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Standard 2.1
Standard 2.1
Understand how students learn. Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
Understand how students learn. Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
“One of Sasha's strengths was her readiness to familiarise herself with the outline of teaching requirements and outcomes for each class, and to adjust her material to meet these learning requirements. She talked through every aspect of her planning with me, and was willing to try some new strategies to engage the students.”
“One of Sasha's strengths was her readiness to familiarise herself with the outline of teaching requirements and outcomes for each class, and to adjust her material to meet these learning requirements. She talked through every aspect of her planning with me, and was willing to try some new strategies to engage the students.”
- Elizabeth Peterson Mentor at TCC
- Elizabeth Peterson Mentor at TCC
"Sasha demonstrated passion for, and excellent understanding of, the content area and was therefore able to select content that was both relevant and contemporary to engage the students. Sasha clearly understood the Achievement Standard and what was being asked of students in their assessments and so developed lessons and tasks that helped students to develop their skills in the learning area that would help them not only be successful in the task at hand, but in their future studies of the subject".
"Sasha demonstrated passion for, and excellent understanding of, the content area and was therefore able to select content that was both relevant and contemporary to engage the students. Sasha clearly understood the Achievement Standard and what was being asked of students in their assessments and so developed lessons and tasks that helped students to develop their skills in the learning area that would help them not only be successful in the task at hand, but in their future studies of the subject".
- Cat Galanos Mentor at Henley High
- Cat Galanos Mentor at Henley High
LESSON PLAN ENGLISH YEAR 7.docxLesson Plan
Kindness.pptxYear 7 Wonder text study presentation resource.
Year 7 Lesson Plan 2.4.19.docxAdditional lesson plan highlighting strategies used for NAPLAN preparation.
Standard 2.2
Standard 2.2
Content selection and organisation. Organise content into an effective learning and teaching sequence.
Content selection and organisation. Organise content into an effective learning and teaching sequence.
Uni liaison feedback and corresponding lesson plan per observation.
Uni liaison feedback and corresponding lesson plan per observation.
Observation Feedback from University of Adelaide Liaison
Observation Feedback from University of Adelaide Liaison
7Lesson Plan_Geography10.docCorresponding Lesson Plan for Liaison Feedback.
Corresponding Lesson Plan for Liaison Feedback.
"Geography is obviously a passion of Sasha's as she demonstrated excellent knowledge of the subject area. Sasha was able to adapt her resources to fit the course outline through excellent selection and organisation. She understood the achievement standards and was able to interpret them and describe them to the students in a way that they understood"
"Geography is obviously a passion of Sasha's as she demonstrated excellent knowledge of the subject area. Sasha was able to adapt her resources to fit the course outline through excellent selection and organisation. She understood the achievement standards and was able to interpret them and describe them to the students in a way that they understood"
- Rebecca Gardner Mentor at Henley High
- Rebecca Gardner Mentor at Henley High
Indigenous Unit Plan_SashaKostovic.docxUnit Plan 1
Unit Plan 1
Year 9 Unit Plan.docxLAP PLAN Temple Christian
LAP PLAN Temple Christian
'Sasha was highly organised in every way needed to be an effective teacher during this period of her practice. She was always prepared ,and had back up plans in case something that she wanted to try was not going to work. Her questioning techniques and ways of involving all the students in discussion and sharing, were very well developed'
'Sasha was highly organised in every way needed to be an effective teacher during this period of her practice. She was always prepared ,and had back up plans in case something that she wanted to try was not going to work. Her questioning techniques and ways of involving all the students in discussion and sharing, were very well developed'
- Elizabeth Peterson Mentor at TCC
- Elizabeth Peterson Mentor at TCC
Standard 2.3
Standard 2.3
Curriculum, assessment and reporting. Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
Curriculum, assessment and reporting. Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
K-W-L Activity Sheet
K-W-L Activity Sheet
KWL SASHA.pdf
Pre-Diagnostic Testing
Pre-Diagnostic Testing
Murray-Darling Basin for Year 10 Geography
Murray-Darling Basin for Year 10 Geography
Pre-Diagnostic Testing
Pre-Diagnostic Testing
Murray-Darling Basin for Year 10 Geography
Murray-Darling Basin for Year 10 Geography
Scanned-Documents (10).pdfWASSN
WASSN
Collaborative Moderation.
Collaborative Moderation.
Learning Design, Assessment and Moderation Strategy
Learning Design, Assessment and Moderation Strategy
Assessment Sheet (2).docxSummative Assessment Task Design
Summative Assessment Task Design
Stage 1 Geography Assessment for Megacity Unit
Stage 1 Geography Assessment for Megacity Unit
Standard 2.4
Standard 2.4
Understand and respect Aboriginal and 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.
