Standard 2: Know the content and how to teach it
Standard 2 emphasises the critical nexus for teachers to bridge between content knowledge and pedagogical aptitude, highlighting effective use of strategies, sequencing, assessment and ICT (AITSL, 2010). The APST further underscores the vital place in teacher praxis for embedded literacy and numeracy and not least of all meaningful and authentic engagement with historical, cultural and linguistic perspectives of Aboriginal and Torres Strait Islanders (AITSL, 2010, p. 13).
Focus Area 2.1: Content and teaching strategies of the teaching area
In this section from an English lesson that I planned, taught and reflected on during my practicum experience content specific language, strategies and substance are evident. My lesson was sequenced with GRR in mind and the learning expectations where signposted clearly from the outset, both on the board and verbally. The lesson was focused on extending prior conceptual knowledge of homophones and homographs (ACARA, ACELA1780, 2015b) with reference to current prefix and suffix content (ACARA, ACELA1526, 2015c) and aspirational vocabulary. Students initially listened and engaged in group discussion, before playing ‘Homograph Jeopardy’. This interactive activity incorporated ICT to simulate a game show style atmosphere and invite the students to work as teams. Student helpers were chosen strategically, either to reward/reinforce good behaviour or to spare their extreme social anxiety in the team environment. Having student helpers to keep score also allowed me to move around the room and monitor student understanding. Visual and verbal clues were given, and teams had to work together to agree on their answer, if their answer was not correct the opposing team was able to steal points. Points value on questions correlated to difficulty and this was explained to them in relation to their recent probability content. The students were highly engaged throughout and teams were both successful. For me this was a highlight of the teaching experience and led to further extensions at the request of the students. This flattered me and gave me the opportunity to increase the complexity and content and create a fun, collaborative ambience.
Focus Area 2.2: Content selection and organisation
Focus Area 2.3: Curriculum, assessment and reporting
Focus Area 2.6: Information and Communication Technology (ICT)
As illustrated in this snapshot of a Humanities and Social Sciences (HASS) lesson I planned with a colleague, the sequence has been planned to introduce and cumulatively deepen knowledge. The lessons utilize inquiry-based learning and a range of teaching strategies which are enriched with ICT engagement (Primary Connections, 2020). The lesson sequence has been thoughtfully arranged to invite students across a variety of learning styles and abilities to learn about migration and ultimately demonstrate their knowledge through a summative assessment piece. Students engage with the content, articulate their initial understandings, explore collaboratively, research and develop their critical literacy. As a learner community the students explain and elaborate on these emerging understandings and deepen not only their content specific knowledge, but also their general capabilities (ACARA, 2015a; Skamp, 2018). Students are scaffolded in their evaluation of Australia’s engagement with migration from Asia as well as their literacy and ethical and intercultural understanding when interacting with the text “The Little Refugee” (ACARA, 2015a; Do & Do, 2011; Please see also Focus Area 1.6).
Focus Area 2.4: Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
Pictured is a presentation of a lesson sequence I designed with colleagues to incorporate First Nations perspectives in the early childhood curriculum. The lessons promote visual literacy by connecting common animal images with their Turrbal names (State Library of Queensland [SLQ], 2016a). By incorporating local Indigenous language and art the students are invited to cultivate curiosity and appreciation of the linguistic and cultural history of the Turrbal People (SLQ, 2016b; Anderson, 2016; Please see also Focus Area 1.4).
Focus Area 2.3: Curriculum, assessment and reporting
Focus Area 2.5: Literacy and numeracy strategies
Reflecting on a teachable moment on my kindergarten practicum I was able to scaffold a student in their interests while simultaneously assessing their literacy and numeracy. As can be seen in this extract of an assignment I wrote regarding mathematics assessment in early childhood settings, this allowed me to collect evidence of their abilities and plan extensions. This spontaneous opportunity to explore geometry came while the student was telling me about their artwork (Taylor, 2016). Fortuitously the artwork contained shapes and the student explained to me the distinct attributes such as “pointy bits” (ACARA, ACMMG009, ACMNA289, 2015d). I took this opportunity to informally assess the student and used questioning techniques to scaffold a discussion about shapes. The student demonstrated their knowledge of the names of shapes and how many sides they have. I was intrigued at the ease at which they were able to do this and eager to offer them an opportunity to extend their learning. We talked about the shape of coins and I offered to bring a 50c coin as we had agreed it was different to the others as it “had pointy bits”. Having previously assessed this student I was already aware of that they were a high achiever in language and mathematics, having already reading, counting and some writing skills prior to attending school (please see Focus area 1.1, 1.5).