses and evaluates sources

to identify motivations,
attitudes and values, drawing
conclusions about their
usefulness, taking into account
their origin, purpose and
context

withdrawal during the

Kokoda campaign

Communicating
Develops and justifies in a
discussion and interpretation of
the Japanese retreat /
withdrawal at Kokoda, using
historical terms, concepts and
evidence from sources

Students are to report their

findings in a report format
with a word count of 1000
words
Students are to select and
make specific reference to
six sources (3 primary and 3
secondary to justify their
explanations
Use Feedback (LMQ 8 how will I inform the learner and others about the learners progress?)
Ways to monitor learning and assessment

In class immediate feedback and guidance

Modelling and then assessing, peer assessing and self - assessing will be incorporated into design of lessons
through Think, pair, share and discussion of answers

Portfolio & KWL tasks will be marked weekly and used as a means of giving formal feedback

Sequence Learning (LMQ 5 what will constitute the learning journey)

IL
O

D1
P1
P2

Learning experiences and teaching strategies

INTRODUCTION:

LM introduces learning objectives for the lesson:

Identify and explain the causes of World War Two; the
characteristics of the Allied and Axis Powers and their
subsequent policies and treaties
LM explains the success criteria for the lesson: At
the end of the lesson students will be able to understand
and explain the relationship between the outcome of WWI
and WWII. Students are to demonstrate their
understanding of the conflicting political ideologies of the
Axis and Allied forces and the cause effect relationship of
events that led to WWII

LM revisits prior knowledge of the Treaty of Versailles

through the KWL chart, prompting through visual stimulus
and verbally through recall questioning

The LM guides students to focus on the terms of the treaty

and the impact it had on various world powers in particular
its impact on Germany

BODY:

LM and students review PowerPoint: The Path to War

The LM presents students notes of the causes of World War

two whereby students are to summarise the notes on the
Treaty of Versailles, the rise of Fascism, rise of Hitler and
the policy of Appeasement for the students whilst using
think aloud to model the appropriate selection of
specific information in the summary

Students are taking notes and summarising within an

Episode organiser which LM models on board to assist
with understanding

Students seek clarification through think, pair, and

share and compare / discuss their summaries to ensure
they encompass enough detail

Link to Dimensions
of Learning

DoL 2:
Construct
Meaning KWL
strategy
DoL 1:
Classroom
Tasks- Use a
variety of ways
to engage
students in
classroom tasks
DoL 1:
Classroom
Tasks Recognise
and cater for
individual
differences >
DoL 2:
Construct
Meaning
Instructional
Technique:
Reciprocal
Teaching;
summarising,
questioning,
clarifying and
predicting.
DoL 2:

Adjustments for needs of

learners
(LMQ3)

Multiple
Intelligences:
Instructions throughout
the lesson are presented
both verbally and
visually for students.
The expert group /
mapping exercise
appeals to learners
creativity and appeals to
their visual intelligence
Blooms Taxonomy:
Lower order thinking
questions are used for
recall therefore,
providing the
opportunity for all
learners to participate
Higher order thinking
questions are included
for students to be
presented with a greater
challenge and extend
their thought process
Collaborative
Learning (PIES)
The expert group
mapping activity is
underpinned with a
flexible structure.
Students who have

Resources
(LMQ 4)

KWL Chart
PowerPoint:
The Path to
War
Episode
Scaffold
Expert
Group
Activity:
Actions of
World
Powers
Information
Cards
Country
Profile
Template
Glue
A3 world
maps
Highlighters
Colouring
pencils
Completed
Country
Profile/ Map

LM uses rapid response / lower order thinking

questioning to assist the learners recall and consider the
information they have just received and to gauge their
level of understanding

Students make predictions on the course of events that

proceed the policies and treaties that they have covered
Activity Two

Students are divided into home groups and allocated a

number, based upon this number, students break off into
expert groups
Eg. within the home group students are allocated numbers
1-4 then all the 1s form a group, all 2s form a group etc.
which then become the expert group

Students participate in a collaborative activity whereby

their expert group covers an allocated Axis or Allied
power and creates a profile of their designated power.
The template is scaffolded to ensure students incorporate
important information, facts, leaders and the treaties

Students return to their home group and peer teach the

members within the group
For example, the expert group 1, character profile
Germany and then teach their home group about
Germanys involvement in the causation of WWII

Students identify their country, glue their profiles and

colour code the axis and allied forces within the world map

CONCLUSION

LM hands out a completed world map for students to

check their findings LM and students review their answers
and students are to add further detail to their group map
accordingly.

Students record what they have learned in their KWL chart

and record on a continuum of one to five whether they felt
they met the success criteria for the lesson

The World Maps become artefacts for the classroom which

students can refer to throughout the remainder of the unit.

Organising
InformationThrough graphic
organiser so they
can identify the
cause effect
relationship, key
persons,
sequencing of
events
DoL 1:
Classroom
Climate: Feel
accepted by
Teachers and
Peers - Structure
Opportunities for
students to work
with peers think,
pair, share &
expert groups

DoL 5: HoM
Critical
Thinking : Be
clear and Seek
Clarity
DoL 5: HoM
Critical
Thinking : Be
clear and Seek
Clarity
DoL 1:
Classroom

lower levels of linguistic

intelligence are able to
excel in this activity due
to its simplicity and with
the guidance of those
students who have
higher linguistic levels.
Each learner has the
opportunity and
responsibility to
participate at an optimal
level in the activity.
The success of the
overall task is
dependent on each
learner assuming their
responsibility and
engaging in the task
adequately
Tiered Groups:
The groups were
specifically selected to
encompass students
with an array of learning
levels; lower, middle and
higher therefore,
enabling peers to assist
each other. Assistance is
provided at each level
from the LM and high
level thinking is still
promoted at each tier

for students
to compare
their work
too

Tasks:
Understand
and be Clear
about Tasks
using Explicit
Instruction
I do: Modelling
through think
aloud
we do:
Prompting &
Guiding through
questioning
DoL 2: Storing
informationColour coding of
Allied and Axis
powers

Sequence Learning (LMQ 5 what will constitute the learning journey)

IL
O

D2
P1
P2
P3

Learning experiences and teaching strategies

Link to
Dimensions of
Learning

Adjustments
for needs of
learners
(LMQ3)

Resources
(LMQ 4)

INTRODUCTION

LM introduces learning objective: Identify and explain the

course of World War Two and Australias involvement

LM explains the success criteria for the lesson: Students

are to demonstrate a satisfactory understanding of the key
events of WWII; Germanys invasion of Poland, Britain and
therefore, Australias declaration of war on Germany, the
Phoney War, the key battles and nature of warfare Australian
soldiers experienced in North Africa, the Middle East and the
Mediterranean Front

Students are to commence a new KWL chart and reflect on

what they learnt last lesson
Students are then to complete individually the crossword:
causes of WWII which prompts students to recall what they
learnt last lesson whilst simultaneously developing their
literacy skills; vocabulary and spelling.

