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This strand is defined as a use of curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. Through the three lesson plans developed in Assignment 1 I have demonstrated that I am able to plan a lesson using aspects of the curriculum and set up formative assessment tasks to measure student knowledge.

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This teaching standard is defined as knowing and understanding literacy and numeracy teaching strategies and their applications in teaching areas.
I have employed this standard through strategy used is a 'SQ3R' method – Survey, Question, Read, Recite, Review – which is designed to assist analysis and comprehension of texts.  Students are required to read a passage of persuasive text and then review and analyse it to write an essay.

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2.6 Information and Communication Technology (ICT)

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2.6 Information and Communication Technology (ICT)

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This teaching standard is defined as implementing teaching strategies for using ICT to expand curriculum learning opportunities for students. I have included lots of ICT in my lesson planning, specifically when I planned for students to use Padlet; students were asked to identify key elements of rhetorical devices which are relevant to the curriculum strand as shown below. I also included a brief summary by a teacher of how to use Padlet in a safe and responsible way. Ultimately, this was to get students thinking critically about the content and aimed to help with the practice of technology.

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3.1 Establish challenging learning goals

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3.1 Establish challenging learning goals

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This standard is to set learning goals that provide achievable challenges for students of varying abilities and characteristics. As per Crichton & McDaid (2016), plans should include learning objectives characterising what students aim to accomplish and use actionable verbs. I have done this in various ways, specifically in the setting of lesson objectives in my series of Lesson Plans in Assignment 1 which is shown below using the Students will be able to... framework. It clearly demonstrates what students are expected to do in each lesson and the measurable criteria of successful completion.

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3.2 Plan, structure and sequence learning programs

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3.2 Plan, structure and sequence learning programs

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This standard refers to planning of lesson sequences using knowledge of student learning, content and effective teaching strategies. As discussed in other standards previously, I have demonstrated this through my series of lesson planning. I have demonstrated a clear structure of a class with a beginning, middle and end. Additionally, it refers back to information learnt in previous lessons with a starter activity. I have also sequenced activities to build on previous ones to encourage higher-order thinking.

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This standard looks at the inclusion of a range of teaching strategies. I have looked mostly at constructivist and social learning theories in regards to pedagogy. The lesson structure is fundamentally based around this notion; students are given the information through handouts or sources, and then made to answer questions in groups or on worksheets to create meaning. This method provides student inquiry to investigate the topic, enabling them to use a variety of resources to find answers and make connections to meaning. The activity where  critical thinking questions were put up on the whiteboard slides and students to answer them after having to watch a video is an example of this.

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This area refers to the ability to demonstrate the capacity to organise classroom activities and provide clear directions. I have used this teaching standard in my activities in lesson planning as I have provided clear activities and questions in which the teacher will complete during the lesson. Some questions included; Q “Where might you find a form of persuasive writing?”; Q “What is a the purpose of persuasive writing?” This made sure that students were on track with the activities and behaving properly in the classroom.

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This looks at describing strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements. During our week 6&7 tutorials we began learning about CBM strategies in classrooms and applied several approaches to different scenarios to influence student conduct. I specifically looking at the Positive Behaviour Leadership Approach and was able to plan a course of action to deal with managing a students aggressive behaviour. In the plan I firstly created a safe environment with the space, made a set of rules for all students and aimed to model positive behaviour to the class.