2.1 content and teaching strategies of the teaching area
Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
2.2 content selection and organisation
Organise content into an effective learning and teaching sequence.
Meeting Evidence Strands: 1.1, 1.2, 1.5, 2.1, 2.2, 3.2
Situation: I required a way to demonstrate my ability sequence a series of lesson plans, programs and show any changes in planning. Action: Daily pad: Displays the weekly learning lesson plans that are sequenced and designed to meet students needs. Program overviews: Shows detailed links to the curriculum requirements and how they are appropriately balanced. The overviews also illustrate connections between content of teaching areas and development of subject specific literacy and numeracy skills Outcome: By creating and possessing these various planning documents, I was able to track and display a variety of planning and organisation techniques. I was also able show how I have organised lessons and units into a sequenced format and how I track any changes that occurred. |
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2.3 curriculum, assessment and reporting
Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
Situation: I needed to create a way of tracing the students progress, assessments and learning goals.
Action: I created a comprehensive file which included each students own section. The file included the students own sections which held their individual work samples (split into individual subject areas for easy analysis), learning goals and an overview of the student. The overview included strengths, weaknesses and any important notes such as ESL, medical needs or any other factors that need consideration in their planning. Outcome: Throughout the term I was able to reflect, add to and adapt the students files. As the students progressed, achieved learning goals, had a critical event happen or regressed; a note was added to the students file. At any given moment I could open the folder and chose any student and know exactly where they were for every subject as well as anything critical happening in their lives. The files made it increasingly more effective to track growth and changes in learning needs. |
2.4Understand and respect aboriginal and torres strait islander people to promote reconciliation beween indigenous and non-indigenous australians
Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
1.4, 2.4
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2.5 literacy and numeracy strategies
Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
Meeting Evidence strands: 1.2, 1.5, 2.5,
Situation: A new program has been implemented in the school. The numeracy program is called 'Prime' and a whole school approach. Prime involves a text book that the students work from and includes an introduction, workout, assessments and a teachers guide. The program is implemented by leading researchers and is based from Singapore and Hong Kong learning strategies. Action: I was apart of the professional development for Prime. I was able to see how it was introduced and used in the classroom. I found that it was not appropriate for pre-primary. As it was a whole school approach the program had to run. I adjusted the program where ever possible to make it age and developmentally appropriate. The students had to complete the text book pages. I was able to change the introduction however and selectively chose the assessments. The introductions that I implemented included songs, dancing, concrete and relevant materials for the students to engage with. Outcome: The books provided me with assessments and concepts to use and teach. I chose selectively what I could as a few important notes were recognised. 1. The book has being written in the mindset of Singapore. The students in Hong Kong start school at age 7 (my students are currently 5/6) and are therefore at a different cognitive and development level. 2. The text book assumes that the students have not learnt any of the Kindergarten curriculum due to the difference in schooling in Singapore. All but 1 of my students attended kindergarten and therefore already had worked through certain concepts such as basic shape. 3. The Pre-Primary book does not match the Australian curriculum. For example skip counting in 2,5 and 10's and subtraction is listed as a pre-primary skill compared to the Australian curriculum recognising this as year 1 and 2 skills. |
2.6 Information and communication technology
Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
Meeting Evidence Strands: 1.2, 1.5, 2.6, 3.4, 4.5
Situation: A staff meeting highlighted the changes that are occurring within schools and specifically with NAPLAN moving to online. The students do not have the typing skills and ICT knowledge at this point in time that the use of ICT for NAPLAN would benefit them. As a school goal we are focusing on using ICT, familiarising with computers and becoming ICT competent. The students have computers and iPads in the classroom however their understanding of HOW to use these devices is limited. The school focus is beginning with logging off, typing and basic ICT recognition. Action: I decided to focus some literacy sessions on ICT literacy that is connected to our literacy program. The students worked in small groups of 4 on their own computers. We discussed the difference between hardware and software, students previous computer experiences and various programs. The students were taught how to open and recognise the internet, search on google, select and image (using guided discretion on staying safe and choosing appropriate images) and exit out of the internet. The students then explored recognising and opening word before pasting their image, typing their caption and printing the picture. After printing their image the students went to collect their works as an immediate recognition of their product. On return the students were taught to log off the computer. Outcome: After each student had a turn at using the computers and the familiarisation, the students were able to recognise the internet, word and windows symbol. I recognised the students using their knew knowledge in their works. When accidentally exiting from a program the students were able to reopen the internet rather then seeking assistance, at the end of the day the students were now logging off of the computers and taking on that responsibility in the classroom. As an added bonus, I discovered that one of my lower ability students identified with keyboard letters with more precision then written letters. |