LM goes through answers whilst students mark their neighbours

work -LM records marks

LM uses this recap to contextualise the next stage of the depth

study and introduces the topic the Course of World War II
European Front

BODY

LM and students review a Power Point overview of the course of

events in World War II European Front.

Students summarise within a cause effect/ time sequenced

scaffolded table thus, scaffolding and explicitly portraying the
relationships within this context

Students are to answer questions in order to consolidate their

understanding of the notes just taken:

DoL 1:
Classroom
Tasks- Provide
students with
clear expectations
of performance
levels
DoL 2:
Construct
Meaning KWL
chart
DoL 2:
Construct
Meaning - helps
students
construct
meaning for
vocabulary terms
DoL 2: Organise
Knowledge
students use
cause effect
scaffold to
explicitly exhibit
the relationship
between the
course of events

Tiered
complexity
The crossword
encompasses
simple and
more complex
prompts and
words to cover
an array of
linguistic
learning levels
Tiered
Content
Embedded
within the
power point are
images and
short clips for
students to
review
therefore,
representing
the content on

KWL chart
Crossword:
Causes of World
War Two
Power Point:
Course of World
War Two

Scaffold: Cause /
Effect

o
o
o
o
o

Which country invaded Poland?

What was the Phoney War?
How were the Germans able to capture Greece and Crete
so quickly?
What happened to Australian troops in Greece?
Why is the siege of Tobruk an important event for
Australians?

LM uses explicit instruction to assist with demonstrating the

standard of which students are to meet when answering the
questions ( modelling success criteria)

Students are divided into pairs and are allocated a sources

which is representative of the key events within the course of
the War on the European Front

Students are to analyse the source using guiding questions

Students can present their analysis in a poster

Conclusion:

Learning Manager constructs two timelines across the back wall

of the classroom

Students are divided into two teams which will compete against
each other

The LM tests students knowledge through asking a series of

questions in regards to the course of World War Two European
Front

The first team to answer the question correctly gets to place

their poster on the timeline

The first team to construct a completed timeline wins the game

and each member gets a sticker
Homework:

Students are to conduct an imaginary interview with an

Australian soldier at Tobruk and are to ask five questions in
total which address the nature of the war in Northern Africa, the
Mediterranean, the Middle East and North Africa
Students are to commence the task asking the soldier why he is
proud to be called one of the Rats of Tobruk?

in WWII
DoL 1:
Classroom
Tasks:
Understand and
be Clear about
Tasks using
Explicit
Instruction
I do: Modelling
through think
aloud
we do:
Prompting &
Guiding through
questioning
DoL 1:
Classroom
Tasks Use a
variety of ways to
engage students
in classroom tasks
(game and
creative task)
DoL 2:
Construct
Models Use
think- aloud
process to
demonstrate a
new skill or
process
DoL 1:
Classroom

a symbolic
level for
students whom
may struggle
with the
abstract level
of reading and
comprehending
Students are
offered varying
entry points
with the
combination of
visual,
auditory,
linguistic and
kinaesthetic
intelligences

Differentiated
Direct
Instruction
Students are
able to answer
the questions
using varying
degrees of
depth
Game enticement
Differentiated
Expressive
mediums to
convey
understanding

Time Line: WWII

Stickers

Sample
Interview for
success criteria

LM hands out a sample interview based on an interview with a

Holocaust survivor to model the success criteria

Climate: Feel
accepted by
Teachers and
Peers - Structure
Opportunities for
students to work
with peers think,
pair, share

(Creative task
rather than
formal
response)

Sequence Learning (LMQ 5 what will constitute the learning journey)

IL
O

Learning experiences and teaching strategies

Link to
Dimensions of
Learning

Adjustments
for needs of
learners
(LMQ3)

Resources
(LMQ 4)

D2
P1
P2
P3

Introduction

Introduce learning objective for the lesson and provide

an overview of the lesson structure: Identify and explain
the course of World War Two and Australias involvement
Pacific Conflict
LM explains success criteria for the lesson: Students are
to demonstrate a satisfactory understanding of the key events,
nature of warfare, key battles and the Australian experiences
during the Pacific Conflict
Students are to commence a new KWL chart and reflect on
what they learnt last lesson

Students participate in Spelling Bee competition which is

centred around the key terms and concepts within the unit
Body

Students are handed a series of sources of which the class

must analyse

I do: LM models examination and uses think aloud

We do: Students are guided and prompted with questioning to
look for specific detail
You do: Students are then guided to individually reflect on
sources and draw upon as much detail as possible

LM selects several students to offer insight into what the

sources reveal about the Pacific Conflict

Students are to chart their findings into a table which assists

with establishing the setting, context and nature of the pacific
conflict without being given explicit notes detailing the answer
for the students

The table consists of headings:

o Geography
o Nature of warfare
o Key events- Military success and failure

After using the sources to find information students are then

given a hand out: Australia and the Pacific conflict

Students are to complete SQ3R: Survey, Question, Read, Recite

DoL 1:
Classroom
Tasks- Provide
students with
clear expectations
of performance
levels
DoL 2:
Construct
Meaning KWL
chart
DoL 2:
Construct
Meaning - helps
students
construct
meaning for
vocabulary terms
DoL 1:
Classroom
Tasks:
Understand and
be Clear about
Tasks using
Explicit
Instruction
I do: Modelling
through think
aloud
we do:
Prompting &
Guiding through
questioning

Tiered
complexity
The sources
range from
more simple to
complex
sourcesDifferentiated
Direct
Instruction
Students are
able to answer
the questions
using varying
degrees of
depth

KWL chart
Words for
spelling Bee

Historical
Sources
Primary and
Secondary

It is expected
that the
students who
struggle with
sources work
are still able to
produce
satisfactory
answers for
majority of
sources
Tiered
Content
Throughout the
handout there
are images,
maps and
sources for
students to

Hand out:
Australia and
the Pacific
conflict

SQ3R instruction
Scaffolding

and Review the information within the handout

LM is to facilitate this lesson following explicit instruction I do,

We do, You do
Survey

Students are to identify headings of which they can establish

are the key features/ events of the Pacific Conflict

Read topic and concluding sentences for each key paragraph

Question

Reformat key headings into focus questions

Highlight key vocabulary words and any words that require

clarification
Read Actively

Read the handout looking for the answers to the questions

students created

Students are to highlight answers within the text

Recite

Record the answers to the questions in their own words

Students are to attempt to avoid reading directly from the text

to answer questions
Review

Compare answers / tables with class mates and ensure that all
key focus questions have been answered at a satisfactory level

