Know the Content and how to teach it
2.1.2 Apply knowledge of the content and teaching strategies of the teaching area to develop engaging teaching activities.
As a part time Kindergarten teacher at North Tom Price Primary School I was responsible for teaching the areas of Health, History, Geography, ICT, design and technology and virtues. I also spent time singing songs and using felt stories to immerse them counting and rhyming as well as giving them the love of reading and listening to stories in different formats.
As the ICT teacher I introduced the students to computers. Many of the students were unaware about the functions of the computer and what the name parts were as most have iPads at home. We began with the basics of turning it on, using the mouse, learning the names of all parts of computer and typing their name and age. We then used the crayola program so they could navigate around the computer in a fun way. Towards the end of the year Reading Eggs was introduced and the students actively worked towards getting certificates.
In Year 3 at Georgiana Molloy Anglican School I focused mainly on fractions and time as well as paragraph writing. I was given this block for the last 5 weeks of school and the teacher had asked me to focus on these areas as they were the ones they needed the most help with.
During my time in the year 3 class I also introduced a Wacky Wednesday each week where students rotated throughout the day in groups to work on Stem projects and other focus areas that we had been learning on during the week. This day was loved by all the students as they got to create, compete and use different thinking strategies to complete tasks. Some tasks included:
I also asked the students to bring along toys from home that they could use to make a stop motion video. This ICT/digital project was loved by all the year 3's and they were immersed in this project every time we scheduled it. The end results were amazing and students used voice over sounds and other noises to complete their videos. At the end all videos were viewed by the class and students talked about what they liked and what they thought could be improved on.
I had created a Boggle and Noggle board display and each morning we would spend 10 minutes playing either game. These games helped with spelling, problem solving and maths sums and the students really enjoyed seeing how many words they could find or how many sums they could find with the correct answer.
While on a teaching contract for Year 6 at GMAS my focus areas for the term were working through the Mathletics program, narrative writing, science and History. To help students develop their creative writing ability we developed a process to work through before completing our final task at the end of the term. Activities included:
Sandwich writing: students developed an understanding of the part to narrative writing
Fairy Tale writing: Students would create their own fairy tale using the story sheet and a dice. Each part of the story changes according to their dice roll
Story cubes: Students write a story according to what they roll on the dice. Each part of the story changes after every roll
And Then: Story starter book that helped the students come up with different endings to their story
Evidence 2.1.2 Below are some examples of activities created to help students to learn in a fun and meaningful way.
As a part time Kindergarten teacher at North Tom Price Primary School I was responsible for teaching the areas of Health, History, Geography, ICT, design and technology and virtues. I also spent time singing songs and using felt stories to immerse them counting and rhyming as well as giving them the love of reading and listening to stories in different formats.
As the ICT teacher I introduced the students to computers. Many of the students were unaware about the functions of the computer and what the name parts were as most have iPads at home. We began with the basics of turning it on, using the mouse, learning the names of all parts of computer and typing their name and age. We then used the crayola program so they could navigate around the computer in a fun way. Towards the end of the year Reading Eggs was introduced and the students actively worked towards getting certificates.
In Year 3 at Georgiana Molloy Anglican School I focused mainly on fractions and time as well as paragraph writing. I was given this block for the last 5 weeks of school and the teacher had asked me to focus on these areas as they were the ones they needed the most help with.
During my time in the year 3 class I also introduced a Wacky Wednesday each week where students rotated throughout the day in groups to work on Stem projects and other focus areas that we had been learning on during the week. This day was loved by all the students as they got to create, compete and use different thinking strategies to complete tasks. Some tasks included:
- building a boat out of straws and sticky tape that could hold 10 little bears.
- use a pack of cards and try and build a tower with no other materials
- competition to see you could create the longest chain using one piece of paper
- fraction bingo
- Colour by number sums
- IPAD apps
I also asked the students to bring along toys from home that they could use to make a stop motion video. This ICT/digital project was loved by all the year 3's and they were immersed in this project every time we scheduled it. The end results were amazing and students used voice over sounds and other noises to complete their videos. At the end all videos were viewed by the class and students talked about what they liked and what they thought could be improved on.
I had created a Boggle and Noggle board display and each morning we would spend 10 minutes playing either game. These games helped with spelling, problem solving and maths sums and the students really enjoyed seeing how many words they could find or how many sums they could find with the correct answer.
While on a teaching contract for Year 6 at GMAS my focus areas for the term were working through the Mathletics program, narrative writing, science and History. To help students develop their creative writing ability we developed a process to work through before completing our final task at the end of the term. Activities included:
Sandwich writing: students developed an understanding of the part to narrative writing
Fairy Tale writing: Students would create their own fairy tale using the story sheet and a dice. Each part of the story changes according to their dice roll
Story cubes: Students write a story according to what they roll on the dice. Each part of the story changes after every roll
And Then: Story starter book that helped the students come up with different endings to their story
Evidence 2.1.2 Below are some examples of activities created to help students to learn in a fun and meaningful way.
