3.2 Plan, structure and sequence learning programs (Proficient level)
Proficient level: Plan and implement well-structured learning and teaching programs or lesson sequences that engage students and promote learning.
Example:
During a five week teaching block with a class of year four students, I was responsible for competing the Science unit 'Plants in Action'. I chose to conduct a class investigation into the effect of light, water and soil on the growth of seeds/plants. To make this as engaging and interactive as possible I used the 'Jamie Oliver Greenhouses' instead of simple pots and seeds. Students formed into six groups, each managing their own part of the class investigation on a daily basis. The 'control' greenhouse was built and managed by a student on the autism spectrum who chose this responsibility. They were each responsible for the construction of the greenhouses, the daily watering (if applicable) and measuring and charting of any growth. The investigation concluding in a lively class comparison and discussion about our predictions and results. We even had a class draw for students to take home the greenhouses which was very exciting!
During a five week teaching block with a class of year four students, I was responsible for competing the Science unit 'Plants in Action'. I chose to conduct a class investigation into the effect of light, water and soil on the growth of seeds/plants. To make this as engaging and interactive as possible I used the 'Jamie Oliver Greenhouses' instead of simple pots and seeds. Students formed into six groups, each managing their own part of the class investigation on a daily basis. The 'control' greenhouse was built and managed by a student on the autism spectrum who chose this responsibility. They were each responsible for the construction of the greenhouses, the daily watering (if applicable) and measuring and charting of any growth. The investigation concluding in a lively class comparison and discussion about our predictions and results. We even had a class draw for students to take home the greenhouses which was very exciting!
Example:
I continue to use the knowledge and strategies I have learned through study and teaching practicums to plan for relief teaching. Planning for relief teaching is very different to planning block placements as you need to have lessons and activities that are meaningful and engaging for students from Reception through to Year 7, without relying on the classroom teacher to have left detailed plans for you to follow in their absence.
To help prepare and plan for these circumstances, I have prepared 3 folders (for years R-2, 3-5 and 6-7) comprising lessons and activities that focus on basic skills in reading, writing and maths, as well as fun activities for art, drama and fitness. I have ensured that the chosen activities are related to the Australian Curriculum and are age/stage-appropriate, as well as seeking out those that require minimal resources.
I have also created a day's basic teaching plan for each primary year level for those last minute telephone calls! These calls are often the result of teachers bing unwell on the day and so they would therefore not had the opportunity to leave work for their class. Below are some examples of these plans.
I continue to use the knowledge and strategies I have learned through study and teaching practicums to plan for relief teaching. Planning for relief teaching is very different to planning block placements as you need to have lessons and activities that are meaningful and engaging for students from Reception through to Year 7, without relying on the classroom teacher to have left detailed plans for you to follow in their absence.
To help prepare and plan for these circumstances, I have prepared 3 folders (for years R-2, 3-5 and 6-7) comprising lessons and activities that focus on basic skills in reading, writing and maths, as well as fun activities for art, drama and fitness. I have ensured that the chosen activities are related to the Australian Curriculum and are age/stage-appropriate, as well as seeking out those that require minimal resources.
I have also created a day's basic teaching plan for each primary year level for those last minute telephone calls! These calls are often the result of teachers bing unwell on the day and so they would therefore not had the opportunity to leave work for their class. Below are some examples of these plans.
Longer-term TRT planning:
At the beginning of the school year I was booked in advance for 5 to 7 days relief work in the year two class of my recent mentor teacher. I took the opportunity to spend some planning time with her to ensure that I provided the continuity of curriculum focus to the greater benefit of the students.
This is a copy of the brief weekly plans including a longer-term general plan for the Geography topic 'Australia'. (Detailed daily plans were then written and implemented).
At the beginning of the school year I was booked in advance for 5 to 7 days relief work in the year two class of my recent mentor teacher. I took the opportunity to spend some planning time with her to ensure that I provided the continuity of curriculum focus to the greater benefit of the students.
This is a copy of the brief weekly plans including a longer-term general plan for the Geography topic 'Australia'. (Detailed daily plans were then written and implemented).