Students to reflect: Are you able to identify and explain key

events within the Pacific conflict? Record the degree of which
you feel you are able to do so in KWL
Conclusion

Students are to complete a cut and paste activity whereby they

are to paste the key events within the Pacific Conflict into
chronological order

Students are also to colour all the countries that Japan occupied
in the Pacific in Red and furthermore, identify key geographic
locations of which were directly involved in Pacific Conflict

DoL 2:
Construct
Models Use
think- aloud
process to
demonstrate a
new skill or
process
DoL 2:
Construct
Meaning Use
instructional
techniques that
provide students
with strategies to
use before, during
and after they
receive
information
(SQ3R)
DoL 5: HoM
Critical
Thinking : Be
clear and Seek
Clarity
DoL 1:
Classroom
Climate: Feel
accepted by
Teachers and
Peers - Structure
Opportunities for
students to work
with peers think,
pair, share

review
therefore,
representing
the content on
a symbolic
level for
students who
may struggle
with the
abstract level
of reading and
comprehending

template

Varying Entry
Points with the
task as visual
aids will assist
with their
comprehension
Students are
required to
monitor their
own success
Differentiated
expressive
mediums
Students can
demonstrate
understanding
and skill
through
completing
procedural
activities of
chronology and
mapping

Cut & Paste

Activity: Pacific
Conflict timeline
Pacific Ocean
Map
Answer sheets

successfully
DoL 2: Organise
KnowledgeHave students
use graphic
organisers for
identifiable
patterns
(Time line/
Chronology )

Sequence Learning (LMQ 5 what will constitute the learning journey)

IL
O

Learning experiences and teaching strategies

Link to
Dimensions of
Learning

Adjustments
for needs of
learners
(LMQ3)

Resources
(LMQ 4)

D3
P3
P4

INTRODUCTION

LM introduces learning objective for the lesson: Identify

and explain Australias relationship between Britain and the
USA during WWII

LM explains success criteria for the lesson: Students are

to demonstrate a satisfactory ability to analyse and interpret a
range of sources to use as evidence for conclusions made in
regards to Australias relationship with Britain and the U.S.A.

Students are to complete a close passage: Australias

Involvement in WW2

The close passage ensures that students are able to identify

and use key concepts and terms from the unit within their
appropriate context whilst simultaneously activating prior
knowledge and summarising what students have covered in the
unit to date

Students to complete their KWL chart accordingly

BODY
Activity One:

LM and students review Power Point: Australias International

Relations during WWII

Students independently summarise Australia stands alone,

1942 handout into the scaffold using the SQ3R method

Students then in tiered groups articulate their summaries

whereby the students are required to add more details
accordingly

Students are to have three dot points per subheading /

question
Activity Two:

Students are to focus on constructing a model of which they are

to adhere by when examining sources

LMs objective is for the students to develop a model of the

steps involved in examining sources

Students are to use their prior experience of examining sources

in the previous lessons to create the model

DoL 1:
Classroom
Tasks- Provide
students with
clear expectations
of performance
levels
DoL 2:
Construct
Meaning KWL
chart

KWL chart

DoL 2:
Construct
Meaning
Provide students
with instructional
techniques
before, during and
after they receive
information
(SQ3R)

Tiered
Content
Embedded
within the
power point &
handout are
images for
students to
review
therefore,
representing
the content on
a symbolic
level for
students whom
may struggle
with the
abstract level
of reading and
comprehending

DoL 1:
Classroom
Tasks Use a
variety of ways to
engage students
in classroom tasks

Varying entry
points/
Multiple
Intelligences :

DoL 2:
Construct
Meaning - helps
students
construct
meaning for
vocabulary terms

Close passage:
Australias
Involvement in
WWII / Answer
sheet

Power Point:
Australias
international
relations
Hand out:
Australia stands
alone, 1942

Students each write something on the board in which they

implicitly do when reviewing a source

LM uses the analogy of baking a cake: students are essentially

listing the ingredients

Using the students natural process of reviewing sources the LM

adds or elaborates on the process ensuring that they have
identify the purpose, usefulness and reliability of the sources
which they would have commenced in their year nine history
class

Students then assist LM and create a step by step process of

examining sources LM refers to this stage as creating the
recipe

LM uses explicit instruction and think aloud to facilitate this

process I do, we do, you do

Once students have constructed their source analysis model

students are to create a flow chart representing their model
-LM refers to this as mixing the ingredients and baking the cake

Students are then required to test their model and see if it

examines the purpose, reliability and usefulness of the source LM refers to this stage test tasting the cake

Students are to identify the strengths and weaknesses of their

model within a PMI chart

Students are now to modify their process accordingly- ie. The

cake tastes good but it needs icing!

Students are invited to create a mnemonic to assist with

remembering their examination process

LM introduces model of COMAP Content, Origin, Motive,

Audience, Perspective - Students can use this mnemonic or the
one they created themselves

(using interest of
food)
DoL 2:
Construct
Meaning
students to
experience
content using a
variety of senses
(seeing, listening,
smelling, tasting,
physically icing
the cake)
DoL 2:
Construct
Model Provide
and or construct a
representation of
a skill or process
(Source analysis
and evaluation
process)
DoL 5: HoM
Critical
Thinking : Be
clear and Seek
Clarity

Students are required to examine an array of sources and

complete a scaffolded compare and contrast table which
compares Australias relationship with Britain and the U.S.A
before and during WWII
CONCLUSION:
Students get to eat the cake! And complete KWL chart

DoL 2: Organise
Knowledgehave students use
graphs and charts
(PMI chart)

with the
combination of
visual,
auditory,
linguistic and
kinaesthetic
intelligences
Differentiated
Direct
Instruction
Students are
able to answer
the questions
using varying
degrees of
depth
Differentiated
Expressive
mediums to
convey
understanding
Creative task

Chocolate Cake
PMI chart

Icing

Source handout

DoL 2: Shape
procedural
knowledgePoint out common
pitfalls with the
skill or process
DoL 2: Storing
InformationProvide students a
mnemonic for
important content

Sequence Learning (LMQ 5 what will constitute the learning journey)

IL
O

Learning experiences and teaching strategies

Link to
Dimensions of
Learning

Adjustments
for needs of
learners
(LMQ3)

Resources
(LMQ 4)

D3
P3
P4

INTRODUCTION
Students are to review their KWL charts to date and highlight key
terms and concepts and review their glossary
Balloons & Vocabulary activity

