Standard 3
Note the focus area and standard
descriptor/s the artefact / document
reflects
1.2 - Understand how students
learn
3.5 - Use effective classroom
communication
2.2 - Content selection and
organisation
Note the type of artefact /
document
This artefact is a
transitional daybook
artefact. The lessons
are in sequence taught
across a day.
Describe the artefact / document and indicate the
possible impact or result on teaching and/ or student
learning
This artefact was the first day I taught a full
day due to interruptions to routine. During
this time, students were able to be apart of a
variety of learning techniques whilst
continuing with their needs for routine. I
incorporated some new concepts for
students to adapt to within their learning
that I will be able to continue to develop as
they progress in their learning.
The visual learning depicted in the literacy
session had heightened student learning as
all students were engaged deeply in the task
for the period of the lesson. The students
responded well to expectation throughout
the handwriting with all students following
instructions and taking their time to produce
their best work.
During the health session, students
collaborated well and were able to
demonstrate their knowledge of vitamins,
minerals and other nutritional values within
foods.
Describe how the artefact / document
meet the standard descriptors you have
identified.
This daybook was planned for a
group of students who were
responsive to visual cues and non
verbal modes of communication.
Using this knowledge, I have
included these teaching strategies
into their lessons and in return the
students demonstrated
willingness to learn and
participate reflected in their
outcomes. (APST 1.2, 3.5)
Using the knowledge of how
students work and learn together,
I constructed a learning sequence
reflecting the outcome of group
work the previous day. The
students responded better to a
more structured approach where
one activity followed the other.
This was evident in their
outcomes and responsiveness to
the tasks throughout the sessions.
(APST 2.2)
 Artefact: Transitional Daybook
SOUTHERN CROSS UNIVERSITY PROFESSIONAL EXPERIENCE III TRANSITIONAL DAYBOOK (2017): PRIMARY
KLA: English, Mathematics, Date: 22/2/17 Day: 8 Class: 4 School:
PDHPE Blue Hills College

APST FOCUS AREA FOR THE DAY:

1.2 - Understand how students learn
3.5 - Use effective classroom communication
2.2 - Content selection and organisation
General Capabilities (for the day):
Literacy Numeracy Information and Critical and Creative Thinking Personal and Social Capability
Communication
Technology
Ethical Understanding Intercultural Understanding

Cross Curricula Perspectives (for the day):

Aboriginal and Torres Strait Islander histories and Asia and Australias engagement with Asia Sustainability
cultures
Timing Procedure Preparation / Differentiation Strategies Assessment students
Considerations
2mins Syllabus outcome / Descriptor: Extension: Formative assessment
EN2-5A uses a range of strategies, including knowledge of Tamborine When all tasks are - Continual feedback
lettersound correspondences and common letter patterns, to Questioning sticks complete, students throughout task
spell familiar and some unfamiliar words will have the - One on one
EN2-7B identifies and uses language forms and features in opportunity to feedback to each
their own writing appropriate to a range of purposes, complete a word group as they draw
audiences and contexts Students paired with search levelled - Teacher
EN2-4A uses an increasing range of skills, strategies and person sitting beside according to their observation
knowledge to fluently read, view and comprehend a range of them. spelling lists - Work samples
texts on increasingly challenging topics in different media and Summative
technologies - Work samples
Alternative spelling
 Objective / Learning intention: activity sheets per
By the end of the lesson, students will have an understanding spelling groups,
of the purpose of a descriptive text, continue to develop their adjusted difficulty
inferential comprehension skills and continue to develop their level.
spelling fluency.

Success criteria:
1. Students will be able to draw an image they cannot see
15mins 2. Descriptive words are able to be used by each partner
each to create an image

Introduction (O)
Review expectations;
- Voices off ready to listen
- Focused
- Reiterate consequences of actions
Explain progression of activities for the morning.
Explain sustainability practice as images laminated for re use.

Body (G)
Provide examples of each activity.
- Read through questions to elicit understanding.
- Demonstrate description of image

Body (E)
1. Inferential questioning
Students will watch a video and then answer some short
questions about what they have seen.
2. Text types
Using a variety of images, students will have to describe the
10 mins image to a partner. They then have to draw the image.
3. Spelling activities
 Students are to complete the crossword

Conclusion (R)
Students share some of their drawings with the class reflecting
on how well they were able to describe the image to each
other and how much they looked alike the real image.
5 min Syllabus outcome / Descriptor Extension: Diagnostic
MA2-4NA applies place value to order, read and represent Tamborine Pair up, write their - Are students able
numbers of up to five digits Questioning sticks own questions for to use a place value
each other (extension chart to expand and
Objective / Learning intention maths book if owned break numbers up
Recognise, represent and order numbers to at least tens of can also be Formative assessment
thousands, apply an understanding of place value to read and completed) - Feedback
write numbers of up to five digits, arrange numbers of up to - Teacher
five digits in ascending and descending order state the place observation
value of digits in numbers of up to five digits. - Work samples

Success criteria
Students able to order numbers correctly

Introduction (O)
10min Reiterate expectations, rewards at the end of the week for
work completion and positive behaviour.
Set clear goal for the session, complete all work.
Discuss using examples method of expanding. Use examples
from the text.

