Critical Discussion on Created Unit of Work

This document provides a critical discussion on the created unit of work in the context of the Stage 6 Syllabus for modern history. It analyzes the syllabus, discusses how the unit of work aligns with professional beliefs, addresses the learning needs of senior students, and considers the curriculum intent and the teacher's role in enacting it. The document also explores the sociocultural learning theory and its application in teaching modern history.

Critical discussion on created
unit of work
Contents
INTRODUCTION...........................................................................................................................3
MAIN BODY...................................................................................................................................3
Analyze the Stage 6 Syllabus for your teaching area.............................................................3
Discuss how your unit of work...............................................................................................3

Aligns with your own professional beliefs about the syllabus...............................................4
Addresses the learning needs of adolescent senior students..................................................4
In this discussion consider the curriculum intent of the syllabus and how you as a teacher
enact this.................................................................................................................................4
How you address motivation and engagement issues for senior students..............................5
Sociocultural learning theory about the adolescent learning..................................................5
CONCLUSION................................................................................................................................6

INTRODUCTION
Teaching and student education is the important part of the individual life’s and
economy, culture of the nation. In Australia student education context there is the continuous
improvement in the curriculum or syllabus. Teaching standards of Australia illustrate the
specific sets of guidelines and regulation according to which teachers have to do their job
(Savage and Lewis 2018). Such as in dimension of teaching involves the standards’ like.
Professional knowledge- under which teacher have to know the student and how they can learn
effectively, then next is professional practice, under which teacher have to plan for the effective
teaching and learning practices and then implement them. Then teachers have to develop and
maintain supportive and self-learning environment for students. Teacher has to asses, provide
feedback and report on student learning. Then next standard is professional engagement, which
involves the rules for engaging in the professional learning, and engages professionally with
parents, colleagues and community. In these report stage 6 syllabuses along with the professional
practices planning is going to be done in context to the modern history. In context to the
development of student teaching and learning plan teacher have to use some socio-cultural
learning theory’s, such as the adolescent and the pedagogic theories.
MAIN BODY
Analyse the Stage 6 Syllabus for your teaching area.
The selective teaching area is modern history which involves effective teaching
curriculum which influences the students to make their interest online earning of historical facts
and essay. Syllabus of the subject helps in students to develop their learning, writing, and many
more other personal, professional skills (Aras, 2018) . In 2018 modern history course curriculum
was developed by the HSC with more learning opportunities. The stage 6 modern history
syllabus is involving, study and introduction of student with the concepts and the information of
the cold war, berlin wall, Nature of modern history and memory.
Discuss how your unit of work
The stitching unit is going to be start from the introduction of memory an explanation of
its role in context to the history, tenets followed with analysis of national memory in history,

along with the study of collective memory reflected in history. Study of the cold war, then
finally and with the differentiation of communism and democracy, by following the MH sections
of the stages. This section of the modern history syllabus is going to be teach to the student by
the aid of small chunks of the syllabus (Donnelly, 2018).
Aligns with your own professional beliefs about the syllabus
According to believes and thoughts the syllabus is very important for the student
cognitive development and learning. Such as with the help of effective teaching plan this
syllabus can support in the student motivation and encouragement for learning and skills
development, due to the influence of interesting topic and concepts of the modern history. This
helps to students to develop their cognitive skills by the understanding of previous cultural
activities and improvement of that in present stage. Different case study and assignments of the
subject syllabus influence the student to work on that, which further result as a learning skill
development, writing skill development general knowledge (Marginson, and Dang, 2017).
Addresses the learning needs of adolescent senior students.
Adolescents the stage at which, they are no longer children’s and not yet adult, at this
stage youngsters all motor skills are completely developed and pus the person to focus on
opportunities, learning and development. Income tax to the learning needs, they need a
motivation at every stage and commitment for the challenging goal achievements. At this stage
student are able to use critical thinking and complex thinking. Student needs guidance and
encouragement in every stage of learning and development. At which teacher has to hold them
attention for development by motivating them in regular basis. Adolescent need clear
explanation and support of the teacher, in context to the importance of this learning in student
prospective.
In this discussion consider the curriculum intent of the syllabus and how you as a teacher enact
this.
Purpose of this curriculum is to facilitate different learning and professional development
opportunities. Such as by the learning of historical wars and their management strategies, along

with the cultural values. Student can improve their professional skills and effectively select their
professional roll for the further career. The most important and basic intent of the syllabus is
skills development. I can connect this intent of syllabus bye the implementation of teaching
standards and guidelines along with the use of learning theories.
How you address motivation and engagement issues for senior students
Tarzan teacher I have to use implement each and every guidelines and standards of the teaching.
Most appropriately the social cultural learning theory and concepts of the student needs helps me
to find out what factor is can be more motivating and engaging, With the help of which I can
encourage them to learn effective.
Sociocultural learning theory about the adolescent learning
Sociocultural learning theory is important in each aspects of teaching and in every stage,
this involves the different elements of children and adolescent learning and development. This
explains that how the cognitive development of children’s and adults is achieve by the influence
of positive and effective sociocultural environment factors. Vygotsky's sociocultural theory as
one of the most important and effective social culture learning theory, this theory e is
successfully applied within the NSW education standard or teaching standard. In context to the
modern history syllabus learning, this theory scan be apply to make effective teaching plan, with
Hindi implementation of all essential learning elements. The key aspects of the theory is social
interaction, language and culture. Such as in context to the modern history learning, the teacher
teaching environment, language and classroom culture is affecting the cognitive development
and learning of students. Some other important elements of this social culture development it
theory is zone of proximal development, scaffolding and more knowledgeable other. All these
three factors work together in context to the student development and learning. Such for learning
of the s Pacific topics off the subject, there is specific zone of development under person can
develop but not more than that zone. And to develop under that zone student need scaffolding,
which means the temporary support for learning of the new thing and skills, scaffolding is done
bi the more knowledgeable other, what is the rule of mine due to their modern history teacher I
have to scaffold them to learn within this Pacific zone of curriculum and syllabus (Daneshfar,
and Moharami, 2018).

CONCLUSION
From the above study and has been concluded that teaching is the very important part of
the people life which help each and every child of youngsters, to grow in specific professional
field with the aid of landing and development. The different curriculum and syllabus of subjects
play its own role in student learning and development. In context to the achievement of syllabus
intent teacher have to follow education standards and learning theories such as the Vygotsky's
sociocultural theory.

REFERENCES
Books and journals
Savage, G.C. and Lewis, S., 2018. The phantom national? Assembling national teaching
standards in Australia’s federal system. Journal of Education Policy, 33(1), pp.118-142.
Aras, S., 2018. Teacher education systems of Australia, Singapore, and South Korea: A case-
oriented comparative study. Başkent University Journal of Education, 5(2), pp.233-242.
Donnelly, D., 2018. Contemporary multi-modal historical representations and the teaching of
disciplinary understandings in history. Journal of International Social Studies, 8(1), pp.113-132.
Marginson, S. and Dang, T.K.A., 2017. Vygotsky’s sociocultural theory in the context of
globalization. Asia Pacific Journal of Education, 37(1), pp.116-129.
Daneshfar, S. and Moharami, M., 2018. Dynamic assessment in Vygotsky’s sociocultural theory:
Origins and main concepts. Journal of Language Teaching and Research, 9(3), pp.600-607.