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2.2 CONTENT SELECTION AND ORGANISATION: Organise content into an effective learning and teaching sequence

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2.2 CONTENT SELECTION AND ORGANISATION: Organise content into an effective learning and teaching sequence

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For EDFD548 Assessment 1 I was required to formulate three lesson plans. My lesson plan sequence is for a visual art class that aims to introduce Year 7 students to print making.

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2.3 CURRICULUM, ASSESSMENT AND REPORTING: Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans

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2.3 CURRICULUM, ASSESSMENT AND REPORTING: Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans

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My lesson plan sequence for EDFD548 as attached in 2.2 incorporated curriculum connections for visual art students at year 7 level as well as formative assessment in regards to the success criteria for each lesson.

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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

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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

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For EDFD653 assignment 1B Part B I chose to investigate further into the marginalisation of Indigenous students in Australia. The assignment researched into relevant issues for Indigenous students and how I can use my practice to support closing the margin whilst also promoting reconciliation.

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2.6 INFORMATION AND COMMUNICATION TECHNOLOGY(ICT): Implement teaching strategies for using ICT to expand curriculum learning opportunities for students

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2.6 INFORMATION AND COMMUNICATION TECHNOLOGY(ICT): Implement teaching strategies for using ICT to expand curriculum learning opportunities for students

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My visual art lesson sequence incorporated a range of ICT strategies within different activities that linked to general ICT capabilities.

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3.1 ESTABLISH CHALLENGING LEARNING GOALS: Set learning goals that provide achievable challenges for students of varying abilities and characteristics

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3.1 ESTABLISH CHALLENGING LEARNING GOALS: Set learning goals that provide achievable challenges for students of varying abilities and characteristics

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For my lesson plan sequence (attached earlier) I included different modifications for some activities to cater for diverse abilities in the classroom. Attached is an example for an researching activity involving ICT.

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3.2 PLAN, STRUCTURE AND SEQUENCE LEARNING PROGRAMS:Plan lesson sequences using knowledge of student learning, content and effective teaching strategies

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3.2 PLAN, STRUCTURE AND SEQUENCE LEARNING PROGRAMS:Plan lesson sequences using knowledge of student learning, content and effective teaching strategies

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For an introduction to print making I used prior knowledge of stamps within a class discussion to introduce key concepts and ideas.

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3.3 USE TEACHING STRATEGIES: Include a range of teaching strategies

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3.3 USE TEACHING STRATEGIES: Include a range of teaching strategies

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For EDFD548 assessment 2 topic 2 (attached) I chose to investigate further into the benefits of different teaching strategies within a visual art classroom. I also used a range of teaching strategies for my lesson plan sequence attached in 2.2.

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3.4 SELECT AND USE RESOURCES: Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning

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3.4 SELECT AND USE RESOURCES: Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning

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For EDFD548 lesson plan assessment (attached) I incorporated a range of activities that use ICT resources (powerpoint, photography and research) to engage students, as well as practical activities such as going outside to sketch nature through a cardboard frame to investigate perspective, and making dry point etchings in the classroom that focus on use of tone and line.

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4.1 SUPPORT STUDENT PARTICIPATION: Identify strategies to support inclusive student participation and engagement in classroom activities

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4.1 SUPPORT STUDENT PARTICIPATION: Identify strategies to support inclusive student participation and engagement in classroom activities

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For EDFD548 Hurdle task 1 I was given a scenario that highlighted issues with classroom management and student engagement. My response investigated how to engage and motivate students in their learning and in the classroom.

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4.2 MANAGE CLASSROOM ACTIVITIES: Demonstrate the capacity to organise classroom activities and provide clear directions

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4.2 MANAGE CLASSROOM ACTIVITIES: Demonstrate the capacity to organise classroom activities and provide clear directions

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For my lesson plan sequence (attached) I included a column for the teaching sequence. The teaching sequence includes key points that focus on providing clear directions and transitions for activities. Full lesson plan attached in 2.2. Below is an example from a lesson:

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4.3 MANAGE CHALLENGING BEHAVIOUR: Demonstrate knowledge of practical approaches to manage challenging behaviour

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4.3 MANAGE CHALLENGING BEHAVIOUR: Demonstrate knowledge of practical approaches to manage challenging behaviour

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For assignment 1 of EDFD604 Fostering Positive Behaviour, the task allowed us to respond to a hypothetical scenario by comparing different behaviour management approaches. My assignment compared two democratic approaches to a case of bullying. I have also researched classroom management for other assignments and hurdle tasks over my subjects, including assessment 2 of EDFD548 which discusses the significance of classroom management, benefits, different approaches and my reflection to the topic.

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4.5 USE ICT SAFELY, RESPONSIBLY AND ETHICALLY: Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching

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4.5 USE ICT SAFELY, RESPONSIBLY AND ETHICALLY: Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching

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For assessment 2 of EDFD546 I was required to investigate and demonstrate ICT softwares/hardwares in their ability to support constructivist learning. My choices were Storybird, Popplet and Photography/ Video. I was also required to demonstrate how these ICT resources supported safe, responsible and ethical standards for the classroom. Please see attached video link and transcript: