Standard 2 - Know the content and how to teach it
Final Practical Experience 2
2018 Term 3
2.3 – Curriculum, Assessment and Reporting
Situation: Throughout my practical experience I planned the literacy and numeracy programs for term 3 2018, as well as a number of biblical studies and health lessons. While planning these programs I ensured that all lessons worked towards the content descriptors and elaborations of the Western Australian Curriculum.
Action: While planning I ensured that my lessons were working towards the specific content descriptors from the Western Australian Curriculum. I also made sure to leave a printed copy of the Pre-Primary curriculum easily accessible on my desk. This was in case I needed to change my lessons throughout the day. I also made sure to keep a copy of the SCSA judging standards and used them when assessing student’s summative assessments.
Outcome: By having a printed copy of the Pre-Primary Curriculum easily accessible at school I was able to ensure that my lessons still worked towards the content descriptors if I needed to change them at the last minute. This allowed me to be confident that the content I was teaching was appropriate and that I was meeting the requirements of the curriculum. By using the SCSA judging standards to inform my assessing of students work, I was able to ensure that I was consistent and that the students were progressing accordingly.
Future Action Plan: In the future I plan to keep up to date with the current Western Australian Curriculum, as well as the Early Years Learning Framework and other guidelines for teaching. By keeping up to date with these documents and attending professional development sessions I will be able to ensure that I am teaching to the highest standards possible.
Evidence: Attached below are some of the documents that I used to inform my planning and assessing
Action: While planning I ensured that my lessons were working towards the specific content descriptors from the Western Australian Curriculum. I also made sure to leave a printed copy of the Pre-Primary curriculum easily accessible on my desk. This was in case I needed to change my lessons throughout the day. I also made sure to keep a copy of the SCSA judging standards and used them when assessing student’s summative assessments.
Outcome: By having a printed copy of the Pre-Primary Curriculum easily accessible at school I was able to ensure that my lessons still worked towards the content descriptors if I needed to change them at the last minute. This allowed me to be confident that the content I was teaching was appropriate and that I was meeting the requirements of the curriculum. By using the SCSA judging standards to inform my assessing of students work, I was able to ensure that I was consistent and that the students were progressing accordingly.
Future Action Plan: In the future I plan to keep up to date with the current Western Australian Curriculum, as well as the Early Years Learning Framework and other guidelines for teaching. By keeping up to date with these documents and attending professional development sessions I will be able to ensure that I am teaching to the highest standards possible.
Evidence: Attached below are some of the documents that I used to inform my planning and assessing
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2.6 – Information and Communication Technologies (ICT)
Situation: From previous experience and during my first 2 weeks of practicum at the school (Term 1) I discovered that the students loved to watch videos and listen to songs on the television. I felt that ICT, in particular videos, were going to be an extremely useful resource to engage students with the content that I was going to be teaching throughout term 3.
Action: Throughout my lessons I used videos to engage students with content from all learning areas. Some of the videos that I used and how I incorporated them into my lessons are as follows.
Mathematics:
Length – “How to use paperclips to measure” This video was used to demonstrate to students the correct method for measuring the length of an item when using indirect units of measurement.
Mass – “Sesame Street Heavy and Light” This video was used to engage students with the concept of mass and comparing the mass of different objects such as feathers, a tissue, a piano, barbells, etc.
Capacity – “Sesame Street Full and Empty” This video was used to introduce students to the idea full and empty while explore capacity.
Addition – “Sesame Street Addition Game” This video was used to engage students with the concept of addition in a fun and interactive game show context. We then used this as inspiration to make our own version of the addition game show.
Subtraction – “Subtraction Cat” is a story of a cat whose mice friends go missing one by one. This video was used to engage students with the concept of a subtraction number story and had a fun song that students were able to sing along to.
Literacy:
Sentence Writing – “The sentence song” This video was used to remind students of the important features to remember when writing a sentence.
Tricky Words and CVC Words – “Jack Hartman’s Stretchy Snake” A variety of these videos were used to engage students with focus words and give them practice in identifying them.
Letter Formation – “The letter R song” This video was used when looking at the letter R to expose the students to an extensive variety of words that start with the particular focus letter.
Reading – “Sesame Street Transportation” and “Cute kids fishing” These videos were shown in conjunction with storybooks that we were reading at the time. They were used to show students different real life situations that they may have not had the opportunity to experience yet, such as going fishing or travelling on a train.
Outcome: By using a range of interactive videos and songs throughout my lessons I was able to incorporate ICT as a method of engaging students with the learning. The students loved listening to and singing along with the songs, were captivated when watching stories and seeing real life experiences in settings they otherwise would not have been exposed to.
Future Action Plan: In the future I plan to continue using videos as a way of introducing students to and engaging them with the content from all areas of the curriculum. As I continue to progress through my teaching career I will build up a collection of videos that can be used when exploring a variety of topics. I also plan to continue using a range of free, educational applications that students can play with during times that they have access to the IPads.
Evidence: Attached below are some of the videos that I used throughout my lessons
Action: Throughout my lessons I used videos to engage students with content from all learning areas. Some of the videos that I used and how I incorporated them into my lessons are as follows.
Mathematics:
Length – “How to use paperclips to measure” This video was used to demonstrate to students the correct method for measuring the length of an item when using indirect units of measurement.
Mass – “Sesame Street Heavy and Light” This video was used to engage students with the concept of mass and comparing the mass of different objects such as feathers, a tissue, a piano, barbells, etc.
Capacity – “Sesame Street Full and Empty” This video was used to introduce students to the idea full and empty while explore capacity.
Addition – “Sesame Street Addition Game” This video was used to engage students with the concept of addition in a fun and interactive game show context. We then used this as inspiration to make our own version of the addition game show.
Subtraction – “Subtraction Cat” is a story of a cat whose mice friends go missing one by one. This video was used to engage students with the concept of a subtraction number story and had a fun song that students were able to sing along to.
Literacy:
Sentence Writing – “The sentence song” This video was used to remind students of the important features to remember when writing a sentence.
Tricky Words and CVC Words – “Jack Hartman’s Stretchy Snake” A variety of these videos were used to engage students with focus words and give them practice in identifying them.
Letter Formation – “The letter R song” This video was used when looking at the letter R to expose the students to an extensive variety of words that start with the particular focus letter.
Reading – “Sesame Street Transportation” and “Cute kids fishing” These videos were shown in conjunction with storybooks that we were reading at the time. They were used to show students different real life situations that they may have not had the opportunity to experience yet, such as going fishing or travelling on a train.
Outcome: By using a range of interactive videos and songs throughout my lessons I was able to incorporate ICT as a method of engaging students with the learning. The students loved listening to and singing along with the songs, were captivated when watching stories and seeing real life experiences in settings they otherwise would not have been exposed to.
Future Action Plan: In the future I plan to continue using videos as a way of introducing students to and engaging them with the content from all areas of the curriculum. As I continue to progress through my teaching career I will build up a collection of videos that can be used when exploring a variety of topics. I also plan to continue using a range of free, educational applications that students can play with during times that they have access to the IPads.
Evidence: Attached below are some of the videos that I used throughout my lessons
Mathematics - Measurement (Length)
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Mathematics - Measurement (Mass)
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Mathematics - Measurement (Capacity)
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Mathematics - Addition
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Mathematics - Subtraction
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Literacy - Sentence Writing
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Literacy - CVC Words
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Literacy - The Letter R
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Literacy - Reading (Transportation)
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Final Practical Experience 1
2018 Term 1, Week 1
Before beginning my practical experience I created a teaching folder that I would use to organise all of my lesson plans, as well as the documents that I have and will collect throughout my time at the school. My folder consisted of a cover page and a number of different sections, all with plastic sleeves available. Some of the sections are pictured below:
My teaching file also contained a wide range of resources such as:
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Substandards:
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.
2.3 - Curriculum, assessment and reporting
Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
2.4 - Understand and respect Aboriginal Torres Strait Islander people to promote reconciliation between indigenous and non-indigenous Australians.
Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures, and languages.
2.5 - Literacy and numeracy strategies
Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
2.6 - Information and communication technologies (ICT)
Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
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.
2.3 - Curriculum, assessment and reporting
Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
2.4 - Understand and respect Aboriginal Torres Strait Islander people to promote reconciliation between indigenous and non-indigenous Australians.
Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures, and languages.
2.5 - Literacy and numeracy strategies
Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
2.6 - Information and communication technologies (ICT)
Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.