Graduate Standards
Standard 2 - Know the content and how to teach it.
Mentor teacher comment Form A - “good content knowledge in all subject areas - listens re different teaching strategies"
Standard 2 - Know the content and how to teach it.
Mentor teacher comment Form A - “good content knowledge in all subject areas - listens re different teaching strategies"
2.1 Content and teaching strategies of the teaching area
Evidence: Demonstrated in the classroom through lesson presentation based upon current and researched subject knowledge.
Teaching strategies
. Brainstorm to draw upon existing knowledge/ search for new ideas
. Present and model new concepts on board
. Explicitly teach
. Work in ability groups and rotate
. Scaffold student learning, ask questions, lead from known to unknown
. Mat session to conclude lesson and sum up what has been learnt
. Student centred, enquiry based learning.
Science lessons ‘Primary Connections” draws upon enquiry based learning.
Students work in groups with defined roles.
History - incorporate student research projects
ICT - discuss use of internet and implications.
2.2 Content selection and organisation
Organise content into an effective learning and teaching sequence.
Evidence: Learning Management Plan (LMP)
| jrcdulmp.pdf |
2.3 Curriculum, assessment and reporting
Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
Evidence: Lesson Plans and Learning Management Plans. Sourced Australian curriculum outcomes to plan lesson outcomes and assessment tasks prior to planning the sequence of lessons.
Number and Algebra/ Fractions and Decimals / Compare and Order Fractions
ACMNA 102
OUTCOME: Compare and order common unit fraction and locate and represent them on a number line.
ASSESSMENT: Correctly label 5 number lines representing 1/2, 1/3, 1/4, 1/5 1/10
Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
Evidence: Lesson Plans and Learning Management Plans. Sourced Australian curriculum outcomes to plan lesson outcomes and assessment tasks prior to planning the sequence of lessons.
Number and Algebra/ Fractions and Decimals / Compare and Order Fractions
ACMNA 102
OUTCOME: Compare and order common unit fraction and locate and represent them on a number line.
ASSESSMENT: Correctly label 5 number lines representing 1/2, 1/3, 1/4, 1/5 1/10
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians.
Demonstrate broad knowledge of, understanding of and respect or Aboriginal and Torres Strait Islander histories, cultures and languages.
Evidence: Studied Aboriginal Studies at Notre Dame University, as part of course we studied the historical aspects of Australia with specific focus on the detrimental effects of colonisation upon the Aboriginal and Torres Strait Islander peoples.
We completed an assignment on the impacts of colonisation. My chosen topic of research was ’The high rate of incarceration amongst Aboriginal and Torres Strait Islander people" and how this can be attributable to the generational effects of colonisation.
In addition we undertook a personal reconciliation by committing to at least three processes. My choices were:
(i) Visit the house of the Stolen Generation in Broome where I spoke to the staff member in charge. We discussed stolen children and what the government Liberal vs Labor was doing about it in terms of funding for counselling. Also discussed how “raw” these events still are as so many of those children are still alive today.
(ii) Read a book written by an Indigenous author, I chose "My Place" by Sally Morgan.
(iii) Visited the Old Convent and also spoke to an old Broome local who highlighted some of the issues of mixed race and schooling in her day in Broome.
(iv) Attended a "conversation" with an Aboriginal guest speaker talking about Broome in the past and his upbringing in a catholic institution.
Demonstrate broad knowledge of, understanding of and respect or Aboriginal and Torres Strait Islander histories, cultures and languages.
Evidence: Studied Aboriginal Studies at Notre Dame University, as part of course we studied the historical aspects of Australia with specific focus on the detrimental effects of colonisation upon the Aboriginal and Torres Strait Islander peoples.
We completed an assignment on the impacts of colonisation. My chosen topic of research was ’The high rate of incarceration amongst Aboriginal and Torres Strait Islander people" and how this can be attributable to the generational effects of colonisation.