Divide students into two groups, students stand in a circle with

one balloon per group

The LM calls out the topic of WWII and toss the balloon in the
air

The person it falls near must call out a key concept or term in
the unit and hit the balloon back into the air

The next person it falls near must give a rapid definition or

example and then kicks the balloon with a new key term or
concept

The students have to call out a term or example before the

balloon hits the ground or the person who it falls closest to is
out of the game

Students continue as long as they can. They must not repeat a

word that has already been used

LM introduces the learning objective for the lesson:

Examining Australias relationship with Japan and the nature
and influence of Wartime Propaganda

LM explains success criteria: Students are to demonstrate

an understanding of the purpose, significance and impact of
wartime propaganda. Students are to demonstrate their ability
to examine and evaluate propaganda and the differing
perspectives during WWII.
Body:

Students review the Power Point: Propaganda which explores

the concept, purpose and significance of World War Two
propaganda (incorporates contemporary examples of
propaganda to assist with students understanding)

Students are to record their understanding of Propaganda

within a concept scaffolded graphic organiser

Students then review Australian propaganda that existed in

WWII with a particular emphasis on Australias relationship with

KWL Chart
DoL 2:
Construct
Meaning
Present students
with KWL chart

Multiple
Intelligences:
Linguistic &
Kinaesthetic

Balloons

DoL 1:
Classroom
Tasks Use a
variety of ways to
engage students
in classroom tasks
DoL2: Construct
Meaning help
students to
construct
meaning for
vocabulary terms
DoL 1:
Classroom
Tasks- Provide
students with
clear expectations
of performance
levels
DoL 2: Organise
KnowledgeConcept
scaffolded
organiser
DoL 2: Shape
procedural

Tiered
Content
Embedded
within the
power point
images for
students to
review
therefore,
representing
the content on
a symbolic
level for
students whom
may struggle
with the
abstract level
of reading and
comprehending

Varying entry
points/

PowerPoint:
Propaganda

Sample of
analytical
extended
response of
examination of
WWII

Japan

Students use their source examination model created in the

previous lesson to analyse a selection of three sources provided

LM and students then view a sample of an analytical extended

response which conveys the examination of a World War Two
Australian Propaganda poster

Based on the modelling of an in depth examination of the

poster students are to select one of their sources/ examination
and elaborate on the points and structure their responses
accordingly

Students are to create a collage which consist of headlines,

news articles, and drawings or images that would appear on
the front page of a newspaper after the bombing of Darwin or
the midget attack on Sydney

Students are to select and explain three propaganda

techniques they used within the collage

Homework task: using the model in class as a guide select your

own example of wartime propaganda and write a 500 word
response which demonstrates an analysis and evaluation of the
source to be submitted for LM to mark

KnowledgeDemonstrate and
create
opportunities for
students to
practice using the
skill
DoL 1:
Classroom
Tasks- Provide
students with
clear expectations
of performance
levels

DoL 5: HoM
Critical
Thinking : Be
clear and Seek
Clarity
DoL 2:
Construct
Meaning- have
students chart /
report on their
accuracy when
practicing new
skills or processes

Multiple
Intelligences :
with the
combination of
visual,
auditory,
linguistic and
kinaesthetic
intelligences
Differentiated
Direct
Instruction
Students are
able to answer
the questions
using varying
degrees of
depth
Differentiated
Expressive
mediums to
convey
understanding
Creative task

propaganda

Sequence Learning (LMQ 5 what will constitute the learning journey)

ILO
D4
P3
P4
P5

Learning experiences and teaching strategies

INTRODUCTION

LM to introduce key learning objectives for the

lesson: Identify and explain the role of women during the
WWII period

LM explains learning success criteria for the lesson:

Students are to demonstrate a satisfactory understanding of
womens main roles in World War II, the attitudes and values
commonly held at the time and exhibit an understanding of
the degree to which Australian womens roles and status
changed during World War II

Students are to complete their KWL chart accordingly

Students are required to watch a clip which expresses the

Involvement of Australian women in World War Two:
Australian Women in World War II and mind map their
observations

Students are to punctuate the summary provided by the LM

which is an overview of the role of women in WWII

LM explains answers whilst students mark their neighbours

work accordingly
BODY

Students are guided to view the Australian Government Web

Page: Women in War time

Students are given an investigation booklet which requires

students to research the role of Australian Women in World
War II which has been designed to correlate with the
Australian Government website they are prompted to use
the SQ3R technique when reviewing the website

Once students have conducted their research and answered

the questions accordingly, students are then to review
several sources and select three of these sources to analyse

Link to
Dimensions of
Learning
DoL 1: Classroom
Tasks- Provide
students with clear
expectations of
performance levels
DoL 2: Construct
Meaning KWL
chart

DoL 1: Classroom
Climate: Feel
accepted by
Teachers and Peers Structure
Opportunities for
students to work
with peers think,
pair, share
DoL 1: Classroom
Tasks Provide
students with
Performance
expectations for
class activities
Explicit teaching I
do modelling using
think aloud

Adjustments
for needs of
learners
(LMQ3)

Resources
(LMQ 4)

Multiple
Intelligences:
Visual clip

COMPUTER
ROOM

Tiered
Content
Embedded
within the
website are
images and
clips for
students to
review
therefore,
representing
the content on
a symbolic
level for
students whom
may struggle
with the
abstract level
of reading and
comprehending

Mind Map

Varying entry
points/
Multiple
Intelligences
: with the
combination of

KWL Chart
Women of
World War Two
You Tube Clip
Summary
overview
Punctuation
Task / Answers

Investigation
Booklet
inclusive of
sources

using their analysis mnemonic COMAP

Students are to create a commemorative piece for the

Women of World War II and have the choice to present this is
whatever format they chose

Students are to submit booklets to LM for marking

CONCLUSION
Students are to collaboratively complete an overview table
which reflects the continuity and changes for:

Women before the war

Women during the war

Women of the 21st century

Homework: Students are to finish commemorative piece for

homework and submit next lesson

DoL 5: HoM
Critical Thinking :
Be clear and Seek
Clarity
DoL 2: Construct
Meaning- Help
students to discover
new information for
themselves
(Inquiry based
learning:
Students conducting
their own research
to become informed
about women of
WWII)
DoL 2: Construct
Meaning Use
instructional
techniques that
provide students
with strategies to
use before, during
and after they
receive information
(SQ3R)
DoL 2: Shape
procedural
KnowledgeDemonstrate and
create opportunities
for students to
practice using the
skill

visual,
auditory,
linguistic and
kinaesthetic
intelligences
Differentiated
Direct
Instruction
Students are
able to answer
the questions
using varying
degrees of
depth
Differentiated
Expressive
mediums to
convey
understanding
Creative task

