2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
2.2 Organise content into an effective learning and teaching sequence
2.3 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans
2.4 Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
2.5 Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
2.6 Implement teaching strategies for using ICT to expand curriculum learning opportunities for student
2.2 Organise content into an effective learning and teaching sequence
2.3 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans
2.4 Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
2.5 Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
2.6 Implement teaching strategies for using ICT to expand curriculum learning opportunities for student
Reflection
I believe that knowing the content knowledge in all curriculum areas is very important. If this is limited, you as a teacher will not be able to plan programs that are engaging, relevant or effective. I believe that a teacher who has strong knowledge of the content will be able to have the confidence to teach all curricular areas and provide programs that are at a high standard. Having a good understanding of the content will allow me to teach and assist students of all abilities, and answer questions with confidence.
Knowing the content
I had to plan a unit of work for HASS where we explored the content descriptor ‘Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival (e.g. treatment of convicts, daily lives, social order)’ (ACHASSK085) with this we focused on the life as a British convict being transported to Australia. I had minimal knowledge about this topic, which wasn’t ideal going into planning and teaching this topic. My main focus this topic was for students to experience life as a convict, I had to do a lot of research about the topic before I started planning the lessons. I had done hours of research online, in the library and also discussions with my mentor to get ideas and suggestions on how to go about the topic. I researched about the British convicts in the 1788, the journey the First Fleet took and their arrival into Australia. I had gathered information, pictures and videos to present in each lesson giving students some background information before they went onto researching additional information themselves. After all the researching and presenting it to the class, students were engaged and took in the information, used what they had learnt and produced a mini clip of their life as a convict.
Planning and sequencing
During my placement, I was required to plan and create a term program/unit of work for two learning areas, they were Maths and HASS.
When planning these lesson sequences, I had to first refer to the School Curriculum and Standards Authority website to find the content I had to cover for that year level. I had also asked my mentor on what the main focus of the term was before moving on. I also looked at the previous year as this will give me an indicator of student’s prior knowledge, I then use this information to organise the content into effective sequences.
When it came to planning the lessons, I had always started off with revision on prior knowledge they may have known to then introducing the new content for the lesson. I then order the content descriptors into effective and scaffolded sequences. With each lesson planned, I try my best to link the lessons to one another by building on prior knowledge to move onto to the next concept. By ensuring this, the foundation of knowledge of students will be effective and relevant for moving onto teaching new knowledge and will contribute to deeper understanding of the content and lead to better results.
I believe that knowing the content knowledge in all curriculum areas is very important. If this is limited, you as a teacher will not be able to plan programs that are engaging, relevant or effective. I believe that a teacher who has strong knowledge of the content will be able to have the confidence to teach all curricular areas and provide programs that are at a high standard. Having a good understanding of the content will allow me to teach and assist students of all abilities, and answer questions with confidence.
Knowing the content
I had to plan a unit of work for HASS where we explored the content descriptor ‘Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival (e.g. treatment of convicts, daily lives, social order)’ (ACHASSK085) with this we focused on the life as a British convict being transported to Australia. I had minimal knowledge about this topic, which wasn’t ideal going into planning and teaching this topic. My main focus this topic was for students to experience life as a convict, I had to do a lot of research about the topic before I started planning the lessons. I had done hours of research online, in the library and also discussions with my mentor to get ideas and suggestions on how to go about the topic. I researched about the British convicts in the 1788, the journey the First Fleet took and their arrival into Australia. I had gathered information, pictures and videos to present in each lesson giving students some background information before they went onto researching additional information themselves. After all the researching and presenting it to the class, students were engaged and took in the information, used what they had learnt and produced a mini clip of their life as a convict.
Planning and sequencing
During my placement, I was required to plan and create a term program/unit of work for two learning areas, they were Maths and HASS.
When planning these lesson sequences, I had to first refer to the School Curriculum and Standards Authority website to find the content I had to cover for that year level. I had also asked my mentor on what the main focus of the term was before moving on. I also looked at the previous year as this will give me an indicator of student’s prior knowledge, I then use this information to organise the content into effective sequences.
When it came to planning the lessons, I had always started off with revision on prior knowledge they may have known to then introducing the new content for the lesson. I then order the content descriptors into effective and scaffolded sequences. With each lesson planned, I try my best to link the lessons to one another by building on prior knowledge to move onto to the next concept. By ensuring this, the foundation of knowledge of students will be effective and relevant for moving onto teaching new knowledge and will contribute to deeper understanding of the content and lead to better results.
Action Plan
I did not get to teach the topic of Aboriginals and Torres Strait Islanders in my final FPE as it was done in the previous term. I had only briefly touched on it in my HASS lesson where it was relevant. When I get my placement, I would like to do some research, gain better understanding and knowledge about Aboriginal and Torres Strait Islander culture and language to then implement this into my classroom and lessons. I will do research online or contact a local elder if they are in the area of the school and have discussions and ask questions I would like to know about their culture and language. This will allow me to gain a better understanding to then explain it to my students.
I did not get to teach the topic of Aboriginals and Torres Strait Islanders in my final FPE as it was done in the previous term. I had only briefly touched on it in my HASS lesson where it was relevant. When I get my placement, I would like to do some research, gain better understanding and knowledge about Aboriginal and Torres Strait Islander culture and language to then implement this into my classroom and lessons. I will do research online or contact a local elder if they are in the area of the school and have discussions and ask questions I would like to know about their culture and language. This will allow me to gain a better understanding to then explain it to my students.
Evidence
2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
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When I was planning for HASS on the topic the First Fleet and convicts I had to do my research to understanding and gain knowledge about this topic before teaching it. With the information I collected I had put them into PowerPoint, this was presented to the students. I had also used videos from Youtube and a specific video from the television program 'My Place', this particular vidoe was about a child convict which was fitting for the topic I was teaching. You can find this video through this link:
1978 - Sam (My Place) |
2.2 Organise content into an effective learning and teaching sequence
One of the HASS focus was 'Early Explorers' and I had planned a unit of work for the first 5 weeks of term two. The lessons were scaffolded so that each lesson would relate to one another. Each lesson began with some sort of introduction whether it be a Youtube video or a PowerPoint, followed by discussion with a partner, group or as a whole class. To keep the lessons engaging I incorporated ICT into the lessons which I found really helped with students staying on task. I also found that having the lessons sequenced really helped their understanding and knowledge building to produce their posters.
I have also included evidence of the sequence lessons I planned for the topic the First Fleet.
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2.6 Implement teaching strategies for using ICT to expand curriculum learning opportunities for student
For one of my Math lessons, the main focus was time conversions. I had created a quiz as a pre-assessment tool to see where the students in my class were at with their knowledge and understanding of the different time conversions. This quiz creator (Quizizz) was very helpful, this worked by students joining into the game/quiz, this was an individual task and the questions were jumbled up, so the person sitting next to you would have a different question but still completing the same quiz as everyone else in the classroom. This ensured that the students were completing the quiz to the best of their ability and not others.
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