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August 24, The Australian education curriculum and assessment has been credited as being among the best in the world and one of the most allinclusive curriculum in terms of producing well-rounded and global citizens CIEB, The Australian history curriculum has several central objectives.
It is upon every teacher to ensure that their lesson plan are organized in a manner that facilitates student learning and understanding of key historical concepts that are in synch with the aims established by the Australian Curriculum, Assessment and Reporting Authority and which are harmonious with the specified curriculum content that is corresponding with students in that age group.
In this paper, this essay is going to present a critique of the attached lesson sequence in assignment three. To achieve this, the paper will first present the strong points of the lesson sequence, specifying the particular segments of the lesson sequence which are congruent with a typical lesson sequence that is proposed by the Australian Curriculum, Assessment and Reporting Authority, and which will assist the teacher in putting across key historical concepts in the particular topic in a manner that will facilitate easy learning for the students.
It will also highlight the elements of the lesson sequence which meet the standards of generally agreed characteristics of a lesson plan for teaching history The second part of this paper will involve identifying issues related to the lesson sequence that are more questionable and which when assessed against the standard provided by the curriculum fall short.
The final part and conclusion will present a brief recap of the main points while giving suggestions of worldwide accepted standards for a good lesson sequence for teaching history to year 6 students. Introduction Teachers, educators and other instructors make use of lesson plans to strategize on what they will teach their learners.
The lesson sequence attached is a 60 minute lesson sequence designed to introduce students to the subject of Experiences of Australian citizenship and democracy, as well as the status and rights of Torres Strait Islanders and the Aboriginal people, migrants, women, and children Positive Features of the Lesson Sequence The lesson sequence presented, exhibited some attributes which are in conformity with both the requirements of the Australian curriculum and international lesson plan accepted standards.
First, according to theAustralian Curriculum, Assessment and Reporting Authoritya good history lesson plan should enable the student to develop conveyable competences, for example, the ability to ask relevant questions, critically analyze and construe sources, cogitate context, respect and expound different evaluations, develop and corroborate interpretations and communicate effectively.
This has aptly been achieved by the lesson sequence. The lesson plan has been designed in a way that stimulates questions and debate by the student, and at the same time makes use of various tools such the SCIM-C inquiry as in lesson One.
Lesson Two has been designed in a way that it provokes the students to think critically, and in the long run assist the students in understanding a particular historical event by placing them in that particular historical context.
Secondly, Cunningham and ASCDstate that a good history lesson plan should have a set of purpose describing the overarching reason for the lesson, introduce key concepts, topic and main ideas, pull students into the excitement of learning through the use of a challenge, an amazing fact or mind tickler and make the learning relevant by extending the lesson past learning and leading to future learning.
The lesson plan presented has the characteristics of a good lesson plan. It has specified the goal of the lesson, and introduced important concepts, topics and main ideas.
The lesson plan has also made use of challenges throughout the lesson plan. For example, the challenge to design a coin that shares something they learnt that particular day in lesson one.
Lesson One presents an opportunity for historical inquiry. The inclusion of a historical coin in the lesson and the corresponding questions regarding the information presented in the coin presents an avenue for examination.
The lesson goes ahead and provides a website that would provide historical information on the subject of the coins requiring the student to skim through the website and find a date that might be pertinent to the coin.
This is a suitable and effective element in teaching history as it facilitates historical investigation. The lesson plan has also included the perspectives from aboriginals and TorresStrait Islanders as specified by the Queensland Studies Authority This has been achieved in lesson Five where guest speakers, Mary Jones, granddaughter of Able Jones, Pacific Islander rights campaigner, Barry Rose, daughter of Martha Rose, Aboriginal rights campaigner and George Green, descendant of John Green, anti-suffrage campaigner have been invited to speak to the class.
This step helps both the student and teacher understand Indigenous knowledge, build respectful relations, learn from collective unitsand preserve and pass on cultural knowledge.
Another positive aspect of this lesson sequence is that the teacher always begins by letting the students be aware of what that particular lesson will involve and what will be expected from the students.
For example lesson two begins with letting the students know that the class is going to learn about democracy, it goes ahead and discusses the features of a democratic system and involves the students by brainstorming ideas.
This structure not only passes new knowledge to the students, but also engages the students in activities which enable the teacher know whether the students have understood and also fills the students head with ideas, concepts and allows them to expand and clarify their thinking. According to Aggarwalp.
The lesson sequence attached has provided a plan for assessment, including a final assignment, group tasks as well as individual homework. These assessment methods allow the students to convey their knowledge and give the teacher an avenue to test their knowledge in the situation.
The lesson sequence has also provided a performance grading criteria, which is a key element of any lesson sequence. This allows students to build on the knowledge that they have acquired in previous lessons. For example lesson one gives a brief introduction of suffrage and democracy, lesson two, defines democracy and brings its application into perspective by the use of an activity in the class setting, lesson three, educates the students on the importance of democracy, lesson four prepares students for historical guest who present more information to the students on the history and importance of democracy.
Therefore, this lesson sequence has a logical, flow which therefore, allows for easy understanding by the students. The lesson sequence through the use of class activities such as working in groups, discussion and debates, asking of questions and sharing of meals with guests offer opportunities for the students to develop general skills, such as time management, group work, relationship development and friendship.
This is in line with the Australian curriculum which expects students to draw on their growing understanding and knowledge of family, school and the broader community to develop their understanding of the world. A good lesson plan should indicate the teaching techniques to be used by the teacher, how the lesson is to be organized, what modus is to be followed, what questions are to be examined and what illustrations are to be used Singh,p.
The lesson sequence attached reflected most of these aspects of a good lesson plan. All the lesson plans, except lesson six highlighted the teaching techniques to be employed, the specific questions that were to be asked in each lesson and the illustrations to be used such as artefacts, class activities and guests.
The lesson sequence also makes use of historically accurate and appropriate resources in its lesson plans. The use of the historical coins in lesson One is one such key historical resource, the other is the inclusion of guests to come to speak to the class in lesson Five.Essay writing australian curriculum.
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Your essay must be properly referenced with in-text citations and a reference list using APA style. Note, this reference list will NOT be included in the word count. Critical evaluation of .
Australian Curriculum Lessons is a FREE website for teachers and educators to access a vast range of lesson plans, teaching resources, posters, unit overviews and more. All resources generated by teachers for teachers and are aligned to the curriculum, so you don't have to.
First, although the lesson sequence has provided opportunities for engagement with the Australian Curriculum requirements andhas been able to achieve most of the curriculum requirements specified by the Australian curriculum on the subject of Experiences of democracy and citizenship in Australia, consisting the status and rights of the Torres.
The Australian Curriculum Assessment and Reporting Authority (ACARA) (a) simply define the Australian Curriculum as “ what all students should learn as they progress through school ” [as a] “ foundation for their future learning, growth and active participation in the Australian .
Australian Curriculum Assessment and Reporting Authority (ACARA) (), demonstrates how the varying academic levels of the national curriculum can be linked with general and cross-curriculum priorities and aligned to personal learning needs, to create a diversified learning experience for .