Embedded Files
Standard 3.1
Standard 3.1
Establish challenging learning goals. Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
Establish challenging learning goals. Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
"Sasha set out clear learning goals for the class that related to the unit as a whole, as well as the individual lesson. This helped students to understand where they were on the learning journey and gave them clear objectives for each lesson
"Sasha set out clear learning goals for the class that related to the unit as a whole, as well as the individual lesson. This helped students to understand where they were on the learning journey and gave them clear objectives for each lesson
Sasha considered her content delivery in relation to not only the unit and assessment task at hand, but what would be useful for students in their studies of Geography going forward. To that end, she delivered lessons that built on students geography skills in the context of the topic at hand, choosing appropriate resources.
Sasha considered her content delivery in relation to not only the unit and assessment task at hand, but what would be useful for students in their studies of Geography going forward. To that end, she delivered lessons that built on students geography skills in the context of the topic at hand, choosing appropriate resources.
- Cat Galanos Mentor at Henley High
- Cat Galanos Mentor at Henley High
Film Intro.pptxFilm Study Powerpoint presentation corresponding the week learning goals.
Film Study Powerpoint presentation corresponding the week learning goals.
Learning Goals - setting challenging goals for the Year 9 Film Study Unit
Learning Goals - setting challenging goals for the Year 9 Film Study Unit
Debate Feedback.docxPeer-Assessment for Debate Team.
Peer-Assessment for Debate Team.
Feedback Card
Feedback Card
Setting questions for students to consider whilst learning content. This was designed to provoke and develop skill in inquiry learning.
Setting questions for students to consider whilst learning content. This was designed to provoke and develop skill in inquiry learning.
Extension Activity.docxExtension Activity Outlined
Extension Activity Outlined
Year 9 Advanced English Tasksheet
Year 9 Advanced English Tasksheet
Comic Strip .pdfStudent Example of Extension Activity.
Student Example of Extension Activity.
Year 9 Advanced English
Year 9 Advanced English
Standard 3.2
Standard 3.2
Plan, structure and sequence learning programs
Plan, structure and sequence learning programs
"Sasha combined many different resources into her teaching program so that it was interesting for the students. She was able to demonstrate different ways of using technology to show the students maps, tables and charts. Her organisation and planning of lessons was excellent and she was able to adapt it on the go to reflect where the class needed or wanted to head with the learning"
"Sasha combined many different resources into her teaching program so that it was interesting for the students. She was able to demonstrate different ways of using technology to show the students maps, tables and charts. Her organisation and planning of lessons was excellent and she was able to adapt it on the go to reflect where the class needed or wanted to head with the learning"
- Rebecca Gardner Mentor at Henley High
- Rebecca Gardner Mentor at Henley High
"Sasha often sought feedback from me or the students to check for understanding and modified her learning program as necessary, if students needed more time to understand a concept, or if they had a sufficient grasp on it and were ready to move on. At times, due to Sasha's in-depth understanding of the topic, the work would be pitched at a level above what was appropriate for students so will need to be mindful in the future of that. Sasha did recognise and adapt and go over topics as necessary when this happened".
"Sasha often sought feedback from me or the students to check for understanding and modified her learning program as necessary, if students needed more time to understand a concept, or if they had a sufficient grasp on it and were ready to move on. At times, due to Sasha's in-depth understanding of the topic, the work would be pitched at a level above what was appropriate for students so will need to be mindful in the future of that. Sasha did recognise and adapt and go over topics as necessary when this happened".
- Cat Galanos Mentor at Henley High
- Cat Galanos Mentor at Henley High
REVISED LESSON PLAN.docxRevised Lesson Plan and Reflection
Revised Lesson Plan and Reflection
Revised lesson plan and reflection which demonstrate reference to the teaching and learning cycle and different models of learning.
Revised lesson plan and reflection which demonstrate reference to the teaching and learning cycle and different models of learning.
MDB BACKWARDS UNIT PLAN.docxBackwards Unit Plan
Backwards Unit Plan
Murray Darling Basin : Biomes and Food Security for Year 10 Geography
Backwards Unit Plan
STUDENT SURVEY
STUDENT SURVEY
STANDARD 3.3
STANDARD 3.3
Use teaching strategies. Include a range of teaching strategies
Use teaching strategies. Include a range of teaching strategies
debating topics for year 8 (2). Ms Bailey (1).docxDebate Template
Debate Template
Debate.docxDebate Scaffolded Example
Debate Scaffolded Example
BACK UP PLAN.docx' Back Up' identified in the Lesson Plan
' Back Up' identified in the Lesson Plan
Standard 3.4
Standard 3.4
Select and use resources. Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
Select and use resources. Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
APP SIMULATIONS GEO.docxThe use of APP simulations for Hazard unit in Stage 1 Geography.
