1.1. Physical, social and intellectual development and characteristics of students
Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
I understand that my role as a teacher involves preparing a content base to ensure that my students have all the necessary knowledge and skills and then apply these competently. I do this taking into consideration intellectual, physical and emotional abilities. I seek background information about students to identify their physical, social, and intellectual characteristics/needs to adapt teaching strategies for students' individual learning needs. Gaining an understanding of who my students are, means consulting with the Adaptive Education and English as an Additional Language (EAL) Specialist Staff and ensuring I have read student SEQTA notes.
I design appropriate teaching and learning strategies for each cohort to meet the learning needs of students across the full range of abilities, applying middle school pedagogies and strategies that are age and developmentally appropriate. The lessons that I structure/plan use various teaching and learning strategies to meet my student's physical, social, and intellectual needs, keeping them focused and engaged in their learning. See Year 7 Food & Textiles Unit Planning for an example.
In 2019 teaching Year 7 Food & Textile Technology – the focus was on using practicals to develop skills rather than developing the skills that would make students successful when completing the subject in future years. The existing structure was not meeting the developmental need of the young people.
Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
I understand that my role as a teacher involves preparing a content base to ensure that my students have all the necessary knowledge and skills and then apply these competently. I do this taking into consideration intellectual, physical and emotional abilities. I seek background information about students to identify their physical, social, and intellectual characteristics/needs to adapt teaching strategies for students' individual learning needs. Gaining an understanding of who my students are, means consulting with the Adaptive Education and English as an Additional Language (EAL) Specialist Staff and ensuring I have read student SEQTA notes.
I design appropriate teaching and learning strategies for each cohort to meet the learning needs of students across the full range of abilities, applying middle school pedagogies and strategies that are age and developmentally appropriate. The lessons that I structure/plan use various teaching and learning strategies to meet my student's physical, social, and intellectual needs, keeping them focused and engaged in their learning. See Year 7 Food & Textiles Unit Planning for an example.
In 2019 teaching Year 7 Food & Textile Technology – the focus was on using practicals to develop skills rather than developing the skills that would make students successful when completing the subject in future years. The existing structure was not meeting the developmental need of the young people.
- Students needed to develop the skills for success in the kitchen before the practical. A skill-based program that was less reliant on complex practicals was adopted to meet the developmental needs of young people (how they learn).
- This restructure allowed students to build critical practical skills and understand theoretical knowledge accurately and thoroughly. The restructured unit utilises chunking of content, scaffolding and differentiated activities with collaborative learning that enable young people to think and wonder.
- Students do four practicals and develop and revise critical skills in the practicals. They would then have the ability to evaluate/document learnings. Practical skills, as a result, were strengthened. The textiles unit was then developed in this same manner in 2021.
Evidence:
- Students lists with learning needs and things I need to know on them.
- Use of pre/post learning surveys to ascertain how students learn.
- Use of middle schooling pedagogies…Middle School Philosophy
- Year 7 Food & Textiles 2021 Unit Planner and Booklet
- Food Technology Introduction (PPT/ Obervation)
- Support of EAL Student, SA10 – Semester 2 2021
1.2. Understand how students learn
Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
As a teacher, research and advice from colleagues are used to support students learning effectively. This is seen in my use of a clear, predictable lesson structure and the OLSH Teaching & Learning Statements that support the development of independent, confident young people. I used the professional learning experiences that are scheduled to improve my practice through understanding how students are learning best.
A Professional Development session supported me to understand that our current students cannot filter information. This is since, as consumers, they have everything filtered for them (Instagram, Tik-Tok). The most important information for them is presented based upon their likes and past engagements. This is linked to practices in my classes that build knowledge building into the assessment process.
Having experiences teaching Year 7 to 12 enabled me to understand the journey a student takes from Year 7 to Year 12 in the Food Technology/Hospitality Based Subjects enables me to support student learning. This means I understand students’ prior knowledge and that I can build relevant learning experiences.
I adjust programs to meet the learning needs of the students. This can be seen through the continual development that programs take. Specifically, Year 7 Food Technology & Year 10 Food & Nutrition. See Planning Documentation.
As a part of my teaching, I like to use surveys and exit card style responses before, during and after a unit to quantify student engagement and learning. Students respond by providing information about what they learnt and what further support with learning they need. The exit card is completed by identifying the challenges they are having and what they need from the teacher to succeed. These responses are critical for me as a teacher to know my students and further their development
Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
As a teacher, research and advice from colleagues are used to support students learning effectively. This is seen in my use of a clear, predictable lesson structure and the OLSH Teaching & Learning Statements that support the development of independent, confident young people. I used the professional learning experiences that are scheduled to improve my practice through understanding how students are learning best.