Sequence Learning (LMQ 5 what will constitute the learning journey)

IL
O
D
3
P3
P4
P5

Learning experiences and teaching strategies

INTRODUCTION

Students to complete WWII key term / definition mix and

match activity

Students are to match the correct term with the definition

Students complete KWL chart

LM introduces learning objective: Students to identify and

explain key events and policies that occurred on the
Australian Home front

LM explains learning success criteria: Students are to

demonstrate a satisfactory understanding of the policies,
values, attitudes and total war efforts that took place in
Australia during WWII. Students are to draw upon their
examination and evaluation of sources as evidence to support
and elaborate on the conclusions made about Australias
Home Front during the World War Two period
BODY

Students are to review Power Point: Australias Home Front

and summarise in the form of a table which is inclusive of a
table with subcategories:
o Conscription
o Censorship
o Rationing & Austerity
o Drills and Precautions
o Children and Schools
o Aborigines and Torres Strait Islanders
o The American Problem

Students are to use SQ3R to summarise the notes accordingly

and think pair share to check their summaries

LM uses I do, we do you do to model the expectation of

Link to
Dimensions of
Learning
DoL 1:
Classroom
Tasks- Provide
students with
clear
expectations of
performance
levels
DoL 2:
Construct
Meaning KWL
chart
DoL 2:
Construct
Meaning - helps
students
construct
meaning for
vocabulary terms
DoL 1:
Classroom
Tasks:
Understand and
be Clear about
Tasks using
Explicit
Instruction
I do: Modelling
through think

Adjustments
for needs of
learners
(LMQ3)
Tiered
Content
Embedded
within the
power point &
handout are
images for
students to
review
therefore,
representing the
content on a
symbolic level
for students
whom may
struggle with
the abstract
level of reading
and
comprehending

Varying entry
points/
Multiple
Intelligences :
with the
combination of
visual, auditory,
linguistic
intelligences

Resources
(LMQ 4)
KWL Chart

Power point:
Australias
Home front

answers completing the first column of conscription and to

facilitate the remainder of the activity to ensure students are
working consistently

Students are to draw upon their notes taken and complete a

series of reflective and source questions in full sentence
format to enhance their writing and comprehension skills :
o What changes were made to conscription in Australia
during WWII?
o What types of Media were censored in Australia?
o Why do you think people opposed censorship?
o List ten restrictions placed on the ordinary lives of
Australians during WWII? For each restriction provide a
justification as to why it was seen necessary at the time
o How were children in Australia affected by WWII?
o What part did Aboriginal and Torres Straight Islanders play
in the defence of Australia?
o What were the main reasons for conflict between the
Americans and the Australians in 1943?
o Compare and contrast sources one and two. What do they
reveal about life in Australia during WWII? Which of the
two sources would be most valuable for historians?
o Compare and contrast sources five and six. What attitudes
are portrayed in these sources and why?
CONCLUSION
Students are to debate the topic of conscription
The debate enquiry question is focussed on John Curtins shifting
support from anti- conscription in world war one to one of
support during world war two. Students have to prepare valid
answers based and have to select two sources to support their
argument

aloud
we do:
Prompting &
Guiding through
questioning

DoL 5: HoM
Critical
Thinking : Be
clear and Seek
Clarity

DoL 2:
Construct
Models Use
think- aloud
process to
demonstrate a
new skill or
process
DoL 2:
Construct
Meaning Use
instructional
techniques that
provide students
with strategies to
use before, during
and after they
receive
information
(SQ3R)

Differentiated
Direct
Instruction
Students are
able to answer
the questions
using varying
degrees of
depth

DoL 1:
Classroom
Climate: Feel
accepted by
Teachers and
Peers - Structure
Opportunities for
students to work
with peers
(debate activity)

Sequence Learning (LMQ 5 what will constitute the learning journey)

IL
O

Learning experiences and teaching strategies

Link to
Dimensions of
Learning

Adjustments
for needs of
learners
(LMQ3)

Resources
(LMQ 4)

D
6

INTRODUCTION

Learning Objective: Students to identify and explain key

events of the Kokoda campaign, the experiences of Australian
soldiers fighting along the Kokoda trail in 1942 and the
significance of Kokoda campaign

Students are to complete KWL chart

Students are to watch clip of Kokoda and mind map their

observations in a Y diagram look like, feel like, sound like
BODY:

LM and students review the Power Point: Kokoda and discuss

the strategic context of Papua New Guinea and Japans
intentions. This discussion is inquiry based and prompts
students to consider an array of perspectives whilst
researching

Students are to visit the Government website of Kokoda trail

and gather research for their reports

Following the Explicit instruction process and modelling of the

success criteria from the LM Students are to complete a table
which categorises and record research information for
students to draw upon in their reports:
o geographic climate and conditions of Kokoda
o uniform
o military equipment
o Jungle warfare
o relations with the indigenous PNG community
o Australian soldier relations with American Soldiers
o Casualties

Students are to construct a timeline placing the key battles of

Kokoda trail in chronological sequence and within timeline
students are to summarise key battles of Kokoda

CONCLUSION

Students are required to map the track of Kokoda on a map of

DoL 1: Classroom
Tasks Provide

students with
Performance
expectations for
class activities
Explicit teaching
I do modelling
using think aloud

DoL 5: HoM
Critical
Thinking : Be
clear and Seek
Clarity
DoL 2:
Construct
MeaningHelp students
experience
content using a
variety of sense
DoL 2:
Construct
Meaning Create
opportunities for
students to
discover
information for
themselves
DoL 2: Organise
KnowledgePresent note

Tiered
Content
Embedded
within the
website are
images and
clips for
students to
review
therefore,
representing the
content on a
symbolic level
for students
whom may
struggle with
the abstract
level of reading
and
comprehending
Varying entry
points/
Multiple
Intelligences :
with the
combination of
visual, auditory,
linguistic and
kinaesthetic
intelligences
Differentiated
Direct
Instruction
Students are
able to

BOOK
COMPUTER
ROOM
KWL chart
You tube clip
Kokoda
Y diagram
Australian
Government
Kokoda Website
Map of Papua
New Guinea

New Guinea which pinpoints the areas of key military battles

students are to use a key system to incorporate details
Topographic details such as the incline of mountains and the
climatic conditions experienced by soldiers and the nature of
warfare at each battle point

Students complete KWL chart

taking strategies
that use graphic
representations
DoL 2: Organise
knowledge:
Have students
use graphic
organisers for the
identified
organisational
patters
DoL 2: Store
Knowledge use
symbols to
convey
declarative
knowledge
throughout the
lesson and it is
contextualised
within the map

complete table
with differing
degrees of
detail students
are expected to
meet the
success criteria
which the LM
models through
explicit
instruction
Differentiated
Expressive
mediums to
convey
understanding
through the
imagery and
Mapping of
Kokoda

