Rationale for resources - related to syllabus outcomes and quality teaching model
The following information is from the New South Wales Board of Studies Australian History K-10 Syllabus:
These lessons have covered the following content within the Stage 5 Depth Study 5: The Globalising World, Topic 5a: Popular Culture (1945-present):
The nature of popular culture in Australia at the end of World War II, including music, film and sport (ACDSEH027)
Students:
Lesson One: 40 minutes
The following outcomes within the History syllabus were addressed in this lesson:
Original Activity:
- Hangman game
Lesson Two: 40 minutes
The following outcomes within the History syllabus were addressed in this lesson:
Original Activity:
- Facebook profile
Extension Activities:
The following outcomes within the History syllabus were addressed in this lesson:
Original Activity:
- Digital Timeline
Quality Teaching Model:
The Quality Teaching Model was considered in the development of these lessons, where lessons could be used for effective learning outcomes in the classroom.
The following concepts within the Quality Teaching Model was used throughout all lessons:
Therefore, the use of multiliteraces within the classroom widens the access and opportunity of learning for students. According to Mills (2011), the use of different literaces within the classroom provides a framework for students to critically analyse different social and culture contexts within texts. Hence, this allows students to create valid connections between real world and classroom content (Mills, 2011). This evidence demonstrates the effectiveness of mulitliteracies within the classroom in developing and understanding new understanding through the use of ICT skills and online research. This has been considered in the construction of these lessons and how students should be introduced to different forms of ICT skills in order to communicate their understanding to a wider audience.
References:
Andersen, A. (2012). Use Music to Cut Through the Publicity Noise. Retrieved from http://www.business2community.com/public-relations/use-
music-to-cut-through-the-publicity-noise-0352095
Animated Images.org,. (2014). animated-singing-image-0019. Retrieved from http://www.animatedimages.org/img-animated-singing-image-
0019-114490.htm
Animated Images.org,. (2014). animated-teacher-image-0003. Retrieved from http://www.animatedimages.org/img-animated-teacher-image-
0003-62531.htm#linkit
Animated Images.org,. (2014). animated-guitar-image-0003. Retrieved from http://www.animatedimages.org/img-animated-guitar-image-0003-
53045.htm
Animated Images.org,. (2014). animated-guitar-image-0034. Retrieved from http://www.animatedimages.org/img-animated-guitar-image-0034-
53076.htm
Edublogs.org,. (2014). Edublogs – education blogs for teachers, students and schools. Retrieved 12 October 2014, from http://edublogs.org
Facebook,. (2014). Welcome to Facebook - Log In, Sign Up or Learn More. Retrieved 12 October 2014, from https://www.facebook.com
FIRST 'ROCK 'N ROLL' Posters (1957-59), plus posters collage. (2011). Retrieved from http://sharks2008.blogspot.com.au/2011/09/little-
richard-1957.html
Flora, J. (2014). Deluxe-O-Tone. Retrieved from http://www.jimflora.com/notecards.html
Hangman.no,. (2014). Hangman. Retrieved 12 October 2014, from http://www.hangman.no
Iran.usembassy.gov,. (2012). Rock'n'Roll: A Generations Identity. Retrieved 12 October 2014, from http://iran.usembassy.gov/rocknroll.html
Mills, K. (2011). The Multiliteracies Classroom (1st ed., p. 128). Great Britain: Short Run Press Ltd. Retrieved from
http://reader.eblib.com.ezproxy.newcastle.edu.au/(S(1nlcml4u3oftddwzuxno2mks))/Reader.aspx?
