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This is my current curriculum vitae detailing my experience and qualifications to enter the teaching profession

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Standard 2: Know the content and how to teach it 

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Standard 2: Know the content and how to teach it 

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This is an example of a worksheet used to teach Year 8 body systems. It gives students a visual and allowed for the lesson to be structured around this worksheet

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Standard 1: Know the students and how they learn

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Standard 1: Know the students and how they learn

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This is an example of a word find that was given to early finishers. It supplemented students while allowing other students to finish.

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Standard 1: Know the students and how they learn

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Standard 1: Know the students and how they learn

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This is an example of a crossword that was given to students who finished the set task. It allowed for differentiation within the classroom.

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The attached document is the attendance diary for Semester 2. Highlighted are the activities that involved engaging with broader activities, rather than just classroom teaching. This applies to Standard 6 and 7.

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Standard 1: Know students and how they learn

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Standard 1: Know students and how they learn

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This is a Powerpoint for year 10 science. It has a higher complexity than the year 8 ones. This demonstrates the understanding of how they learn and how to differentiate content.

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Standard 1: Know students and how they learn

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Standard 1: Know students and how they learn

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This Powerpoint was used to introduce students to the skeletal system. Note its simplicity. The information was supplemented by my verbal explanation. Students had to do questions, diagrams and a practical component at the end, showing an understanding of different learning styles.

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This presentation was made for year 8 students to better explain the ABO blood grouping system. The images were edited so that they could be better understood by the target audience as I believe all the availableinternet content was confusing.

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Standard 2 (Know the content and how to teach it) and 3 (Plan for and implement effective teaching and learning): 

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Standard 2 (Know the content and how to teach it) and 3 (Plan for and implement effective teaching and learning): 

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This is a preliminary document I made before teaching year 10 evolution. It refers to the relevant curriculum.

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The attached document is the mentor report completed in Semester 2. It shows that all the AITSL standards have been met.

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Standard 5: Assess, provide feedback and report on student learning

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Standard 5: Assess, provide feedback and report on student learning

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As I am a science teacher, the main way in which I formatively assessed content was through practicals. This is the practical for Vital Capacity (Respiratory System)

This practical was marked immediately and given back to students next lesson

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Standard 5: Assess, provide feedback and report on student learning

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Standard 5: Assess, provide feedback and report on student learning

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As I am a science teacher, the main way in which I formatively assessed content was through practicals. This is the practical for measuring heart rate.

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Standard 2: Know the content and how to teach it

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Standard 2: Know the content and how to teach it

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This is a website that I have used as a teaching strategy in the classroom.
http://www.echalk.co.uk

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Standard 4: Create and maintain supportive and safe learning environments

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Standard 4: Create and maintain supportive and safe learning environments

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This is an example of a Risk Assess sheet. These were submitted before every practical. It provides information regarding safety issues that may arise in the practical. This provides a structure for directions for the class. This one for the heart rate practical we did.

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Standard 6: Engage in professional learning

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Standard 6: Engage in professional learning

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Attended Oxford Psychology Units 3 and 4 Workshop 2016
Attended staff/faculty/leading teacher group meetings

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Standard 4: Managing challenging behaviours

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Standard 4: Managing challenging behaviours

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During placement I had a student who was disruptive within the classroom. I immediately asked him to separate from the group he sat with. Next lesson he was required to remain separated from this group. I had a private conversation with him explaining why he had been moved and he was understanding. Students need to be explicitly aware of why they are being reprimanded and they need to understand its for their own benefit. This helps with the development of good classroom dynamics.

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■I strongly believe in cultivating a learning environment in which everyone is comfortable and willing to have a go.  I understand that every student is unique and therefore should receive an individual educational experience. The main mechanism in which I explain content and promote discussion is through examples that relate to every day life.  This has always been intuitive to me as science surrounds us all the time and by showing its relevance I hope to engage and create a yearning to learn more. It is primordial that the applicable nature of science is made explicit to students. This can be done through making lessons relevant and giving examples that are relevant to the students. By adapting lessons to suit individuals needs of the students, the lessons become more relevant and more relatable for the students.  By creating a good rapport with students I believe I am able to engage with their needs and create a respectful environment. I endeavour to foster a classroom where students feel respected, respect each other and respect me. The importance of relationships in the profession cannot be underestimated, regardless of whether they are with peers, students, parents or the wider community.

As a biology and psychology student I am able to easily make links between the content and students' every day lives. The ways in which i do this is personal anecdotes, videos, articles and scenarios provided by students. The following portfolio displays some of the materials used during my teaching and examples of ways in which the Australian Standards of Teaching have been fulfilled.

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Standard 5: Assess, provide feedback and report on student learning

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Standard 5: Assess, provide feedback and report on student learning

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This PowerPoint was used as a formative assessment to assess student knowledge immediately after learning content

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Standard 2 (Know the content and how to teach it) and 3 (Plan for and implement effective teaching and learning): 

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Standard 2 (Know the content and how to teach it) and 3 (Plan for and implement effective teaching and learning): 

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This is a preliminary document I made before teaching year 8 Body systems. It refers to the relevant curriculum.

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Standard 3 (Engage parents/carers in the educative process), 5 (Report on student achievement) and 7 (Engage with the parents/carers): 

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Standard 3 (Engage parents/carers in the educative process), 5 (Report on student achievement) and 7 (Engage with the parents/carers): 

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Attended Parent Teacher Interviews in Semester 1 and Semester 2 2016

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Standard 2.6 ,3.5 and 4.5: ICT Strategies

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Standard 2.6 ,3.5 and 4.5: ICT Strategies

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The following ICT resources were used for the Year 8 Body systems unit:

This song was used to help students remember content related to the heart
https://www.youtube.com/watch?v=p-wilmN80XE
This video was used to introduce students to the Respiratory system
https://www.youtube.com/watch?v=RPdGQ-A_yM4
Labelling the heart activity
http://sciencelearn.org.nz/Contexts/See-through-Body/Sci-Media/Animation/Label-the-heart
Video on Blood donation in dogs
http://www.smh.com.au/environment/animals/dog-blood-donation-20150702-gi3jy0.html
Video on Blood vessels
https://www.youtube.com/watch?v=VVJJHw_Ocp4

See how a couple of them refer to real life applications of the

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Standard 3: Plan for and implement effective teaching and learning

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Standard 3: Plan for and implement effective teaching and learning

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This article was presented to Year 8 Students before learning about the heart. It showed the relevance of the content.