In addition we undertook a personal reconciliation by committing to at least three processes. My choices were:
(i) Visit the house of the Stolen Generation in Broome where I spoke to the staff member in charge. We discussed stolen children and what the government Liberal vs Labor was doing about it in terms of funding for counselling. Also discussed how “raw” these events still are as so many of those children are still alive today.
(ii) Read a book written by an Indigenous author, I chose "My Place" by Sally Morgan.
(iii) Visited the Old Convent and also spoke to an old Broome local who highlighted some of the issues of mixed race and schooling in her day in Broome.
(iv) Attended a "conversation" with an Aboriginal guest speaker talking about Broome in the past and his upbringing in a catholic institution.
| ndu_ab100_marked_assignment.pdf |
| ndu_ab100_item_3_reconcilation_action_plan____assessment_item_no.docx.doc |
2.5 Literacy and numeracy strategies
Know and understand literacy and numeracy teaching strategies and their application in teaching practice.
Evidence: Demonstrated during class delivery and group activities.
Students explore with materials, teacher asks questions to scaffold learning, use authentic problem solving and relate to everyday life. For example fractions / sharing; perimeter / building a fence; area / designing a house or paving a garden, decimals / shopping with A$.
Know and understand literacy and numeracy teaching strategies and their application in teaching practice.
Evidence: Demonstrated during class delivery and group activities.
Students explore with materials, teacher asks questions to scaffold learning, use authentic problem solving and relate to everyday life. For example fractions / sharing; perimeter / building a fence; area / designing a house or paving a garden, decimals / shopping with A$.
2.6 Information and Communication Technology (ICT)
Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
Evidence: Use of smart board, computers and Ipad during class.
Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
Evidence: Use of smart board, computers and Ipad during class.
- Allow students time to research new information on the internet for projects.
- Incorporate Mathletics into the maths program, by setting pre determined tasks based on current topics and individual student progress.
- ICT is used as a consolidation tool, based upon individual progress.
- U-tube viewing educational and creative experiences.
- Computer access for relaxation, fun and rewards when applicable.
- Use internet images to enhance lessons and promote discussion. For example, the Evian babies and unusual animals used during the grammar classes.
- Incorporate hands on use on Smart board. This can be particularly engaging for maths activities, for example estimation of place value and angles.
- Collaboration with other students and /or schools. For example, Ned Kelly activity (ACARA), where children could vote and share their decisions with other students around the country. Our class performed this as a simulated court room due to lack of individual computers.
- Ipad - various maths, reading and spelling games. The visual content and quick “feed back” is very engaging.
Proficient Standards
Standard 2:
Know the content and how to teach it
Focus area 2.1 Content and teaching strategies of the teaching area
Apply knowledge of the content and teaching strategies of the teaching area to develop engaging teaching activities
Evidence (2.1, 2.2, 2.5)
Lesson obs
Lesson Plan See attached
Standard 2:
Know the content and how to teach it
Focus area 2.1 Content and teaching strategies of the teaching area
Apply knowledge of the content and teaching strategies of the teaching area to develop engaging teaching activities
Evidence (2.1, 2.2, 2.5)
Lesson obs
Lesson Plan See attached
Reflection:
Maths can be a difficult area for alot of students, either due to lack of acquired skills in primary school, lack of parental support, dyscalculia or a perception that it is hard and irrelevant. In fact Maths is relevant to most aspects of daily life. It can be taught through the learning and application of rules or through an understanding of concepts. In my view both are essential. This is supported by ........ Rules provide a starting point and enable students to more easily attain correct answers, which results in students developing greater confidence in the subject matter. However understanding allows the transfer and application of skills to new situations, which promotes adaptive learning and problem solving, with less memorising required.
Strategies to adequately address both perspectives are to
Maths can be a difficult area for alot of students, either due to lack of acquired skills in primary school, lack of parental support, dyscalculia or a perception that it is hard and irrelevant. In fact Maths is relevant to most aspects of daily life. It can be taught through the learning and application of rules or through an understanding of concepts. In my view both are essential. This is supported by ........ Rules provide a starting point and enable students to more easily attain correct answers, which results in students developing greater confidence in the subject matter. However understanding allows the transfer and application of skills to new situations, which promotes adaptive learning and problem solving, with less memorising required.
Strategies to adequately address both perspectives are to
- draw upon a variety of mediums and
- use practical applications that are relevant to individual students everyday lives.
- Designing and creating a spin wheel (probability assignment)
- Art design with description of angles used and and other geometric terms (Geometry assignment)
- Everyday scenarios to verbally describe algebraic equations
- Number games using dice, cards, to promote fluency and numeracy
- Domino games to promote fun and mathematical fluency
Focus area 2.2 Content selection and organisation
Organise content into coherent, well-sequenced learning and teaching programs
Evidence (2.2, 2.1, 2.3)
Lesson Plan Lesson Observation
Year 7 Physics program SEQTA
Year 7 Biology
Organise content into coherent, well-sequenced learning and teaching programs
Evidence (2.2, 2.1, 2.3)
Lesson Plan Lesson Observation
Year 7 Physics program SEQTA
Year 7 Biology
Focus area 2.3 Curriculum, assessment and reporting
Design and implement learning and teaching programs using knowledge of curriculum, assessment and reporting requirements
Evidence (2.3)
SEQTA Program
Program sequence attached
Design and implement learning and teaching programs using knowledge of curriculum, assessment and reporting requirements
Evidence (2.3)
SEQTA Program
Program sequence attached
Focus Area 2.4:
Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
Provide opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
Evidence (2.4, 1.4, 2.1)
Lesson Plan: Fire Making and land management through burn off techniques. Year 8 Physics Energy (See attached)
Lesson Plan: Effect of Mining on Indigenous people and land.
Year 8 Earth and Space Science, Geology (SHE) Science as Human Endeavour task. See attached.
Reflection
Respectfully acknowledge Indigenous perspectives and include indigenous knowledge and practices where appropriate.
Promote awareness of Indigenous contributions, whilst being mindful of colonisation and the disadvantages that have evolved from this for Indigenous people. Some of these factors include low socioeconomic, discrimination, poor health, otitis media, cultural obligations, feelings of isolation, sometimes ESL and possibly identity in the teenage years.
Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
Provide opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
Evidence (2.4, 1.4, 2.1)
Lesson Plan: Fire Making and land management through burn off techniques. Year 8 Physics Energy (See attached)
Lesson Plan: Effect of Mining on Indigenous people and land.
Year 8 Earth and Space Science, Geology (SHE) Science as Human Endeavour task. See attached.
Reflection
Respectfully acknowledge Indigenous perspectives and include indigenous knowledge and practices where appropriate.
Promote awareness of Indigenous contributions, whilst being mindful of colonisation and the disadvantages that have evolved from this for Indigenous people. Some of these factors include low socioeconomic, discrimination, poor health, otitis media, cultural obligations, feelings of isolation, sometimes ESL and possibly identity in the teenage years.
Focus area 2.5: Literacy and Numeracy strategies
Apply knowledge and understanding of effective teaching strategies to support students literacy and numeracy achievement
Evidence (2.5, 2.4, 2.1)
Modelling use and type of graphs (Science, Year 7)
Discussion of Mathematical concepts existing in many ways in different cultures (Maths year 7)
Evidence (2.5, 2.4, 2.1)
Modelling use and type of graphs (Science, Year 7)
Discussion of Mathematical concepts existing in many ways in different cultures (Maths year 7)
Focus Area 2.6: Information and communication Technology (ICT)
Use effective teaching strategies to integrate ICT into learning and teaching programs to make selected content relevant and meaningful
Evidence (2.6)
Lesson Plan: Use Videos ClickView / U tube. See attached
Phet games Interactive Year 7 Science.
Assignment based on PPT, Word, Infograph
Use effective teaching strategies to integrate ICT into learning and teaching programs to make selected content relevant and meaningful
Evidence (2.6)
Lesson Plan: Use Videos ClickView / U tube. See attached
Phet games Interactive Year 7 Science.
Assignment based on PPT, Word, Infograph