p=718010&o=536&u=y1ic%2fwSvQqluuljm3JAbiw%3d%3d&t=1413075282&h=AE55CE5AA9F597FE39A22A49F9
63A7C77BFAF165&s=27139694&ut=1621&pg=1&r=img&c=-1&pat=n&cms=-1&sd=2#
New South Wales. Board of Studies. (2012). History K-10 syllabus: NSW syllabus for the Australian curriculum. Retrieved from
http://syllabus.bos.nsw.edu.au/hsie/history-k10/
Pepperdine,. (2014). Pop-culture-ur-image. Retrieved from http://www.pepperdine.edu/images/home/slideshow/pop-culture-ur-image.jpg
Readwritethink.org,. (2014). Timeline. Retrieved 12 October 2014, from http://www.readwritethink.org/files/resources/interactives/timeline_2/
Rockmusictimeline.com,. (2014). 1950's Music Decade Overview. Retrieved 12 October 2014, from
http://www.rockmusictimeline.com/1950s.html
Rydell, J. (2013). 1950s, ROCK AND ROLL - the era, music and dancing. Retrieved from https://www.youtube.com/watch?v=DTh406JSLPg
State of NSW, Department of Education and Training Professional Support and Curriculum Directorate. (2003). Quality Teaching in NSW public
schools: a classroom practices guide. Retrieved from
http://www.newcastle.edu.au/Resources/Schools/Education/Pedagogy/2006/SummaryofQuality-JanPoona.pdf
Weebly.com,. (2014). Weebly is the easiest way to create a website, store or blog. Retrieved 12 October 2014, from https://www.weebly.com
Wiley,. (2011). Ms. Wiley, Ms. Wiley, Ms. Wiley!!!. Retrieved from http://firstgradeserenade.blogspot.com.au/2011/03/ms-wiley-ms-wiley-ms-
wiley.html
These lessons have covered the following content within the Stage 5 Depth Study 5: The Globalising World, Topic 5a: Popular Culture (1945-present):
The nature of popular culture in Australia at the end of World War II, including music, film and sport (ACDSEH027)
Students:
- Identify the main features of Australian popular culture at the end of World War II, including music, film, fashion and sport (New South Wales. Board of Studies, 2012)
Lesson One: 40 minutes
The following outcomes within the History syllabus were addressed in this lesson:
- Applies a range of relevant historical terms and concepts when communicating an understanding of the past HT5-9
- Selects and uses appropriate oral, written, visual and digital forms to communicate effectively about the past for different audiences HT5-10
Original Activity:
- Hangman game
Lesson Two: 40 minutes
The following outcomes within the History syllabus were addressed in this lesson:
- Explains and assesses the historical forces and factors that shaped the modern world and Australia HT5-1
- Selects and uses appropriate oral, written, visual and digital forms to communicate effectively about the past for different audiences HT5-10
Original Activity:
- Facebook profile
Extension Activities:
The following outcomes within the History syllabus were addressed in this lesson:
- Explains and analyses the motives and actions of past individuals and groups in the historical contexts that shaped the modern world and Australia HT5-3
- Selects and uses appropriate oral, written, visual and digital forms to communicate effectively about the past for different audiences HT5-10
Original Activity:
- Digital Timeline
Quality Teaching Model:
The Quality Teaching Model was considered in the development of these lessons, where lessons could be used for effective learning outcomes in the classroom.
The following concepts within the Quality Teaching Model was used throughout all lessons:
- Engagement: Students are able to effectively engage and maintain interest in these activities as they are stimulating and utilises the interests of students. For example, Facebook is a popular social networking site that students use. By introducing this into the classroom, teachers can create an educational ICT activity that students have greater interest in (State of NSW, Department of Education and Training Professional Support and Curriculum Directorate, 2003).
- Students Direction: students are able to control the pace in which they complete these activities as they have 80 minutes to complete all activities in both lessons and the additional activities if they have extra time. This caters for all levels of learning as advanced students are able to move forward with activities and other students who may have difficulty in learning can spend more time in understanding the content (State of NSW, Department of Education and Training Professional Support and Curriculum Directorate, 2003).
- Background Knowledge: Lessons allow students to draw upon their previous knowledge about music within Australian culture. For example, in the first activity within the first lesson, students are asked to give a brief description about what they already know in regards to music in the 1950's. This provides a sound understanding to the teacher about the level of understanding that the students already possess about the topic. Hence, this allows the teacher to utilise this information in assisting effective learning (State of NSW, Department of Education and Training Professional Support and Curriculum Directorate, 2003).
- Deep Understanding: Students demonstrate the extent of their grasp upon central ideas within the topic throughout the lessons. Within the activities, students are asked to post their ideas and knowledge on the class blog. This illustrates the level of understanding where students explain and explore the content by providing the information to each other, via online forums (State of NSW, Department of Education and Training Professional Support and Curriculum Directorate, 2003).
