Note the focus area and standard Note the type of Describe the document / artefact and Describe
Describe how the document / artefact
descriptor/s the artefact /
document reflects
Know the content and
how to teach it
2.2 Content selection and
organisation
Demonstrate knowledge and
understanding of the
concepts, substance and
structure of the content and
teaching strategies of the
teaching area.
2.3 Curriculum,
assessment and reporting
Use curriculum, assessment
and reporting knowledge to
design learning sequences
and lesson plans.
artefact / document indicate the possible impact or result meets the standard descriptors you have
of the artefact / document on teaching identified.
and/ or student learning
The artefact I have When designing this unit of work,
chosen for standard I took the curriculum content that
When creating a unit is important
two is a science unit had not been met earlier in the
for there to be a logical sequence
plan that I designed year. Then using a unit of work
for lessons to follow. Mentor
for a Prep/1 class from previous years, I changed
feedback stated that the Lessons
while on my third the unit of work to suit the
were well structured, sequenced
year Practicum in students learning needs and the
and flowed well. This would have
North Queensland. content that needed to be
increased the level of understanding
This artefact is a covered.
and knowledge that was created by
great example of
students. It was also stated that the
how I can prove that
teacher Displayed great content
I know the content It is essential when planning and
knowledge and delivered it with lots
and how to teach it. creating a unit plan that the
of confidence. (APST 2.2)
educator Develops and delivers
logical lesson sequences that
reflect curriculum requirements
The unit plan attached above shows
and are constructed to develop
that there was a logical design to
understanding of content (NSW
the learning sequence and lesson
Government, n.d). In order to
plans and that the assessment was
provide the best learning
relevant to both learning and
opportunity for students this
reporting. (APST 2.3)
section of standard two need to
be met.
Part of the challenge of designing
this unit of work was creating an
assessment that showed clear
links to the teaching and learning
program and reporting cycle
(NSW Government, n.d). It is
essential for assessments to be
relevant and have a link to the
learning so that students are
benefitting from the whole
learning process.