Content selection and organisation
PROFICIENT 2.2.2
Organise content into coherent, well-sequenced learning and teaching programs.
EVIDENCE
I have excellent content knowledge across all key learning areas and understand the importance of selecting and sequencing relevant learning activities to teaching syllabus outcomes. My extensive content knowledge allows me to teach content in a variety of ways that enhances deeper understanding. I have demonstrated this ability through the various scope and sequences, units and lesson plans I have created and taught throughout my degree, practical experience and casual teaching. Many examples of these are linked below.
I work closely with the syllabus not only at the planning stage but constantly refer to outcomes and indicators throughout each unit and lessons. An example of this is during maths lesson I refer to the language that students should be aware of and learning in order to meet that outcome. I find it helpful to refer to the language listed in the syllabus and depending on the age of the student I might show them the clip as displayed below and highlight the focus words for that day or modify it by just showing them a few words, modelling or using wall displays.
PROFICIENT 2.2.2
Organise content into coherent, well-sequenced learning and teaching programs.
EVIDENCE
I have excellent content knowledge across all key learning areas and understand the importance of selecting and sequencing relevant learning activities to teaching syllabus outcomes. My extensive content knowledge allows me to teach content in a variety of ways that enhances deeper understanding. I have demonstrated this ability through the various scope and sequences, units and lesson plans I have created and taught throughout my degree, practical experience and casual teaching. Many examples of these are linked below.
I work closely with the syllabus not only at the planning stage but constantly refer to outcomes and indicators throughout each unit and lessons. An example of this is during maths lesson I refer to the language that students should be aware of and learning in order to meet that outcome. I find it helpful to refer to the language listed in the syllabus and depending on the age of the student I might show them the clip as displayed below and highlight the focus words for that day or modify it by just showing them a few words, modelling or using wall displays.
(BOS NSW, 2012)
EXAMPLES
Scope and sequence
School PDH Plan
Units of work
English Unit
Science our Environment
assessment checklist
Maths Sequence
Lesson Plans
English - language features in an exposition
Science lesson plan ES1
Science lesson resource
Reference
Board of studies NSW (2012) Mathematics k-10 Syllabus: NSW syllabus for the Australian Curriculum. Sydney, Australian: Board of Studies NSW.
EXAMPLES
Scope and sequence
School PDH Plan
Units of work
English Unit
Science our Environment
assessment checklist
Maths Sequence
Lesson Plans
English - language features in an exposition
Science lesson plan ES1
Science lesson resource
Reference
Board of studies NSW (2012) Mathematics k-10 Syllabus: NSW syllabus for the Australian Curriculum. Sydney, Australian: Board of Studies NSW.