Standard 2

APST 2: Know the content and how to teach it

Focus area 2.1

Content and teaching strategies of the teaching area

Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.

My interpretation:

Use and apply teaching strategies and knowledge of the subject area to successfully incorporate relevant content into teaching plans.

How I Incorporated the Standard: When planning my lessons, I consulted the Australian Curriculum and SACE curriculum to integrate relevant content into my slides an lesson plans. This allowed me to have a variety of teaching strategies to illustrate the same concept in different way such as through activities, simulations and practicals. I ensured to assimilate different types of activities and assessment types that would engage students such as a Board Game assessment and the Atomic Structure playdough activity.

Presentation 2 - Cells and Microscopes Updated.pdf

Cells and Microscopes Subtopic Powerpoint

Attached above are slides that I had designed for my Year 8 Class on Cell and Microscopes for the Cells and Living Systems unit for Term 3. In my slides, I included explicit learning goals for the students to allow them to focus on key areas they are meant to learn. This was done to guide their decisions' on where to focus effort and illuminate what they are to take from a given task. This also gave my students the opportunity to be an active participant in their own learning, empowering them to become independent learners. From my observations in Term 1 and Term 2, I had observed my Year 8 class were mostly visual and kinesthetic learners. Hence, I integrated a range of activities, simulations and videos in my slides and the accompanying booklet I had designed for them. I used videos, demonstrations or simulations to introduce or reinforce concepts. My students really enjoyed looking at pictures different specimens underneath a microscope which got them excited for their microscope practicals.

Year 8 Science Lesson Plan Week 4 T2.pdf

45-Minute Chemical Sciences Lesson Plan

Above is an example of less on plan I had written for my Year 8 class on Chemical Sciences. Learning goals for each lesson was always communicated to the students either by writing it on the whiteboard or by verbally. This was done to show students what a successful lesson looks like. In my lessons, I try to integrate different types of activities and learning methods for my students. In this lesson, I had designed an activity to help them familiarise themselves with atomic structure. My Year 8 class enjoyed doing hands-on activities. Here they had to model electrons, protons and neutrons using playdough. Since it was my last day with them for Term 2, I made a Kahoot to summarise concepts hey had learnt thus far and to have some fun.

Vineetha displayed a good knowledge of the subject content that she was required to teach in her curriculum area of Chemistry, Biology and Science. Her knowledge of the subject area enabled her to find and use resources that aided her in her teaching and develop some of her own teaching materials.

- Kristie Abbott and Nam Tran, Blackfriars Priory School, Final Placement Report

Focus area 2.2

Content selection and organisation

Organise content into an effective learning and teaching sequence.

My interpretation: Select appropriate content and activities to organise effective teaching outcomes in a logical and sequential order.

How I Integrated the Standard: When writing my unit plans, I once again consulted the Year 8 Australian Curriculum and the SACE Curriculum for Year 12 Chemistry and Year 11 Biology. From here, I was able to outline unit plans that were logical and sequential in order which is important for effective teaching. Some lessons where designed to deliver content whilst other sought to consolidate and apply the knowledge obtained such as in tests, activities and practicals. Along with the slides I had create for the classes, I had also created booklets to make it easier for students to follow the content. All assessments such as the Body Systems Board Game was designed to integrate content about body systems whilst including gamification to make learning fun.

Standard 2.3.pdf

Year 8 Cells and Living Systems Unit Plan

Attached above is my Year 8 Cells and Living Systems Unit Plan for Blackfriars in Term 3. This unit went for about 10 weeks and included a range of formative and summative assessments, practicals, activities and simulations. The sequence of the unit plan was based on Backward Design which focuses on learning outcomes and leads to a deep understanding of the content taught. All the assessmens (formative and summative were adjusted to meet the skills of different students).

Unit Plan Infectious Diseases.pdf

Year 11 Stage 1 SACE Infectious Diseases Unit Plan

This is a 4-Week Unit Plan based on the Infectious Diseases topic in Year 11 SACE Stage 1 Biology. The unit plan include a SHE investigation and a test for the summative tasks component and a formative deconstruct practical. This was done to prepare students for similar assessments they will undertake in Year 12. Many of the tasks and activities are scaffolded for differentiated students. The student handbook that contains questions pertaining to this topic gets progressively harder (its broken down into each subtopic). Students will have the opportunity to attempt the easier questions without feeling discouraged. The formative practical in the first week has been adjusted to be more streamlined for students. For the summative SHE task, additional resources have been provided to the students to help with writing the report.