Sequence Learning (LMQ 5 what will constitute the learning journey)

ILO

D6
P3
P4
P5

Learning experiences and teaching strategies

Link to
Dimensions of
Learning

Adjustments for
needs of learners
(LMQ3)

Resources
(LMQ 4)

INTRODUCTION

LM introduces Learning objective for this

lesson: Students gain an understanding of the
experiences of Australian soldiers involved in
Kokoda
LM explains lesson success criteria: Students
are to demonstrate their understanding of the
Australian experience of soldiers on the Kokoda trail
and understand that historical perspectives vary
according to context
Have students use their Map and Key system to
prompt what they discovered last lesson as they are
to participate in a class discussion describing their
understanding of the Battle of Kokoda and the
experience of Australian Soldiers
Students are to complete KWL chart

BODY
Students are to watch Kokoda-related captioned video
clips. After watching the clips, prompt students to
consider the following in small groups:
o
o
o

What do these clips tell us about the

experiences of soldiers on the Kokoda trail?
Compare the two different representations of
these experiences in the two clips.
Identify how their different intentions, as well
as the years in which they were released,

DoL 2: Construct
MeaningHelp students
experience content
using a variety of
sense
Clips are to appeal
to their emotions
DoL 2: Construct
Meaning - Create
opportunities for
students to
discover
information for
themselves
deductive
reasoning

Tiered Content
Embedded within the
website are images
and clips for
students to review
therefore,
representing the
content on a
symbolic level for
students whom may
struggle with the
abstract level of
reading and
comprehending
Varying entry
points/ Multiple
Intelligences : with
the combination of
visual, auditory,
linguistic and
kinaesthetic
intelligences
Differentiated
Direct Instruction
Students are able to
complete answers
with differing
degrees of detail and
use the students
with a higher

BOOK COMPUTER
ROOM
KWL chart

Kokoda Clips:
Different
Perspectives

affect the representation

LM plays the videos for students again
Students complete answers independently to the
above questions in their workbooks
Students are prompted to share their responses.
These should be used as the stimulus for a whole
class discussion and an opportunity for students to
peer assess
Students explore the Australian Governments
Kokoda website to further develop their
understanding of the event
Students are to consider the interviews with Kokoda
veterans and their accompanying transcripts and
mind map the thoughts, feeling, attitudes and
values exhibited by the soldiers
In light of these perspectives students are to take on
the persona of an Australian soldier who is fighting
on the Kokoda trail and write a letter to his family
back home detailing his experiences

Conclusion

Students watch a commemorative clip of Kokoda

Trail
Students are to complete KWL chart

Homework: Students are to finish their letters

DoL 5: HoM
Critical Thinking :
Be clear and Seek
Clarity
DoL 2: Organise
Knowledge- Have
students use
graphs or charts
Mind Map

DoL 2: Store
Knowledge
Present students
with the
opportunity to
symbolise and
substitute Students taking on
a persona enables
them to personalise
the knowledge and
imagine the
circumstances of
Kokoda trail thus
enabling them to
draw upon their
emotions which in
turn enhances their
ability to recall

understanding to
guide their thought
process students
are expected to
meet the success
criteria which the LM
models through
explicit instruction
Differentiated
Expressive
mediums to convey
understanding
through creative task

Australian
Government
Website:
Kokoda

Kokoda
commemorativ
e clip

Sequence Learning (LMQ 5 what will constitute the learning journey)

ILO

D7
P3
P4
P5

Learning experiences and teaching strategies

INTRODUCTION

LM introduces the learning objective for the

lesson: Identify and explain the key events that
occurred for WWII to end.

LM explains success criteria for students: Students

are to demonstrate a satisfactory understanding of how
the Allied Powers won World War II and understand the
associated experiences of the POWs and the Atomic
bomb on Japan

Students complete KWL chart

BODY

LM and students review PowerPoint/Key Notes on the

end of World War II
Students take notes on a graphic organizer time
sequenced / cause effect graphic organiser on the
following key points:
o The Allied Powers raced towards Berlin: V-E Day
o Hitlers death and the war crime trial of Nazi
leaders
o Japans refusal to surrender
o Harry Trumans retaliation: The Atomic Bomb
Hiroshima & Nagasaki
o V-J Day September 2, 1945, the war officially
ended when Japan surrendered

LM shows students a short clip of computer-generated

version of the atomic bomb dropping on Japan

Students are record their reactions and observations

through the Y diagram looks like, feels like, sounds like

Link to
Dimensions of
Learning
DoL 1:
Classroom
Tasks Help
students be clear
about the
directions and
demands of the
task
DoL 2:
Construct
Meaning- KWL
Strategy
DoL 2:
Construct
Meaning - Help
students
experience
content using a
variety of senses
Clips and images
in PP.
DoL 5: HoM
Critical
Thinking : Be
clear and Seek
Clarity

Adjustments for
needs of
learners
(LMQ3)
Tiered Content
Embedded within
the website are
images and clips
for students to
review therefore,
representing the
content on a
symbolic level
for students whom
may struggle with
the abstract level
of reading and
comprehending

Resources
(LMQ 4)

KWL chart
Power Point:
End of WWII
Graphic
Organiser
Cause / effect

Varying entry
points/ Multiple
Intelligences :
with the
combination of
visual, auditory,
linguistic and
kinaesthetic
intelligences
Differentiated
Direct
Instruction
Students are able
to complete
answers with

Atomic Bomb
Clip

Which is to incorporate adjectives to describe the bomb

and its effects

LM will then show the clip again, and then have the
students write a short reflection about the power and
destruction of war

LM to use these reflections to prompt class discussion

about the Atomic Bomb

LM and students review multiple sources that articulate

the experiences of Australian Prisoners of War

Students are to use their analysis model and answer

questions accordingly

LM uses explicit instruction to demonstrate the

expectation of this task
o Using sources one and two describe the
experiences of Australian Prisoners of war. Why
was the photograph (source two) taken? How is
this helpful to historians?
o How does source three support source two?
o What evidence is revealed in source four in
regards to the Japanese soldiers mistreatment of
prisoners?
o Students are to write a 500 word response to this
statement:
o Historians are to ensure that the stories of
peoples experiences during WWII are never
forgotten to prevent the horrible tragedies from
reoccurring

CONCLUSION
Class create a plan to answer the extended response above
Students are to complete KWL chart

DoL 2: Organise
KnowledgeHave students
use graphic
organisers for the
identified
organisational
patterns

