As part of the Chemistry Curriculum and Methodology course we had to design unit plans for a chosen Stage 2 Chemistry Topic. Attached above is the unit plan I had designed for Topic 4: Managing Resources. The unit plan represents a 3-4 week teaching sequence based on a school-context. As I was teaching at Blackfriars Priory School at the time, I based my unit plans on the school. The unit plan consists of key concepts/outcomes from the lessons, learning activities and resources to support the lesson.

Attached above are the lesson plans I had constructed based on a 4 week teaching sequence. It outlines the learning resources, activities and learning support tools for each week. I had designed Powerpoint slides and a booklet to accompany each week. I tried to construct lesson plans which convey highly effective links to curriculum and pedagogy.

For Chemistry Curriculum and Methodology course, I had designed Google slides based on the Managing Resources topic. I chose to focus on Materials and Soil Chemistry. In my slides, I have included demonstrations, videos, animations and interactives to engage students. I have incorporated ICT use such as online voting allowing students to vote for the answers to a questions anonymously. Each subsection contains problem questions which students are required to solve on their own or as a group.

Based on the slides, I created a booklet to accompany it. The booklet contains most of the notes from my slides. Some sections are left blank for students to fill in. I have included problem questions and past-year exam questions as practice for the students. I chose to design a booklet to help students organise notes and content in one place.

Attached is the Skills and Application Test I created for the Stage 2 topic on managing Resources. The SAT focused on the content outlined in the Science Understanding and Science as a Human Endeavour from the Stage 2 SACE Chemistry curriculum. It consists of a range of theory-based questions, SHE questions and higher-order thinking questions.

In this assignment, we had to complete an error matrix by predicting the types of errors possibly encountered by students in a practical. We then had to analyse them based on type of error, evidence, impact and improvement. We had to provide an example of at least one systematic and one random error.

In this assessment, we were tasked with assigning the most appropriate Specific Features to be assessed against the Performance Standards to all aspects of the completion practical and the assessment rubric of performance standards. We then needed to consider the relevance in obtaining evidence of student collaboration. This was done by imagining myself as a student undertaking the completion practical as a pair or a small group. We then have to write a reflection on our role as a student and the teacher on collaboration.