Standard 2
Note the focus area and standard
descriptor/s the artefact / document
reflects
1.1, Physical, social and
intellectual development and
characteristics of students
1.2, Understand how students
learn
1.5, Differentiate teaching to
meet the specific learning needs
of students across the full range
of abilities
2.1, Content and teaching
strategies of the teaching area
2.2, Content selection and
organisation
2.3, Curriculum, assessment and
reporting
2.5, Literacy and numeracy
strategies
2.6, Information and
Communication Technology
(ICT)
3.2, Plan, structure and sequence
learning programs
3.3, Use teaching strategies
3.4, Select and use resources
4.1, Support student participation
5.1, Assess student learning
6.4, Apply professional learning
Note the type of Describe the artefact / document and indicate the
artefact / document possible impact or result on teaching and/ or student
learning
This artefact is This artefact is a two-day course
a professional undertaken on the Southern Cross
learning course University Campus. The course goal is to
for pre service build confidence and competence in
teachers called teaching science and literacy (Australian
Primary Academy of Science, 2017). This
Connections professional learning program is
underpinned by pedagogical principles
and effective facilitation tools and
techniques effective in the teaching of
science and literacy.
Through undertaking this unit, it has
provided me with skills and knowledge
that I will be able to apply to the
everyday classroom. Visible learning
occurs when there is an explicit goal that
is appropriately challenging with
feedback given and received allowing
active, passionate and engaging people
participating in the act of learning
(Hattie, p.22, 2011 as cited in Arnold,
2011). The course provides a clear
learning goal that is appropriately
challenging for a variety of students and
their needs and allows the students to
actively participate in their own learning.
Describe how the artefact / document
meets the standard descriptors you have identified.
The pre written units of work provide
content that is organised with relevant
resources and information where necessary.
Content is organised that is suitable for
students needs in their learning. It is
flexible allowing heightened learning for all
students and their individual needs. By
undertaking the professional learning, I was
able to gain the skills necessary to sequence
the unit through the appropriate structure
and teaching strategies as well as adding
extra resources (APST 1.1 1.2, 1.5, 2.1, 2.2,
3.2, 3.3, 3.4, 4.1).
Within each unit, assessment strategies are
noted. During teaching and learning, work
samples can be viewed and assessed as
summative assessment. Conversations and
responses noted for student achievement is
one flexible way of assessing student
learning. (APST 2.3, 5.1)
Throughout the unit, literacy, Numeracy,
ICT and cross curriculum perspectives are
explored. These links are clearly noted
throughout where necessary. (APST 2.5,
2.6).
As part of this course, I was able to engage
in professional learning and acquire skills
and improve student learning
7.4 Engage with professional
teaching networks and broader
communities
Application of this on teaching and
student learning during my teaching of
the unit Friends or Foes?, student
learning was facilitated through the
variety of resources that are provided.
The quality of resources meant that
student learning was reached in relation
to their needs.
and knowledge that I am able to apply in
my teaching of science as well as the
everyday classroom (APST 6.4).
Alongside this, I was able to engage with
professional teaching networks within
schools. The course has provided me with a
heightened knowledge of broader
community aspects and ways to link within
teaching (APST 7.4).
Artefact: Primary Connections Certificate of Participation