Therefore, the use of multiliteraces within the classroom widens the access and opportunity of learning for students. According to Mills (2011), the use of different literaces within the classroom provides a framework for students to critically analyse different social and culture contexts within texts. Hence, this allows students to create valid connections between real world and classroom content (Mills, 2011). This evidence demonstrates the effectiveness of mulitliteracies within the classroom in developing and understanding new understanding through the use of ICT skills and online research. This has been considered in the construction of these lessons and how students should be introduced to different forms of ICT skills in order to communicate their understanding to a wider audience.
References:
Andersen, A. (2012). Use Music to Cut Through the Publicity Noise. Retrieved from http://www.business2community.com/public-relations/use-
music-to-cut-through-the-publicity-noise-0352095
Animated Images.org,. (2014). animated-singing-image-0019. Retrieved from http://www.animatedimages.org/img-animated-singing-image-
0019-114490.htm
Animated Images.org,. (2014). animated-teacher-image-0003. Retrieved from http://www.animatedimages.org/img-animated-teacher-image-
0003-62531.htm#linkit
Animated Images.org,. (2014). animated-guitar-image-0003. Retrieved from http://www.animatedimages.org/img-animated-guitar-image-0003-
53045.htm
Animated Images.org,. (2014). animated-guitar-image-0034. Retrieved from http://www.animatedimages.org/img-animated-guitar-image-0034-
53076.htm
Edublogs.org,. (2014). Edublogs – education blogs for teachers, students and schools. Retrieved 12 October 2014, from http://edublogs.org
Facebook,. (2014). Welcome to Facebook - Log In, Sign Up or Learn More. Retrieved 12 October 2014, from https://www.facebook.com
FIRST 'ROCK 'N ROLL' Posters (1957-59), plus posters collage. (2011). Retrieved from http://sharks2008.blogspot.com.au/2011/09/little-
richard-1957.html
Flora, J. (2014). Deluxe-O-Tone. Retrieved from http://www.jimflora.com/notecards.html
Hangman.no,. (2014). Hangman. Retrieved 12 October 2014, from http://www.hangman.no
Iran.usembassy.gov,. (2012). Rock'n'Roll: A Generations Identity. Retrieved 12 October 2014, from http://iran.usembassy.gov/rocknroll.html
Mills, K. (2011). The Multiliteracies Classroom (1st ed., p. 128). Great Britain: Short Run Press Ltd. Retrieved from
http://reader.eblib.com.ezproxy.newcastle.edu.au/(S(1nlcml4u3oftddwzuxno2mks))/Reader.aspx?
p=718010&o=536&u=y1ic%2fwSvQqluuljm3JAbiw%3d%3d&t=1413075282&h=AE55CE5AA9F597FE39A22A49F9
63A7C77BFAF165&s=27139694&ut=1621&pg=1&r=img&c=-1&pat=n&cms=-1&sd=2#
New South Wales. Board of Studies. (2012). History K-10 syllabus: NSW syllabus for the Australian curriculum. Retrieved from
http://syllabus.bos.nsw.edu.au/hsie/history-k10/
Pepperdine,. (2014). Pop-culture-ur-image. Retrieved from http://www.pepperdine.edu/images/home/slideshow/pop-culture-ur-image.jpg
Readwritethink.org,. (2014). Timeline. Retrieved 12 October 2014, from http://www.readwritethink.org/files/resources/interactives/timeline_2/
Rockmusictimeline.com,. (2014). 1950's Music Decade Overview. Retrieved 12 October 2014, from
http://www.rockmusictimeline.com/1950s.html
Rydell, J. (2013). 1950s, ROCK AND ROLL - the era, music and dancing. Retrieved from https://www.youtube.com/watch?v=DTh406JSLPg
State of NSW, Department of Education and Training Professional Support and Curriculum Directorate. (2003). Quality Teaching in NSW public
schools: a classroom practices guide. Retrieved from
http://www.newcastle.edu.au/Resources/Schools/Education/Pedagogy/2006/SummaryofQuality-JanPoona.pdf
Weebly.com,. (2014). Weebly is the easiest way to create a website, store or blog. Retrieved 12 October 2014, from https://www.weebly.com
Wiley,. (2011). Ms. Wiley, Ms. Wiley, Ms. Wiley!!!. Retrieved from http://firstgradeserenade.blogspot.com.au/2011/03/ms-wiley-ms-wiley-ms-
wiley.html