2.1.2 and 2.2.2 Evidence below : Kindergarten activities related to the curriculum areas I was teaching.
2.2.2 Organise content into coherent, well-sequenced learning and teaching programs.
As the Kindergarten Teacher at North Tom Price Primary School I developed lesson plans for the areas of History, Geography, ICT, Virtues and Health. Each week the program focused on the foundation area of the Scope and Sequence chart for these areas.
Evidence (slideshow below) covers 2.2.2 and 2.3.2 and shows a well set out and sequenced learning and teaching plan for the areas of health and HASS.
As the Kindergarten Teacher at North Tom Price Primary School I developed lesson plans for the areas of History, Geography, ICT, Virtues and Health. Each week the program focused on the foundation area of the Scope and Sequence chart for these areas.
Evidence (slideshow below) covers 2.2.2 and 2.3.2 and shows a well set out and sequenced learning and teaching plan for the areas of health and HASS.
2.3.2 The marking grid for Science assessment in Year 6.
2.3.2 The marking grid for Speakers cup in Year 6.
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2.3.2 Design and implement learning and teaching programs using knowledge of curriculum, assessment and reporting requirements.
While teaching year 6 at GMAS I designed a rubric for both the Science assignment and Speakers Cup. The science scope and sequence for year 6 details students understanding geological changes and extreme weather events and how they can affect the Earth's surface. Students in year 6 were asked to design a poster on volcanos, Earthquakes and Tsunamis. They had to develop, construct and create a poster using diagrams, tables and research with information they have learning during the lessons. Students were asked to design the poster and look at the following (ACSSU096):
Speakers Cup was also another rubric that I marked while teaching year 6. Students were asked to speak about anything of interest to them for a period of around 3 minutes. |
2.4.2 Provide opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages
Year 6 GMAS: When teaching year 6 for 8 weeks I was given the opportunity to immerse the students in Aboriginal and Torres Strait Island histories, cultures and languages. We spent time reading worksheets, watching podcasts of those effected directly by the stolen generation, looking at the large amount of different aboriginal languages that are throughout Australia and lastly watching the Rabbit Proof Fence. This movie moved the students in my class and many discussions were had about how they were treated and why? We worked through the Australia Curriculum History text book and read, talked about and completed worksheets on areas including:
We also had the opportunity to read through the story 'My Place' and have a discussion after every page about the changes that were made after every decade. We also discussed the importance of the tree is in the background throughout the whole book.
Year 6 GMAS: When teaching year 6 for 8 weeks I was given the opportunity to immerse the students in Aboriginal and Torres Strait Island histories, cultures and languages. We spent time reading worksheets, watching podcasts of those effected directly by the stolen generation, looking at the large amount of different aboriginal languages that are throughout Australia and lastly watching the Rabbit Proof Fence. This movie moved the students in my class and many discussions were had about how they were treated and why? We worked through the Australia Curriculum History text book and read, talked about and completed worksheets on areas including:
- The loss of land and Freedom
- The road to reconciliation
- A catalyst for change - 1 and 2
- Clash of Cultures
- To you we say 'sorry'
- Unheard voices
- Aboriginal languages
We also had the opportunity to read through the story 'My Place' and have a discussion after every page about the changes that were made after every decade. We also discussed the importance of the tree is in the background throughout the whole book.
2.4.2 students were asked to use their laptops to research some of the different languages of the Aboriginal people and mark them on a map of Australia.
2.4.2 We read the My Place story as a whole class and after every page we discussed what had changed from the previous decade and how it would have made the aboriginal people feel.
The year 6 students watched Rabbit Proof Fence and were very upset and moved by how the Aboriginal children were treated. Watching this movie opened up a lot of conversation about the stolen generation and the effects it would have had on each child that was taken. Students then watched podcasts of Aboriginal people that had been taken from their parents and how it effected their lives.
2.5.2 Apply knowledge and understanding of effective teaching strategies to support students’ literacy and numeracy achievement.
Year 6 GMAS
While teaching year 6 I needed to implement strategies to help students improve their narrative writing and paragraphing. We started with creating a sandwich approach (see attached slideshow) and then we spent lessons using story telling dice in groups to create a story depending on the picture rolled. We also used roll a dice nursery rhyme worksheets where students worked in groups, rolled a dice and created a story depending on the dice number rolled. All these strategies helped in their ability to create imaginative stories using the narrative guidelines.
The spelling program used at the time was Words their way. The focus of words their way is sorting the words. The students cut their words out and sort them into the correct sounds. They also break each word into syllables and sounds using different colour pencils. At the end of the week the groups are tested on those words. Word sorts are given according to ability so that each student is capable of achieving a good result. I have also used the Diana Ring approach to literacy in both Kindergarten and in upper levels while working as a relief teacher. The attached spelling program focuses on the spelling pattern in words. Students are put into groups according to ability that gives them the differentiated learning program while also giving them similar activities to complete.
