Note the focus area and standard Note the type of artefact / Describe the document / artefact and
and Describe how the document / artefact
descriptor/s the artefact /
document reflects
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.
2.5 Literacy and numeracy
strategies
Know and understand literacy
and numeracy teaching
strategies and their application
in teaching areas.
document
This artefact is an English
lesson plan with focus on
achieving and demonstrating
APST 2.1 within the lesson.
indicate the possible impact or result
of the artefact / document on teaching
and/ or student learning
During this practicum I focused on
achieving APST 2.1 and 2.2 during
most of my lessons, as these are
vital standards within teaching. I
created my own materials and
resources to use them in my
teaching, focusing on creating hands
on activities as opposed to relying on
worksheets. Using more hands on
activities allowed for more
engagement and interaction for the
students, which enhanced what they
were learning by developing further
knowledge of what they may already
know.
I organised my lessons to display an
effective teaching sequence
displaying use of connectedness.
Good teachers possess a capacity for
connectedness. They are able to
weave a complex web of
connections among themselves,
their subjects, and their students so
that students can learn to weave a
world for themselves (Churchill, R,
2013).
I also focused on writing lesson plans
focusing on the OGER lay out to
meets the standard descriptors you have
identified.
APST 2.1 and 2.2
The lesson plan meets APST 2.1 and 2.2
as the lesson followed a logical
sequence through the OGER
framework. I demonstrated
understanding of organising content
into an effective sequence via guided
questions, then a hands on student
directed activity.
My mentor wrote in my practicum
report in relation to these standards:
Throughout her placement, Caitlin has
developed resources independently and
uses them successfully in her teaching.
Across the KLAs, she has accurately
taught all concepts, including using
appropriate language, terms and
definitions as laid out in the New South
Wales Syllabus documents.
APST 2.5
Using a concept map in literacy is
supportive of strategies to visually
display what the students have listed
easily and clear.
My mentor wrote in relation to this
implement effective content and standard: In her teaching, Caitlin taught
strategies through a clear learning and modelled correct grammatical,
and teaching sequence. This language and numerical conventions.
positively affected student learning
via clear direct instructions and after
having the learning intention for the
lesson stated. Churchill (2013)
states when looking at content, at
your stage of your development of a
teacher, select two things to focus
on and consider them in detail e.g.
What should be learned? What do
you want students to learn?