# data[].attributes.body
My first placement was such an educational and empowering experience. Not only did I have the chance to expand upon an apply my existing knowledge, but I was also able to work with incredible teachers and students. St Edmunds was inviting and warm and Jenine Westerburg, my tertiary supervising teacher wrote a glowing report. This report could not have been written without the help of my supervising teachers at St Edmunds or my professors at ACU who prepared and encouraged my pedagogical practices. I had a fantastic experience and have attached my first report as evidence, which I can hopefully build on in my upcoming August placement.

# data[].attributes.attachment_link.title
Sacha Paterson EDFX511 - TS Report - 9 June 2021 St Edmunds

# data[].attributes.body
My name is Sacha Paterson and I am a current Master of Teaching (Secondary) student. I am studying double English and have a passion for the arts and humanities. I am utilising this platform as a way to document my understanding of teaching, English, and the Australian Professional Standards for Teachers in order to track my progress and learning. I have just finished my first semester of this course, and detailed below are my current developments of my understanding and practices of the APST’s. I shall be adding to this over the course of my training and am looking forward to developing my understanding and skills.

# data[].attributes.headline
Use ICT Safely, Responsibly and Ethically (4.5): 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

# data[].attributes.subject
Use ICT Safely, Responsibly and Ethically (4.5): 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

# data[].attributes.body
The ability to ensure safe ICT use in the classroom was a major requirement for our first assessment in our pedagogy class. After being directed to ACARA, I came to realise that the most important thing is teaching students about how to conduct themselves, rather than intervening if a student isn’t being responsible after the fact. Attached below is my response on how to use ICT appropriately in the classroom, as detailed in my assignment.

# data[].attributes.headline
Manage Challenging Behaviour (4.3): Demonstrate knowledge of practical approaches to manage challenging behaviour

# data[].attributes.subject
Manage Challenging Behaviour (4.3): Demonstrate knowledge of practical approaches to manage challenging behaviour

# data[].attributes.body
We have so far covered a variety of challenging behaviours and the tools required to address these issues. For one of our summative assessments, we were encouraged to find a contemporary issue to discuss, and I was drawn to the use of mobile phones due to how topical this issue is in this day and age. I wrote an essay on how I would handle inappropriate phone use with reference to Wong and Rogers, two theorists who have contributed heavily to my learning.

# data[].attributes.headline
Using Teaching Strategies (3.3): Include a range of teaching strategies

# data[].attributes.subject
Using Teaching Strategies (3.3): Include a range of teaching strategies

# data[].attributes.body
Teaching strategies have been at the forefront of our lesson planning. During the first week of my pedagogy class, we covered the basics of teaching and how students respond to a variety of methods. These included how to teach in a way that hooks students and subsequent activities that can be used to engage them in learning. Attached is a copy of my journal entry from said class. See also the lesson plan post, where I implemented these strategies over three classes.

# data[].attributes.headline
Plan, Structure and Sequence Learning Programs (3.2): Plan lesson sequences using knowledge of student learning, content and effective teaching strategies

# data[].attributes.subject
Plan, Structure and Sequence Learning Programs (3.2): Plan lesson sequences using knowledge of student learning, content and effective teaching strategies

# data[].attributes.body
For an English class this semester, we were to create three sequenced lesson plans, all of which encouraged higher order thinking. Each lesson followed a structured path which lead towards the summative assessment at the end of the semester. Attached below is a summary of my choices pertaining to how these lessons were taught, based on how students learn and how I would cater for these requirements. See also the attached lesson plan for English, where my choices are explained in more depth.

# data[].attributes.headline
Curriculum, Assessment, and Reporting (2.3): Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans

# data[].attributes.subject
Curriculum, Assessment, and Reporting (2.3): Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans

# data[].attributes.body
For our lesson plans, we created a variety of summative and formative assessments in order to track progress and assess learning. At least one summative assessment was implemented to test the students’ knowledge and skills, and typically two formative assessments were used to ensure that learning was progressing. My chosen method of summative assessments for English classes were standard and included essays, presentations, and creative pieces and my use of formative assessments typically involved reading journals and online posts answering pre-set questions (see summative and formative assessment post for a detailed summary of my choices and the lesson plan posts to see them in action).

# data[].attributes.headline
Content Selection and Organisation (2.2): Organise content into an effective learning and teaching sequence

# data[].attributes.subject
Content Selection and Organisation (2.2): Organise content into an effective learning and teaching sequence

# data[].attributes.body
When creating our lesson plans, each class had to follow a sequence, starting at the base of Bloom’s Taxonomy and working its way up. We were encouraged to think about how to ensure higher order thinking is achieved by organising lessons based on different learning outcomes (see lesson plan posts). The goal was to ensure that learning was occurring before new knowledge and skills could be introduced and tested.