Body (G)
20min Game place value chart

Body (E)
Students complete p22 of their textbook followed by fast
5min maths.

Conclusion (R)
Self marking of peer books.

5min Syllabus outcome / Descriptor Emphasise goals Assist students where Formative assessment:
EN2-3A uses effective handwriting and publishes texts using throughout lesson. required - Continuous
digital technologies feedback
Model sections of throughout
Objective / Learning intention writing that emphasises - Student self
Students will be working towards fluent, legible writing the success criteria. reflection

Success criteria Summative assessment of

Correct: work sample and
1. Grip Self evaluation against the
2. Posture criteria of correct:
3. Legibility 1. Grip
4. Slope 2. Posture
5. Size 3. Legibility
6. Spacing 4. Slope
5. Size
Introduction (O) 6. Spacing
Set clear goals for heightened engagement and achievement of
expectations.
Make expectation for quality of work clear.
Revise correct posture and pencil grip from the start- reiterate
throughout.
 Body (G)
10min Model writing formation on board. Facilitate the correct joins,
fluency and legibility through consistent size, slope and
spacing.

Emphasise grip, posture and expectation throughout.

Body (E)
Students complete bible verse on the board following steps
emphasised throughout.

Conclusion (R)
Students will self evaluate their own work against the success
3min criteria emphasised throughout the lesson.
Selected students will present their work.
5min Syllabus outcome / Descriptor Tamborine Students paired for aid Diagnostic and Formative
PHS2.12 Discusses the factors influencing personal health Questioning sticks in ideas. assessment
choices. - Feedback
- Observations
Objective / Learning intention - Work samples
Introduce students to different nutritional values of food Ext:
Success criteria Draw their favourite
Students were able to differentiate between nutritional values food, what is its
of food sometimes, everyday nutritional value?

Introduction (O)
Reiterate expectations, rewards at the end of the week for
work completion and positive behaviour.
Set clear goal for the session, complete all work.
Review sometimes, everyday and
Introduce nutritional values.
 Body (G)
Discuss and elaborate the nutritional values of foods with
examples of foods eaten at home and foods that are eaten
when out shopping, restaurants etc.
20min Vitamins, minerals, nutrients

Body (E)
Students are to brainstorm in pairs, foods they eat at home Time reflect on some
(row 1 and 2) and foods they eat when they are out (row 3 and ideas
4).

Conclusion (R)
Compare each groups brainstorm to make a class one on the
5min difference in foods that are eaten, what nutritional value these
foods have.
Supervising teacher: Date:
 DAILY REFLECTION
Reflection on student achievement against the outcomes, objectives, success criteria based on
information / evidence provided by the assessment strategies within the lesson. You may also include
anecdotal notes about individual student progress and student work samples to substantiate your
decisions comments. Ensure all work samples have names deleted or de-identified.
Fast finisher activities provided students with direction and all wanted to
finish their work so they could do them. Students stayed on task and
comprehension questions provided a range all students could work in.
Students achieved results, the tasks were interesting towards them and all
had full participation.
Work samples demonstrated achievement of outcomes. Further assessment
strategies with more detail will be more informative.
Supervising teacher: Date:
Reflection on your delivery of the lessons, effectiveness of resources, strategies, questioning. You may
include a statement about future modifications or actions for future lessons. You should also note your
future goals and identify the focus area of the APST you will be targeting. Ensure you only pick one or two
as you are required to show evidence of what you are doing to meet the goals identified.
Instructions and explanations for each new activity was clear.
Differentiation for spelling in word searches were effective as all students
achieved success.
Expectations were clear and reinforced as needed.
I was able to provide ongoing support and feedback to students throughout all
activities.
Not presuming student knowledge worked well. I was able to start at a low level
and work up to where they were able to be appropriately challenged.
Resources that were selected worked well with student interests.
Future modification of the structure of mathematical lessons to utilise and
heighten hands on learning.