Understand and respect Aboriginal and 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.
'No Excuses' by Cara Shipp.pdfImmesering Aboriginal and Torres Strait Islander Perspectives into the classroom.
Immesering Aboriginal and Torres Strait Islander Perspectives into the classroom.
Lets-Talk...mythbusting-PDF.pdfDebunking Indigenous Myths
Debunking Indigenous Myths
SACE Acknowledgment of Kaurna
SACE Acknowledgment of Kaurna
This video was played at the start of my introductory lesson for every class taught on practicums.
This video was played at the start of my introductory lesson for every class taught on practicums.
Climate Change Roundtable (1).docxClimate Change Rountable
Climate Change Rountable
Students take on the role of Indigenous peoples and present their voice on environmental challenges within the roundtable discussions.
Students take on the role of Indigenous peoples and present their voice on environmental challenges within the roundtable discussions.
Sasha showed her respect of the Indigenous people and their connection to the land in her teaching and this was passed on to the students
Sasha showed her respect of the Indigenous people and their connection to the land in her teaching and this was passed on to the students
- Cat Galanos Mentor at Henley High
- Cat Galanos Mentor at Henley High
"Sasha was always respectful of content and issues surrounding the relationships between Indigenous and non-Indigenous Australians and helped students to understand some of the complexities that exist in contemporary issues and how they affect Indigenous Australians".
"Sasha was always respectful of content and issues surrounding the relationships between Indigenous and non-Indigenous Australians and helped students to understand some of the complexities that exist in contemporary issues and how they affect Indigenous Australians".
- Rebecca Gardner Mentor at Henley High
- Rebecca Gardner Mentor at Henley High
Standard 2.5
Standard 2.5
Literacy and numeracy strategies. Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
Literacy and numeracy strategies. Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
Create Population Pyramid.docxNumeracy: Creation of Population Pyramid using Split Graphs.
Numeracy: Creation of Population Pyramid using Split Graphs.
Students use spatial technologies and quantitative population data to develop their own population pyramids.
Wonder Comp.docxComprehension Activity Booklet and Naplan preparation activities.
Comprehension Activity Booklet and Naplan preparation activities.
Year 7 English at TTC
Year 7 English at TTC
Standard 2.6
Standard 2.6
Information and Communication Technology (ICT) Implement teaching strategies for using ICT to expand curriculum learning opportunities for students
Information and Communication Technology (ICT) Implement teaching strategies for using ICT to expand curriculum learning opportunities for students
"Sasha employed a number of different teaching strategies including teacher delivering content, student led activities, and utilised ICT".
"Sasha employed a number of different teaching strategies including teacher delivering content, student led activities, and utilised ICT".
- Cat Galanos Mentor at Henley High
- Cat Galanos Mentor at Henley High
MENTI brainstorm for Year 10 Geography: Factors causing Climate Change.
MENTI brainstorm for Year 10 Geography: Factors causing Climate Change.
MENTI brainstorm for Year 9 English: Ideas and concept Film
MENTI brainsform for Year 9 English: Romeo and Juliet themes, ideas and concepts.
Epicollect use for data collection and analysis during Fieldwork to Aldinga Washpool Lagoon.
Epicollect use for data collection and analysis during Fieldwork to Aldinga Washpool Lagoon.
SHAKESNAPS.pptxShakesperian Snapchats
Shakesperian Snapchats
Year 9 English students undertook a group activity which required them to develop their snapchats mocking a scene from Shakespeare's Romeo and Juliet. Students developed a # Hashtag, Tweet and Filter for their chosen scene. Students uploaded their photos to One Note's collaboratives space and were condensed into the provided PPT.
Population Density in the megacity of Mumbai mapped using ARCGIS.
Population Density in the megacity of Mumbai mapped using ARCGIS.
For a subject as fascinating and rich in data as Geography, a print map can carry the detail needed at a specific map size and scale. Online maps are beautiful and convenient. ARC GIS also allows students print and display their maps in the classroom.
Hazard Map Formative Task.docxVolcanic Hazard Mapping Task.
Volcanic Hazard Mapping Task.
Stage 1 Geography students used spatial technologies such as ARCGIS to formulate their own Hazard Maps. This formative activity helped prepare students for their summative assessment and develop skills in the use of ICT. Students were also provided with links to relevant online tutorials to break down the process and support their progress beyond the classroom.
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