Unit Plan Topic 4 Stage 2 Chem.pdf

Year 12 Stage 2 SACE Materials Unit Plan

This is a 4-Week unit plan based on the Materials topic in Year 12 SACE Stage 2 Chemistry. The unit plan includes a summative practical investigation on “Determination of soil CEC using methylene blue” based on formative practicals and a SAT test at the end of the topic. A range of videos, simulations and tutorials have also been incorporated. Students will learn about the nitrogen cycle, fertilizers, eutrophication, polymers and cation exchange in soils.

Vineetha planned her units of teaching in consultation with school documents and her mentor teachers. She presented students with both summative and formative assessment tasks and became aware of certain policies, particularly consequences for late submission of work.

- Kristie Abbott and Nam Tran, Blackfriars Priory School, Final Placement Report

Focus area 2.3

Curriculum, assessment and reporting

Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.

My interpretation: Selecting appropriate content and assessment tasks to measure learning progress against the curriculum standards.

How I Integrated the Standard: When planning assessment tasks and designing the unit plan, outlines within the curriculum was identified first. Elements of the curriculum was integrated into all assessment tasks (formative and summative) and students were given the opportunity to show whether they have met the criteria. Performance standards and rubrics were included within the assessment tasks so both teachers and students can monitor their progress.

Standard 2.3.pdf

Year 10 Forces and Motion Lesson Plan

When writing my unit plan, I set learning goals before choosing the forms of assessment. The formative and summative assessments were chosen to help students achieve these learning goals. Appropriate time was given in between formative and summative tasks as to not overload students. This also gave me the opportunity to give students timely and appropriate feedback on their assignments. They were able to use this feedback to improve their following assessments.

assessment - heart rate design practical 2019.pdf

Heart Rate and Exercise Design Practical

One of the assessments for Year 8 for the Cells and Living System topic was a summative Design practical based on heart rate and exercise. Students were tasked with designing their own method of measuring heart rate based on exercises they perform. They were then required to carry out their design, collect data and write a practical report with a discussion and conclusion. Within the assignment, performance standards and a rubric was included so students knew what they needed to achieve.

Standard 2.2.pdf

Formative and Summative Tasks for Year 10

Throughout the Year 10 unit, I used a variety of formative and summative tasks to gauge where students struggled or exceled in. I used this data to readjust my content or teaching within my following lesson plans and sequences. The formative assessment helped students to work sequentially.

Vineetha had the opportunity to try a range of methodologies from formal instruction through to working with small groups. She is receptive to the ideas of inclusive and productive pedagogies and is prepared to incorporate them into her teaching. Vineetha planned lessons that were progressive, productive and designed so all students could experience enjoyment and success. She was able to plan and implement activities that were extremely inclusive.

- Kristie Abbott and Nam Tran, Blackfriars Priory School, Final Placement Report

Focus area 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.

My interpretation: Use and integrate knowledge of Aboriginal and Torres Strait Islander culture and history into respectfully in teaching and learning.

How I Integrated the Standard: Throughout my teaching placement I ensure to use the appropriate terminology for Indigenous Australian people as an expression of respect for the community. I researched different ways to interact with Aboriginal and Torres Strait Islander students including strategies to connect and interact with my students. When planning my unit for Year 11 Acids and Bases I consulted online scientific resources to help assimilate Indigenous Australian Peoples Scientific knowledge to promote reconciliation between Indigenous and non-Indigenous Australians.

appropriate_indigenous_terminoloy.pdf

Indigenous Australian Peoples terminology

As teachers, it is important for us to understand and use the appropriate terminology when talking about Indigenous peoples culture or when conversing with Indigenous Australian students. During my time at Blackfriars, I had two Indigenous Australian students in my class. As such, it was important for me to understand and use the appropriate terminology when talking and interacting with them. It is crucial for me to practice using appropriate terminology to reflect respect for Aboriginal and Torres Strait Islander culture and history. Using the more appropriate terms helps to avoid attempting to inaccurately label, categorise and stereotype students.

Science resources - Indigenous.pdf

Indigenous Australian Peoples Science Resources

As a science educator, it is necessary for me provide opportunities for students to explore and acknowledge Aboriginal and Torres Strait Islander scientific knowledge that will help promote reconciliation. The guide has examples of Aboriginal and Torres Strait Islander science-related groups, organisations and programs, links to Indigenous Australian peoples astronomy, bush food and medicine resources.

Standard 1.4.1.pdf

Acids and Bases Slides and Indigenous Assessment

When creating my slides for Year 11 SACE Stage 1 Acids and Bases (Chemistry), I had consulted numerous online resources such as the Indigenous Australian people science resource above. I integrated how use plants for medicine such as using Grey Mangroves to neutralise stingray injuries and Davidson Plum to prevent scurvy. I had also created a formative Indigenous and Torrens Strait Islander People Acid/Base Analysis Techniques task where students had to use an examples of acid/base techniques used by the communities. They had to relay their findings in the form of a poster. This was a great way for students to acknowledge how science has been an integral part of Aboriginal and Torres Strait Islander cultures past and present.

