1.1 physical, social and intellectual development and characteristics of students
Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
1.2 Understand how students learn
Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
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program_overview_english.docx | |
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Meeting Evidence Strands: 1.1, 1.2, 1.5, 2.1, 2.2, 3.2
Situation: Before entering my final placement, my overall goal was to be as prepared as possible. I had ordered teaching planner and found this was an extremely helpful way to plan weekly, however I wanted to extend my organisation. I found the most effective way was to create 'unit overviews'.
Action:The overviews were created for individual subjects and then split into a ten week block. The overviews include descriptions of what will be happening each day, the curriculum links, EYLF links and the assessments that will be used. The programs were completed prior to my start date and sent to my mentor for review.
Outcome: When I began my practicum I had a sense of calm as regardless of how overwhelming the new demands I was facing, I knew what was happening and what was to come in terms of my planning. Anyone who entered to the room and asked about my planning could see exactly what was planned for the term, the assessments and the content descriptor we were focusing on. Each week I used my overviews to guide my weekly planning (adapted for individualised needs, reviews or unforeseen events). My planning time was cut in half and I was able to focus on other important requirements.
Situation: Before entering my final placement, my overall goal was to be as prepared as possible. I had ordered teaching planner and found this was an extremely helpful way to plan weekly, however I wanted to extend my organisation. I found the most effective way was to create 'unit overviews'.
Action:The overviews were created for individual subjects and then split into a ten week block. The overviews include descriptions of what will be happening each day, the curriculum links, EYLF links and the assessments that will be used. The programs were completed prior to my start date and sent to my mentor for review.
Outcome: When I began my practicum I had a sense of calm as regardless of how overwhelming the new demands I was facing, I knew what was happening and what was to come in terms of my planning. Anyone who entered to the room and asked about my planning could see exactly what was planned for the term, the assessments and the content descriptor we were focusing on. Each week I used my overviews to guide my weekly planning (adapted for individualised needs, reviews or unforeseen events). My planning time was cut in half and I was able to focus on other important requirements.
1.3 STUDENTS WITH DIVERSE LINGUISTIC, CULTURAL, RELIGIOUS AND SOCIOECONOMIC BACKGROUNDS
Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
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1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.
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1.5 Differentiate Teaching to meet the specific learning needs of students across the full range of abilities
Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
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Strategies to support full participation of students with disabilities
Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.
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