The use of APP simulations for Hazard unit in Stage 1 Geography.
Cinematic Bible Doc..docxCinematic E-Bible for understanding film and language techniques.
Cinematic E-Bible for understanding film and language techniques.
Commodity Stations 3.4.docxCommodity Stations
Commodity Stations
"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 .
"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 .
Her questioning techniques and ways of involving all the students in discussion and sharing, were very well developed .
She was inclusive of all the students and able to manipulate a variety of different resources e.g. laptop, power point, screen , video, online games, summaries, quizzes, question and answer, comprehension , group discussion , student presentation , and short test papers needed to for recording marks".
She was inclusive of all the students and able to manipulate a variety of different resources e.g. laptop, power point, screen , video, online games, summaries, quizzes, question and answer, comprehension , group discussion , student presentation , and short test papers needed to for recording marks".
- Elizabeth Peterson Mentor at TCC
- Elizabeth Peterson Mentor at TCC
Standard 3.5
Standard 3.5
3.5 Use effective classroom communication . Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
3.5 Use effective classroom communication . Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
Evidence for 3.5.docxInstruction delivery via One Note application for consistent student access.
Instruction delivery via One Note application for consistent student access.
Assessment instructions via email correspondence.
Assessment instructions via email correspondence.
Seating Plan APST 3.5.docxSeating Plan Example 1
Seating Plan Example 1
9OL2 Seating Plan (1).pdfSeating Plan Example 2
Seating Plan Example 2
Geography Concept Wall.
Geography Concept Wall.
Terminology for Year 10 Geography. Students have consistent and readable access to key terms, phrases and concept throughout the term.
Terminology for Year 10 Geography. Students have consistent and readable access to key terms, phrases and concept throughout the term.
"To help students improve their literacy skills and develop content-specific language, Sasha had students create a Geo-Wall where each student was given a key word and had to define it and explain it to others in the class".
"To help students improve their literacy skills and develop content-specific language, Sasha had students create a Geo-Wall where each student was given a key word and had to define it and explain it to others in the class".
- Cat Galanos Mentor at Henley High
- Cat Galanos Mentor at Henley High
Standard 3.6
Standard 3.6
Evaluate and improve teaching programs. Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
Evaluate and improve teaching programs. Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
"Sasha often sought feedback from me or the students to check for understanding and modified her learning program as necessary, if students needed more time to understand a concept, or if they had a sufficient grasp on it and were ready to move on".
"Sasha often sought feedback from me or the students to check for understanding and modified her learning program as necessary, if students needed more time to understand a concept, or if they had a sufficient grasp on it and were ready to move on".
-Cat Galanos Mentor at Henley High
-Cat Galanos Mentor at Henley High
original.docxOriginal Assessment Task
Original Assessment Task
Year 10 Murray Darling Basin Investigation Report
revised.docxRevised Assessment Task
Revised Assessment Task
Year 10 Murray Darling Basin Investigation Assessment.
Reflective Card_Geography.docxStudent Reflective Cards
Student Reflective Cards
Students complete a reflective feedback card once they receive their results from an assessment. The feedback card is aimed to provide students the opportunity to critically reflect on their assessment results and plan for steps on how they may improve in the next task.
Students complete a reflective feedback card once they receive their results from an assessment. The feedback card is aimed to provide students the opportunity to critically reflect on their assessment results and plan for steps on how they may improve in the next task.
Standard 3.7
Standard 3.7
Engage parents / carers in the educative process Describe a broad range of strategies for involving parents/carers in the educative process.
Engage parents / carers in the educative process Describe a broad range of strategies for involving parents/carers in the educative process.
Email correspondence with parent of student to advise of student progress.
Email correspondence with parent of student to advise of student progress.
Introduction letter to parent / caregiver.
Introduction letter to parent / caregiver.
Biomes and Food Security Interview.docxFormative Task
Formative Task
Student and Parent Interview on Food Choices, Security and Influence.
Student and Parent Interview on Food Choices, Security and Influence.
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