DoL 2: Store
Knowledge
Storing through
Symbol and
Substitutes
Through the Y
diagram students
are required to
reflect on the
emotions,
physical
sensations and
imagine the
occurrence of the
event

differing degrees
of detail and use
the students with
a higher
understanding to
guide their
thought process
students are
expected to meet
the success
criteria which the
LM models through
explicit instruction
Differentiated
Expressive
mediums to
convey
understanding
through creative
task

POW sources

Part B: WRITTEN RATIONALE

Backward Planning is a process Learning Managers utilise in order to design effective
learning experiences which are focused on achieving specific learning outcomes. As
Wiggins and McTighe (1998, p. 7) suggest teachers are designers therefore, a
significant component of the teaching profession is the careful and purposeful
designing of learning experiences. To commence the process the Learning Manager is
to identify the learning outcomes; the knowledge of which students are required to
understand and the skills which they are expected to perform (Wiggins & McTighe,
1998). Learning Managers are guided by the Australian Curriculum standards and
capabilities which essentially inform the teachers of what the students should know
and be able to do once they have completed the unit of work. Subsequently, the
Learning Manager then proceeds backwards to create lessons which are centred on
achieving the learning outcomes (Wiggins & McTighe 1998). The important rationale
justifying the backward design is that it is a framework which prompts Learning
Managers to commence their design process with the achievement standard and the
encompassing learning goals as the central priority of the learning experiences. This
enables the Learning Managers to develop a sequence of lessons encompassing an
array of instructional techniques and forms of assessment centred on students
achieving the learning outcomes stipulated for the unit. Furthermore, the backwards
teaching design prompts teachers to consider the needs of the students when
designing learning experiences which are attained during the profiling phase of the
Learning Management Framework. Backward planning is a structure which prevents
the focus being placed on the process of teaching when designing thus, the
instructional process incorporated should serve the learning goals as opposed to being
determined by the process (Wiggins & McTighe 1998).
Using the Learning Management Framework the Learning Manager commences the
learning design process through the first phase of profiling; identifying what the
students know, where students need and want know and how they learn best (Lynch &
Knight, 2010). Profiling correlates with Education Queenslands Dimensions of
Teaching and Learning Framework which requires the teacher to perform and utilise
assessment to commence the learning experience design. The Learning Manager
reviewed each students diagnostic, formative and summative assessment portfolio to
inform the planning. The Learning Manager was able to establish that the majority of

students within the class are performing at a satisfactory level in the areas of
historical knowledge and understanding, Interpreting and applying and
communication skills. Students who need improvement to meet the expectations of
year ten exhibit difficulties due to their lack of attendance at school and learning
difficulties however, are not diagnosed with special needs. In addition, the
demographics articulated that 35% of students within the class identify themselves as
Indigenous Aboriginals and Torres Strait Islanders. According to Neil Harrison
Aboriginal and Torres Strait Islander Education specialist (2011) research proposes that
Indigenous students generally demonstrate a stronger preference to learn through
imitation, modelling and kinaesthetic experiences. The Learning Manager has
attempted to create experiences and assessment pieces which incorporate consistent
modelling of performance standards and expectations in conjunction with inquiry
based learning activities.
Following the Learning Management Framework and the Dimensions of Teaching and
Learning Framework the Learning Manager identified the appropriate learning
outcomes stipulated by the Australian Curriculum. Thus the Learning Manager created
an index of the essential knowledge, skills, and concepts that students need to learn
during a specific unit. This unit has been designed based upon the identified
curriculum learning outcomes for a grade ten level and the Key Learning Area of
History (ACARA 2014). In alignment with the essential guiding question of the
allocated Depth Study; World War Two, the Learning Manager teacher designed
several assessment pieces to test the progress of knowledge and skills throughout the
unit. Wiggins and McTighe (1998) suggest that in the backwards planning design it is
essential that the Learning Manager uses multiple forms of assessment; diagnostic,
formative and summative to enable students to demonstrate their understanding and
to allow the learning manager to consistently measure, report, become informed and
inform others of student progress. Heritage (2010 p., 7) states that formative
assessment is done with and for students. Therefore, the teachers involve students
with them in the assessment process ensuring that the student is assuming
responsibility and accountability for their learning. Furthermore, it is done for the
student as it is a means of attaining evidence for improving the students learning
abilities (Heritage 2010). Throughout each lesson the Learning Manager teacher has
incorporated a learning objective and varying forms of a success criteria to
demonstrate what is required for students to meet the learning objective of the

lessons (Heritage 2010). It is essential for the Learning Manager to incorporate an

array of strategies and activities within the learning experiences to serve the purpose
of eliciting evidence of how the student learning is progressing towards the desired
outcomes (Heritage 2010).
The diagnostic, formative and summative assessment pieces have been designed for
students to be able to demonstrate their historical knowledge, application of historical
skills and appropriate communication skills. The Pre-Service teacher will collect a
portfolio for each students as the primary form of formative assessment throughout
the unit. The portfolio will serve as a means of conducting continuous evaluations of
student comprehension, learning needs, and academic progress during a lessons and
the unit (Fogarty & Pete 2005). Fogarty and Pete (2005) recommend that Learning
Managers incorporate portfolios into their formative assessment as they provide a
visible record of growth which is evidenced by artefacts and students work. Majority of
the lesson plans incorporate a task which requires students to represent their
understanding in varying representational mediums such as posters, graphic
organisers and creative tasks (Fogarty & Pete 2005). These tasks also exemplify the
Pre-service teachers objective of incorporating differentiated tasks underpinned by
Gardners Multiple Intelligences learning theory (Gardner 2006). Based upon the
portfolio pieces along with observations and consistent questioning the formative
assessment pieces serve the purpose of alerting the Learning Manager teacher of
elements which require modifying such as instructional techniques (Wiggin & McTighe
1998). The Learning Manager teacher is to be able to continuously identify where the
students are currently situated in terms of their level of acquisition and integration of
knowledge and skills and subsequently identify and implement the necessary
measures for students to continue to improve to reach the learning goals thus, closing
the gap (Heritage, 2010).
The summative piece of assessment has been designed to measure the degree of
which students have achieved the unit goals. Students are required to demonstrate
their understanding through explanation, analysing, applying, interpreting,
empathising and self-assessment thus, the students are to demonstrate the five
stages of understanding (Wiggins & McTighe 1998). The rubric of which this is
constructed is underpinned by the Dimensions of Learning Performance assessment
rubric (Marzano etal. 1993). The Pre-service teacher used Wiggins and McTighes

(1998) assessment continuum as guide to ensure a range of assessment pieces are

incorporated in the learning design. Questions are incorporated for students to
demonstrate knowledge and extend their knowledge from what Blooms refers to as
lower levels to higher levels of thinking (Edorigami 2014). Activities such as students
answering recall questions to activities that require students to compare and contrast
enable the Learning Manager teacher to check the understanding of students.
Questions and performance activities which align with Art Costas gathering and
processing of information are used to prompt explanation and application from the
students. The Learning Manager teacher is able to observe and gauge the level of
students thinking when reviewing students responses when they are offered aloud in
class discussions or independently when monitoring learning around the room. This
form of assessment enables the Learning Manager to make judgements whether
immediate modifying and adjustments are to be incorporated within the given lesson
and future lessons.