Through the Year 11 Chemistry topic, and also the Year 8 Science topic, Vineetha ensured that she incorporated information and understanding from an Indigenous Australian perspective. Not only in theory but in summative assessment tasks, ensuring students spent time researching and reflecting on Australian culture.

- Kristie Abbott and Nam Tran, Blackfriars Priory School, Final Placement Report

Focus area 2.5

Literacy and numeracy strategies

Know and understand literacy and numeracy teaching strategies and their application in teaching areas.

My interpretation: Using different types of teaching strategies to build literacy and numeracy skills in students by incorporating them in your subject area.

How I Integrated the Standard: When teaching my students, I had used a variety of strategies to help them build their literacy and numeracy skills. I provided them with worksheets for Forces and Motion (a mathematically-based topic) which was scaffolded to breakdown the different steps needed to solve the question. To enhance literacy I created booklets for the students to work through, worksheets and exercises.

Standard 2.5.1-rotated.pdf

Comprehension Questions in Year 8 Chemical Sciences Test

In term 2, Blackfriars had a strong focus on literacy to build techniques that support students in understanding reading materials (scientific articles, booklets and worksheets) and apply that understanding to solving problems and answering questions. Attached above is an example of scientific articles used to improve comprehension amongst Year 8 students. It also included an example of a students answer who showed high literacy skills as they had obtained close to full marks for that section.

Standard 2.5.pdf

Distance and Displacement Worksheet for Year 10

At the start of my teaching block for my Year 10 class on Forces and Motion, I had given them the worksheet above on Distance and Displacement. This worksheet served to both assess their base assess base knowledge of mathematics by using their prior knowledge to calculate distance and Pythagoras Theorem to calculate displacement. This was done so to gauge the numeracy level of each student as we work through the questions. From this, I could appropriately adjust tasks accordingly to meet the different skill levels of each student in the class.

Focus area 2.6

Information and Communication Technology (ICT)

Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.

My interpretation: Apply a range of ICT strategies in teaching to transform ways of learning in a classroom.

How I Integrated the Standard: Applying ICT in classrooms and teaching helps to engage students and make learning more effective. ICT use encourages individual learning but also collaboration amongst students by increasing the options available to meet the specific learning needs of students across a wide range of abilities. Students have different learning abilities and learning styles. Applications such as EducationPerfect and Gizmos which I used in my teaching allowed my students to work at their own pace and also collaborate with other students. I also utilized the projectors to present my powerpoints for students to follow.

Standard 2.6.pdf

Education Perfect

Education Perfect is an online platform designed to make learning fun, engaging and effective. Its content closely aligns to that of the Australian Curriculum and the SACE Curriculum. Education Perfect offers smart lessons which were excellent in engaging my students who are mostly visual and kinesthetic learners especially my Year 8 and Year 10 classes. They were able to work through the lessons at their own pace and even collaborate with other students. I was able to customize the lessons to either include or leave out content depending on the skill level of my classes. I monitored their progress in real-time as it would alert me if a student was off-task or struggling to which I could offer individual support. It allowed me to give them feedback through the platform which students could access.

Standard 2.6.pdf

Gizmos

Gizmos are interactive science simulations that allows teachers to expand curriculum learning opportunities for students. Gizmos use an inquiry-based approach to learning that motivates students to be an active participant in their own learning. Through Gizmos, I could gauge student's prior knowledge and how they applied new concepts to solve challenging problems. These simulations allowed my students to understand the real-word application of scientific concepts and promote the use of critical and evaluative thinking.

Use of SMART Boards in Class

Towards my final weeks at Blackfriars, the students and I had moved into the new Science building which was equipped with a SMART board in the new laboratories. I had the opportunity to teach with the board which with its interactive display increased engagement amongst students. Attached on the left shows the use of a SMART board during a Year 11 SACE Stage 1 Biology class on Infectious Diseases. I was able to highlight areas that had the highest incidence of deaths due to poor sanitation, hygiene and unclean water and discussed why these areas are affect the most.

Vineetha was able to incorporate a number of available resources such as interactive Gizmo's and Education Perfect Units. She was also able to use the newly installed Smart board technology to present her lessons and carefully choose relevant and age appropriate you tube clips to supplement her lessons. This demonstrated her ability to incorporate Information and Communication Technology seamlessly into her lessons.

- Kristie Abbott and Nam Tran, Blackfriars Priory School, Final Placement Report

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