Standard 2: Know the content and how to teach it

2.1-Content and teaching strategies of the teaching area

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

In my planning, I always aim to make sure that lessons are engaging for students. I have included some evidence below of class and student work samples of some activities students completed in science.

After going on a 'School yard Safari', students had to record what bugs and small animals they found in the school yard. Students recorded this quickly in their books and were then asked to chose one bug/animal to draw a detailed picture of using what they remembered from their observation. A they did this, students took it in turns to create a background of the school yard that they could then stick their own picture onto. This was displayed on the wall and had many students talking to anyone that would listen about what they found on their safari!

Another activity done the following term, asked students to create a flow chart of the four seasons in the year. For this activity I gave students all the resources they would need and set them the challenge to work in groups to complete a wall display. Students were excited to work so independently and have the opportunity to display their knowledge.

Following this activity, students had to imagine what a tree would look like through all four seasons. They were given a sheet split into four sections and asked to draw what they imagined. This was very engaging, especially for students that do not enjoy writing as they were able to display their knowledge through picture. Higher ability students were asked to write two things about why each picture looked the way it did.

2.2 -Content selection and organisation

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

In my planning I ensure that content is well-sequenced over a term in a way to optimise student learning. Below is a copy of my Term Two Spelling Plan. It shows the Australian Curriculum content descriptors that will be covered in the plan and has an overview of what will be covered over the term. The second page explains the assessment for the program and lists what resources are needed. Finally, the plan shows what will be covered each week.

I create plans like this for each curriculum area. The easy layout allows myself or another reader to find information about the program quickly and make sure that the structure is easy to follow.

2.3 -Curriculum, assessment and reporting

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

As shown in 2.2, I begin my planning by looking at the Australian Curriculum and pulling out content descriptors for each topic. This ensures that I cover curriculum requirements of the year level.

During my planning, I also refer to my school's essential learning standards to ensure I cover what the school requires.

To ensure I cover assessment and reporting requirements during my planning and teaching, I refer to my school's assessment and data collection timetable. This shows me all the major assessments that the school requires over the year and when they need to be done by.

2.4 -Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians

Provide opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.

Working with younger students, much of the work I have done in this area has been introducing students to dreaming stories, some basic Kaurna language (body parts, colours and number) and talking leading discussion about how Aboriginal and Torres Strait Islander people were the first owners of the land. I make sure that our class library includes dreaming stories and books with aboriginal perspectives when I can and include these in our class reading.

Below are some pages from some Kaurna language books that were created by the Kalaya Children's Centre. These books are fantastic. They include some basic Kaurna language and are very colourful, engaging books for students.

2.5-Literacy and numeracy strategies

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

In my teaching, I have been using a range of teaching strategies in both literacy and numeracy to support student achievement.

I have talked previously about my use of the Daily CAFE and Jolly Phonics/Grammar programs. Ideas and guidance for my guided reading program has come from attending workshops run by Margaret Menner and Sheena Cameron & Louise Dempsey.

Recently in Maths, I have been using ideas and strategies from Ann Baker's Natural Maths and Firefly Online's imaths. Ann Baker's maths teaches students to use and acknowledge different strategies and then practice using them in 'problematic situations'. This gives students a realistic problem that requires them to solve using their Maths strategies. Below is a picture of a counting strategies display in my class and and an example of a problematised situation where I asked students to work out how many lead pencils were needed if each pencil pot has two pencils (counting in 2s).

2.6-Information and Communication Technology (ICT)

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

Quite often in my classroom, children are given hands-on and explorative activities. Children are very engaged in these types of activities and often want to be able to share their work with others. I wanted the children in my class to be able to create records of their learning but found that I often had to ask children to draw what they had done as some are still at a stage where they cannot confidently write. I began taking photographs as children worked and soon found that children were very interested in looking at the photos during reflection times at the end of a lesson. I felt that I could use photography as a way to keep records and I decided to hand over the task and responsibility to the class (links to 3.4). I gave the class a quick demonstrations of how to use the camera and how they can upload their photographs onto the laptop to share with the class via the Interactive Whiteboard (IWB). I knew that this task would be quite challenging for many students but would still be achievable and a useful skill to learn (Link to 3.1) After doing this, each child has had a turn being 'photographer' during a lesson time. I have seen children totally engaged in using the technology, carefully taking a photo, deleting ones they didn't like or that came out a bit blurry. Children often ask for help when it's time to import their pictures onto the class laptop but I tell them to ask a friend for help and see if they can work it out themselves. When a child upload their photos they can then show each photo to the class using the IWB and have all been excited to talk about their photo and their learning (links to 3.5).

Since beginning this process, I have not only seen the photographer more engaged and excited to talk about their work, but the rest of the students are just as engaged and excited to see their classmate's photos and hear about what they've done. I would have never thought that in a few short weeks, a majority of the five years olds in my class would not only know how to use the basic features of a camera but also the process of uploading the photos straight onto a laptop without adult help. I have also been able to use children's photos to share with their parents/carers so that they also have to opportunity to see some of the work their child has done (links to 3.7). I am happy with the progress children have made so quickly and aim to soon start teaching children about how to print their photos or inserting pictures onto a word document. I hope to also begin using an ipad with a similar aim so children can take photos, videos or voice recordings and share with the class and their parents.