Helen Hardy

Standard 2 - Know the content and how to teach it.

2.1 Apply knowledge of the content and teaching strategies of the teaching area to develop engaging teaching activities.

The Curriculum should not only be about the plans that are made for education but how the experience influences the student. Grundy (as cited in Churchill, Ferguson, Godinho, Johnson et al., 2011) states that the curriculum is an "object and an action". Not only is the intended education important but also what eventuates from it. An understanding of the Australian Curriculum is vital to enable educators to plan lesson and guide the content.

Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from  any starting point (ACMNA001).

Although subtraction is not part of the foundation year learning, subtraction was explored based on students’ interests.

Sort, describe and name familiar two-dimensional shapes and three-dimensional objects in the environment (ACMMG009).

Sequencing numbers.
The outdoor environment and hoops used to learn about sharing.

Designing and creating sunflowers – literacy, letter and sound recognition.

Recreating text – Mrs Wishy Washy.

Identifying numbers and sequencing.

Using ACARA enables each term to be planned. Learning experiences are then designed and sequenced to meet the learning intentions.

2.2 Organise content into coherent, well-sequenced learning and teaching programs.

When planning I work with the team to review the curriculum and content descriptors to determine and plan the term overview. We then plan lessons in a sequence that is easy for students to follow and recall. Having established relationships with my students I have an understanding of their interests and knowledge. Inquiry based learning enables the interests and questions from students to further develop learning experiences that link with their interests.

Literacy – the students learn to recount activities and write re-tells. First they learn about the blend ‘sp’. Then they create spiders. The next day the students wrote a recount of how they made their spiders. The following day they created spider webs and then wrote recounts of how they made the webs. The lessons linked with language (learning sounds and blends) writing (writing a recount of events) and well as incorporating fine motor and creating art.

Creating story maps enables me to differentiate. Story maps benefits visual learners and enables beginning writers to retell and sequence and writers to contribute by writing sentences.

After reading a story the story map was modelled with the students retelling and sequencing the story. The students were then arranged in groups of mixed ability to create their own story maps.

2.3 Design and implement learning and teaching programs using knowledge of curriculum, assessment and reporting requirements.

The assessment cycle involves planning, implementing, assessing, and reporting or communicating the information to others (Curtin, 2014).

Assessments benefit the educator who can use the information to assess their own teaching strategies, the learner to assess their knowledge, families to enable them to understand their child’s progress, the institution to determine programing and planning and the government to meet accreditation and legislative requirements.

Part of the planning process includes creating assessments for reporting purposes. I use a range of assessment tools. Assessment is ongoing through observations and notes to record students’ interests and interactions with others. Whiteboards are used daily to determine the students’ learning of letter sounds and familiar sight words. Each student holds up their whiteboard to enable me to see their understanding. Summative assessment includes assessment pieces at the end of each unit as well as PIPs and Sena.

Photographic evidence used as assessment of addition where the student determined the number of bears to be added together.
Students using concrete materials to show their understanding of measurement.
Students designed and built a car during the science unit ‘How things move’. They then used self-assessment to determine what they would change or add to their car.

Observation report written by Annie Wild – Executive Teacher 20/7/2017.

2.4 Provide opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. Opportunities for students to gain an understanding of Aboriginal and Torres Strait Islander histories, cultures and languages is embedded in our classroom rather than as an isolated learning. Students have access to books, activities, crafts, languages and celebrations that support and respect Aboriginal and Torres Strait Islander perspectives.

A group of students selected the book ‘People and Places – an Indigenous First Discovery Book’ which they were read many times during Investigations. They then asked me to read the book which we listened to as a class. The students then selected their favorite symbol from the book and created their artwork which was displayed in the classroom.

Stories and felt used to develop students’ understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.

2.5 Apply knowledge and understanding of effective teaching strategies to support students’ literacy and numeracy achievement.

Whether literacy or numeracy, lessons should incorporate hands on activities. In maths students learn about 2D shapes and their features. Students then discussed the difference between the shapes and brainstormed how to create their own shape. Students were then arranged in small groups to create their shape.

Following on from creating shapes with their bodies the students then created 2D shapes from pencils, match sticks ls and then paddle pop sticks.

During the learning experience 3D shapes the students were shown 3D shapes. They were then given straws and masking tape and the challenge of creating 3D shapes. The student were given thinking time to plan how they could turn straws into a 3D object.

Students move around the room asking each other questions during a maths lesson on data collection using yes/ no questions and recording the responses.

An author study on Mem Fox enables students to discuss characters, setting, discover new and familiar words as well as create texts.

Creating sheep, caterpillars and vases depending on the letter or blend sound.

Creating texts based on the book ‘Smarty Pants’ looking at the direction of print.

Using the book Bad Boris the students discussed the characters and wrote about Bad Boris. They then created pirate patches, treasure maps and walked the plank!

Phonics in context – David Hornsby

Students learn in context which involves a learning experience that makes a physical connection.

2.6 Use effective teaching strategies to integrate ICT into learning and teaching programs to make selected content relevant and meaningful.

ICT is an effective and interactive tool in the classroom. Students eagerly participate when the lesson commences with a whiteboard activity. The whiteboard enables students to move as they interact and fully participate in the activities. The IWB brings the world into the class room as well as colour and sound.

Students use the IWB to select pictures from Then and Now during a History lessons.
Alphabet sorting and health memory games shown on the IWB.
Students use the IWB to send a text to the Deputy Principal. Learning about communication and technology - Using the IWB to write an email to the Deputy Principal.