The Mathematics program followed in the year 6 room was Mathletics. Each day we would work through the Mathletics booklet. Before the starting the worksheet we would complete a couple of examples on the smart board and also used hands on materials if possible or a game to cement their knowledge. Students who were still struggling could come onto the mat to ask for help. I had two students in my class who were working at a year 3 level and they were given the program for mathletics worksheets for year 3. The Olympics was also on during my time in the year 6 class so I used it to give the year 6 students a more hands-on approach to their learning. I gave them a problem solving project where they were given $5000 each and had to book flights, accommodation, food, tourist adventures and Olympic events with that money. This was thoroughly enjoyed by the students and gave them a real understanding on how hard it can be to come under budget when planning a holiday.
Year 6 GMAS
While teaching year 6 I needed to implement strategies to help students improve their narrative writing and paragraphing. We started with creating a sandwich approach (see attached slideshow) and then we spent lessons using story telling dice in groups to create a story depending on the picture rolled. We also used roll a dice nursery rhyme worksheets where students worked in groups, rolled a dice and created a story depending on the dice number rolled. All these strategies helped in their ability to create imaginative stories using the narrative guidelines.
The spelling program used at the time was Words their way. The focus of words their way is sorting the words. The students cut their words out and sort them into the correct sounds. They also break each word into syllables and sounds using different colour pencils. At the end of the week the groups are tested on those words. Word sorts are given according to ability so that each student is capable of achieving a good result. I have also used the Diana Ring approach to literacy in both Kindergarten and in upper levels while working as a relief teacher. The attached spelling program focuses on the spelling pattern in words. Students are put into groups according to ability that gives them the differentiated learning program while also giving them similar activities to complete.
The Mathematics program followed in the year 6 room was Mathletics. Each day we would work through the Mathletics booklet. Before the starting the worksheet we would complete a couple of examples on the smart board and also used hands on materials if possible or a game to cement their knowledge. Students who were still struggling could come onto the mat to ask for help. I had two students in my class who were working at a year 3 level and they were given the program for mathletics worksheets for year 3. The Olympics was also on during my time in the year 6 class so I used it to give the year 6 students a more hands-on approach to their learning. I gave them a problem solving project where they were given $5000 each and had to book flights, accommodation, food, tourist adventures and Olympic events with that money. This was thoroughly enjoyed by the students and gave them a real understanding on how hard it can be to come under budget when planning a holiday.
Standard 2.5.2 Evidence shows an clear lesson plan that taught procedure text in a fun way that students were engaged in from the beginning on the day.
Attached below (3.1.2) is a lesson plan for problem solving in Year 6. It was a real world activity and showed students what goes into organising a holiday on a budget. It developed problem solving skills and critical thinking and was enjoyed by all the students.
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3.1.2 Attached is a real world area and perimeter lesson that I taught in the Year 3 classroom at GMAS. Students enjoyed creating their own design and then working out how much area was left in each room by counting the remaining squares. It was a lesson that cemented their previous knowledge of area and perimeter.
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2.5.2 Attached below is the achievement standard in English and the areas that I taught when I was on an 8 week block in year 6. I have also included an example of my week 3 English timetable to show areas that I was covering as well as differentiation of students.
2.5.2 Maths outline that was designed for my 8 weeks on contract in year 6. It shows the areas that I needed to cover and also how I would help students who were struggling.
2.6.2 Use effective teaching strategies to integrate ICT into learning and teaching programs to make selected content relevant and meaningful.
I have used ICT in many areas across all different grades.
Kindergarten at NTTPS I used it to give students an understanding of computers while also gaining literacy skills through Reading eggs.
In year 3 we used the iPad to create stop motion movies with toys that were brought from home. It gave students an awareness of how much work goes into animation movies that they watch.
In Year 6 during the Olympics students created and presented a powerpoint presentation on their favourite athlete giving them skills on how to develop a great presentation. The computer was also used for Mathletics and research on many topics that they were learning about.
As a relief teacher the computer is used throughout the school for research, mathematics activities and educational apps for the younger grades. An app called word Art is used to draw and label diagrams in the younger grades giving a different approach to students rather than drawing on paper.
Evidence 2.6.2 below shows different ways that I used technology in the classroom
I have used ICT in many areas across all different grades.
Kindergarten at NTTPS I used it to give students an understanding of computers while also gaining literacy skills through Reading eggs.
In year 3 we used the iPad to create stop motion movies with toys that were brought from home. It gave students an awareness of how much work goes into animation movies that they watch.
In Year 6 during the Olympics students created and presented a powerpoint presentation on their favourite athlete giving them skills on how to develop a great presentation. The computer was also used for Mathletics and research on many topics that they were learning about.
As a relief teacher the computer is used throughout the school for research, mathematics activities and educational apps for the younger grades. An app called word Art is used to draw and label diagrams in the younger grades giving a different approach to students rather than drawing on paper.
Evidence 2.6.2 below shows different ways that I used technology in the classroom