Standard 2
This page is structured with an explanation of each of domain under standard 2. This will serve as an explanation to why each set of evidence has been selected.
Each piece of evidence with an explanation of what it is, then clearly states which domain is being illustrated.
This page is structured with an explanation of each of domain under standard 2. This will serve as an explanation to why each set of evidence has been selected.
Each piece of evidence with an explanation of what it is, then clearly states which domain is being illustrated.
2.1
Content and teaching strategies of the teaching area |
2.2
Content selection and organisation |
Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
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Organise content into an effective learning and teaching sequence.
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2.3
Curriculum, assessment and reporting |
2.4
Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians |
Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
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Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
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2.5
Literacy and numeracy strategies |
2.6
Information and Communication Technology (ICT) |
Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
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Use effective teaching strategies to integrate ICT into learning and teaching programs to make selected content relevant and meaningful.
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Evidence
My illustrations of practice of knowing the content and how to teach it include unit plans and stage 1 and 2 learning and assessment plans I have constructed, the use of powerpoints as ICT prompts, Thinking Maths Professional Development, Literacy Strategies and making lesson details and help readily available through SEQTA
Unit Plans
Unit Plan allow myself to create a unit which involves effective lesson plans. When designing a unit plan I am able to organise and plan what will be done in the classroom in order to help students achieve long term goals usually related to ACARA achievement standards. This also allows me to plan for an end of unit assessment and ensure that the unit had enough engaging and hands on activities to ensure students learn.
Below is an example of a unit plan I constructed for a Stage 1 General Maths Unit of Statistics.
This piece of evidence meets the standards listed above 2.1, 2.2, 2.3
Unit Plan allow myself to create a unit which involves effective lesson plans. When designing a unit plan I am able to organise and plan what will be done in the classroom in order to help students achieve long term goals usually related to ACARA achievement standards. This also allows me to plan for an end of unit assessment and ensure that the unit had enough engaging and hands on activities to ensure students learn.
Below is an example of a unit plan I constructed for a Stage 1 General Maths Unit of Statistics.
This piece of evidence meets the standards listed above 2.1, 2.2, 2.3
Stage 1 and 2 Learning and Assessment Plans
For the last 2 years I have been teaching Stage 1 and 2 Maths at Port Lincoln High School. This has meant I have had to construct learning and assessment plan (LAP). A LAP is a document that shows a teacher's intended learning and assessment activities for a subject. I usually use a pre-approved LAP designed by the SACE board and make changes to suit my cohort of students. These changes usually involve different folios or different structure of the content.
These pieces of evidence meets the standards listed above 2.1, 2.2, 2.3
For the last 2 years I have been teaching Stage 1 and 2 Maths at Port Lincoln High School. This has meant I have had to construct learning and assessment plan (LAP). A LAP is a document that shows a teacher's intended learning and assessment activities for a subject. I usually use a pre-approved LAP designed by the SACE board and make changes to suit my cohort of students. These changes usually involve different folios or different structure of the content.
These pieces of evidence meets the standards listed above 2.1, 2.2, 2.3
This is an example of my Stage 2 Mathematical Methods LAP. I made changes from the pre-approved LAP to the order of the topics and to the folio assessment.
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This is an example of my Stage 1 General Maths LAP. I made changes from the pre-approved LAP to the time allocation for tests and to the folio assessment. The folio I chose was more suited to the cohort of boys in the class.
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Powerpoints (ICT Prompts)
For most of my units, especially when teaching maths, I make the most of the interactive whiteboard or projector screen by constructing PowerPoints to accompany my content and lesson. Whilst providing a visual aid for my students, this also allowed me implement teaching strategies such as providing prompts for lesson. Below you will see examples of prompts I used to engage and promote student thinking.
These pieces of evidence meets the standards listed above 2.1, 2.2, 2.6
For most of my units, especially when teaching maths, I make the most of the interactive whiteboard or projector screen by constructing PowerPoints to accompany my content and lesson. Whilst providing a visual aid for my students, this also allowed me implement teaching strategies such as providing prompts for lesson. Below you will see examples of prompts I used to engage and promote student thinking.
These pieces of evidence meets the standards listed above 2.1, 2.2, 2.6
Thinking Maths Professional Development
In 2019 I participated in multiple Maths professional development sessions. This involved learning numeracy strategies to engage students in Maths in which that were promoted to think about the maths, rather than simply executing math skills. Below are some examples of strategies I have incorporated into my teaching from the professional development.
These pieces of evidence meets the standards listed above 2.1, 2.5, 2.6
In 2019 I participated in multiple Maths professional development sessions. This involved learning numeracy strategies to engage students in Maths in which that were promoted to think about the maths, rather than simply executing math skills. Below are some examples of strategies I have incorporated into my teaching from the professional development.
These pieces of evidence meets the standards listed above 2.1, 2.5, 2.6
All these strategies were incorporated into a year 10 Maths Unit on Quadratics.
Literacy Strategies
A focus at Port Lincoln High School has been literacy improvement for students. This has allowed me to gain knowledge and understanding of multiple strategies I can use to improve literacy in my students. Below are some examples I have incorporated into my teaching.
This piece of evidence meets the standards listed above 2.1, 2.5
A focus at Port Lincoln High School has been literacy improvement for students. This has allowed me to gain knowledge and understanding of multiple strategies I can use to improve literacy in my students. Below are some examples I have incorporated into my teaching.
This piece of evidence meets the standards listed above 2.1, 2.5
The task above I incorporated into a year 8 Science unit on Cells. They went through a process of reading other explanations, looking at the structure of exemplar texts, researching about their disease before writing their explanation. The set them up to attempt to write a comprehensive explanation about their chosen disease. The focus when writing the piece was using sophisticated scientific language. Below are two examples of the finished products.
SEQTA
Port Lincoln High School uses SEQTA as there online platform. This allows students and parents with access to student’s timetables, reports and attendance records. It also allows students to readily access resources from lessons or additional resources that help them with their learning. I have ensured that I have made these resources readily available to students. I have also used this as a platform to design unit plans. Below is an example of what this may look like for one of my students.
This piece of evidence meets the standards listed above 2.1, 2.2, 2.3, 2.6
Port Lincoln High School uses SEQTA as there online platform. This allows students and parents with access to student’s timetables, reports and attendance records. It also allows students to readily access resources from lessons or additional resources that help them with their learning. I have ensured that I have made these resources readily available to students. I have also used this as a platform to design unit plans. Below is an example of what this may look like for one of my students.
This piece of evidence meets the standards listed above 2.1, 2.2, 2.3, 2.6