Teachers can differentiate learning by changing the complexity of tasks (Fogarty &
Pete, 2005). The Pre-service teacher has designed all learning activities to have some
form of differentiation through incorporation of tiered complexity ranging from
concrete, symbolic and abstraction of the content and requirement of the given
tasks (Fogarty & Pete 2005, p.18). Fogarty & Pete (2005) state that skilful teachers
know how to orchestrate all three tiers to challenge students. Based on Profiling the
Pre-service teacher focused on the symbolic and abstract tiers as students within the
class at times struggles with their communication due English being a second
language or having lower linguistic skill levels. The Pre-Service teacher attempted to
incorporate images, clips and activities such as posters and diagrams that enabled
students to demonstrate their understanding through various mediums other than
written and verbal communication thus, differentiating through catering for an array of
Multiple Intelligences (Gardner 2006). However, the Learning Manager teacher
recognised the priority of developing students linguistic abilities as it an assessable
learning outcome. In order to develop the students linguistic levels over the unit the
Pre-Service teacher focussed on blending the symbolic and abstract tiers of
complexity. Students could demonstrate their understanding through the symbolic
level however, are consistently guided and challenged with answering questions which

meet the success criteria. They are challenged to continue developing their ability to
understand and use historical terms and concepts appropriately through literacy
activities at the commencement of each learning experience.
David and Lynch (2010) state that Learning Management Question Five: What will
constitute the learning journey? Is primarily organised through the Dimensions of
Learning. The Pre-Service teacher has utilised the Dimensions of Learning instructional
strategies to develop the declarative and procedural knowledge throughout the unit.
The unit encompasses a sequence of lessons inclusive of supporting instructional
strategies drawn from Dimensions One, Two and Five with the primary intention of
progressively increasing the students knowledge and skill acquisition and level of
integration closer to the desired goals of the unit. A key element of effective
instruction is assisting students to establish positive attitudes and perceptions
classroom environment and learning tasks (Marzano & Pickering, 1997). In order to
ensure that all students experience positive learning interactions and develop a
positive attitude towards the subject of history the Learning Manager teacher has
recognised and catered for the needs of all learners based upon profiling. The Learning
Manager teacher endeavoured to design valuable and interesting activities which in
turn creates an environment where students feel as though they can understand the
tasks at hand and achieve success in the learning tasks (Marzano & Pickering 1997).
For example, the summative assessment piece was decided upon due to the level of
enthusiasm exhibited when identifying prior knowledge on the topic of WWII,
therefore, students will feel less daunted and rather enthusiastic to complete the task.
The Pre-Service teacher used a variety of Dimensions of Learning Two strategies to
promote deeper understanding of subject matter therefore, facilitating students
active acquisition and integration of knowledge. The Pre-Service has consistently
incorporated the use of the K-W-L strategy throughout the unit as a means of
observing and monitoring student understanding (Marzano & Pickering 1997). It
serves as a means of prompting students to actively participate in their learning
experience and for them to articulate and monitor what they have learned and what
they intend to learn. The Learning Manager teacher intends to gain insight into the
areas of which students feel competent and furthermore gain insight into the interests
of learners.

In addition, the declarative knowledge strategies of Reciprocal teaching and the

SQ3R in particular were extensively drawn upon in order for students to construct
meaning and further develop their reading and comprehension abilities (Mazarno &
Pickering). The area that majority of students experienced difficulties is their ability to
interpret and communicate their understanding which is a key component of their
assessment piece as it is a written report. Consistently practicing the skills of reading,
comprehension and written communication with the monitoring and guidance of the
Learning Manager is a crucial component of ensuring that students will successfully
achieve the student learning outcomes within their assessment piece (Marzano &
Pickering 1997). The SQ3R enables students to create questions which in turn creates
an inquiry based activity as students are seeking the answers. Harrison (2011) states
that Indigenous students respond well to learning activities that require them to
actively become conscious of their learning.
In order to assist with the processing of the declarative knowledge students are
required to organise their information in various forms of graphic organisers (Marzano
& Pickering 1997). The use of graphic organisers will assist students with
demonstrating their understanding of the key relationships between events during the
World War Two period. The graphing of relationships and the sequencing of knowledge
is essential for students to be able to demonstrate their historical knowledge of key
relationships and the skill of chronologically identifying key events and policies during
the world war two period. For students to successfully develop knowledge they need
to be able to draw upon prior knowledge therefore, as the declarative knowledge is
developed upon throughout the unit it is essential that the knowledge is successfully
stored in the memory of students so they can continue the process of enhancing their
understanding (Marzano & Pickering 1997). Storing techniques have been
incorporated throughout the tasks through the form of colour coding which also
simultaneously articulates the students understanding and ability to identify the axis
and allied powers, their mapping skills and the students understanding of key
relationships during the World War Two Period.
The Learning Manager teacher created a sequences of learning experiences which
develops the Habit of Mind; Critical Thinking. Learners are to effectively examine and
evaluate historical sources and consider an array of perspectives in order to draw their
conclusions. Thus, the learning experiences are designed with the priority of

developing the main procedural skill tested in the summative assessment. The
Learning Manager teacher used Dimensions of Learning strategy of acquiring and
integrating procedural knowledge through facilitating the phases of constructing a
model, shaping and internalising the process of analysis and evaluation. The learning
experiences incorporate ample opportunities for students to test their source analysis
skills and utilise the model of which they create. Through the constant teacher, peer
and self- monitoring and feedback of their ability to perform their skill of source
analysis, students will be able to progress and essentially perform the skill in their
final summative assessment piece.

References
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Fogarty, R. J., & Pete, BM. (2005). How to Differentiate Learning: Curriculum,
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Gardner, H. (2006). Multiple intelligences: new horizons. New York: BasicBooks.
Harrison, N. (2010). Teaching and Learning in Aboriginal Education (2nd ed.) Victoria:
Oxford Press
Heritage, M. (2010). Formative Assessment: making it happen in the classroom.
California: Corwin Press.
Lynch, D., & Knight, B.A. (2010). The Theory and Practice of Learning Management.
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