A Professional Development session supported me to understand that our current students cannot filter information. This is since, as consumers, they have everything filtered for them (Instagram, Tik-Tok). The most important information for them is presented based upon their likes and past engagements. This is linked to practices in my classes that build knowledge building into the assessment process.
Having experiences teaching Year 7 to 12 enabled me to understand the journey a student takes from Year 7 to Year 12 in the Food Technology/Hospitality Based Subjects enables me to support student learning. This means I understand students’ prior knowledge and that I can build relevant learning experiences.
I adjust programs to meet the learning needs of the students. This can be seen through the continual development that programs take. Specifically, Year 7 Food Technology & Year 10 Food & Nutrition. See Planning Documentation.
As a part of my teaching, I like to use surveys and exit card style responses before, during and after a unit to quantify student engagement and learning. Students respond by providing information about what they learnt and what further support with learning they need. The exit card is completed by identifying the challenges they are having and what they need from the teacher to succeed. These responses are critical for me as a teacher to know my students and further their development
Evidence:
- Lesson Structure
- OLSH Teaching & Learning Statements
- Corrigan Survey – feedback from students to improve techniques
- Restructure of Year 7 Food & Textiles Technology
- 2019 vs 2021
- Year 10 FON Standard that link to SACE.
- PPT from Professional Learning – Understanding Our Young People (& How They Learning (+ Personal Notes)
- Staff Food Day Knowledge Building + Inference
1.3. Students with diverse linguistic, cultural, religious, and socioeconomic backgrounds
Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
Whilst it is crucial for me to have a straightforward program with clear intentions to present to and engage my student, I must acknowledge the diverse learning community.
Catering for students with English as an Additional Language and Culturally and Linguistically Diverse Backgrounds, I must be prepared with multiple strategies that scaffold tasks and clearly explain the activities and intentions to students. Design and implement teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious, and socioeconomic backgrounds include:
Additionally, working with students from a Muslim/Islamic Background, I must be aware of religious/cultural observances and practices that may be a barrier to full participation in class. This means understanding things like Halal Food Products and having them available to my students for the practical application component of Food Technology. Additionally, understanding that students might not participate in music or film lessons during Muharram (a month of mourning in the Shia Muslims Calendar). Making adaptions in my classes has included alternative activities for students or self-paced work where the class can work on whatever they are up to in the assessment task or learning workshop.
Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
Whilst it is crucial for me to have a straightforward program with clear intentions to present to and engage my student, I must acknowledge the diverse learning community.
Catering for students with English as an Additional Language and Culturally and Linguistically Diverse Backgrounds, I must be prepared with multiple strategies that scaffold tasks and clearly explain the activities and intentions to students. Design and implement teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious, and socioeconomic backgrounds include:
- Use of scaffolding.
- Knowledge Building Activities
- Kahoots
- Examples
- Exemplars
- Drafting
- Modifying or adjusting tasks.
- One on one support.
- Use of SEQTA to document classroom activities for each lesson.
Additionally, working with students from a Muslim/Islamic Background, I must be aware of religious/cultural observances and practices that may be a barrier to full participation in class. This means understanding things like Halal Food Products and having them available to my students for the practical application component of Food Technology. Additionally, understanding that students might not participate in music or film lessons during Muharram (a month of mourning in the Shia Muslims Calendar). Making adaptions in my classes has included alternative activities for students or self-paced work where the class can work on whatever they are up to in the assessment task or learning workshop.
Evidence
- Language Building Activities - Year 12 Staff Food Day
- Scaffolding - Year 12 Success Booklet
- Scaffolding - Year 10 Evaluation Writing
1.4. Strategies for teaching Aboriginal and Torres Strait Islander students
Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.
My self-assessment of what level I am at regarding Standard 1.4 is only a graduate level. This shows I have demonstrated broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. This can be seen through my educational studies, the completion of the Aboriginal Education Course, which sought to support my understanding of these students, their families and community values.
I have had minimal experience working with young people of Aboriginal and Torres Strait Islander backgrounds. This means my ability to evidence how I Design and implement effective teaching strategies responsive to the local community and cultural setting, linguistic background and histories of Aboriginal and Torres Strait Islander students are limited. In my second semester of teaching, though, I was teaching Year 7 Food Technology and KRD0720, a student of Aboriginal background. I used these processes to support this student's education further.
I also employed my classroom management systems which put the students in the driving seat to their success. Students control their learning; high expectations are set early on. Time was taken to build rapport with the student and ensure they supported me as their teacher. Additionally, adapting learning activities to be more hands-on (like the practical application component to Food Technology) and one-to-one support to complete assessment. The student was more verbal and could complete work better with the support of the teacher/SSO – the handwriting was a barrier. In consultation with PPL and other teachers, adapted curriculum – reduced work amount but allowed her to demonstrate her understanding of the critical content and learning performance standards/curriculum.
Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.
My self-assessment of what level I am at regarding Standard 1.4 is only a graduate level. This shows I have demonstrated broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. This can be seen through my educational studies, the completion of the Aboriginal Education Course, which sought to support my understanding of these students, their families and community values.
I have had minimal experience working with young people of Aboriginal and Torres Strait Islander backgrounds. This means my ability to evidence how I Design and implement effective teaching strategies responsive to the local community and cultural setting, linguistic background and histories of Aboriginal and Torres Strait Islander students are limited. In my second semester of teaching, though, I was teaching Year 7 Food Technology and KRD0720, a student of Aboriginal background. I used these processes to support this student's education further.
- I noticed something was not suitable with the level of engagement – specifically during online learning and work submission.
- They were reported to appropriate leadership.
- Analysed documents and other teachers notes to support by providing practical teaching to this student – supporting their engagement… Reviewed PPL developed by School Leadership.
- Adapted strategies and used alternative methods for learning and assessments.
I also employed my classroom management systems which put the students in the driving seat to their success. Students control their learning; high expectations are set early on. Time was taken to build rapport with the student and ensure they supported me as their teacher. Additionally, adapting learning activities to be more hands-on (like the practical application component to Food Technology) and one-to-one support to complete assessment. The student was more verbal and could complete work better with the support of the teacher/SSO – the handwriting was a barrier. In consultation with PPL and other teachers, adapted curriculum – reduced work amount but allowed her to demonstrate her understanding of the critical content and learning performance standards/curriculum.
Evidence
- SEQTA Screen Shot Student Profile - Learning & Pastoral Care Note
- KRD0720 – PPL – annotated
1. 5. Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
I develop teaching activities that incorporate differentiated strategies to meet the specific learning needs of students across the full range of abilities.
As a proficient teacher, my design program content allows students multiple ways to engage with assessment and learning activities. This means ensuring that I am supporting each of the different learning styles of my students. Lessons incorporate seeing, hearing, doing (See below picture). This can be seen in the Recipe Introduction given to Year 7’s for Food Technology.
This can also be seen in a 5-week interactive course for young people in Years 11 and 12. They could participate in various activities to support their engagement with the content and learning.
Students in Year 12 should be working independently. However, promptings and scaffolding support the starting and successful execution of the task. This can be seen in scaffolding in the Student Evidence Template and the Year 12 Success Booklet used in Year 12 Food & Hospitality.
Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
I develop teaching activities that incorporate differentiated strategies to meet the specific learning needs of students across the full range of abilities.
As a proficient teacher, my design program content allows students multiple ways to engage with assessment and learning activities. This means ensuring that I am supporting each of the different learning styles of my students. Lessons incorporate seeing, hearing, doing (See below picture). This can be seen in the Recipe Introduction given to Year 7’s for Food Technology.
This can also be seen in a 5-week interactive course for young people in Years 11 and 12. They could participate in various activities to support their engagement with the content and learning.
Students in Year 12 should be working independently. However, promptings and scaffolding support the starting and successful execution of the task. This can be seen in scaffolding in the Student Evidence Template and the Year 12 Success Booklet used in Year 12 Food & Hospitality.
Evidence
- Year 7 Food & Textiles 2021 Unit Planner and Booklet
- Food Technology Introduction Lesson (PPT/Observations)
- Scaffold Student Evidence Template
- Year 12 Success Booklet.
- Support of EAL Student, SA10 – Semester 2 2021
- Senior Religion Electives
1.6. Strategies to support full participation of students with disability
Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.
As a teacher, I design and implement teaching activities that support the participation and learning of students with disabilities and learning needs and address relevant policy and legislative requirements.
The above is met by modified or adjusted work are regularly reviewed to ensure work is at the right level for the individual student. E.g. not too hard or too easy. Students have a sense of personal agency through completing modified work and having input into what type of work they do. This ensures that they can access the same outcomes as students completing unmodified tasks despite whatever personal or learning needs. In Year 7 to 9, Food Technology modified students in my classes have had access to standard curriculum outcomes using modified worksheets to meet their level of ability; these sheets give students key understandings in activity-based format with SSO support.
Access to a meaningful curriculum (differentiation) in my classroom looks like: providing scaffolds for tasks; minimum and maximum word counts; use of voice recording instead of writing; one on one drafting; and modified assessment to meet learning needs of individual students. These are provided in the usual assessment format so as not to make anyone feel different.
Completing training in NCCD Case Study E-Learning For Secondary Schools and Autism Spectrum Disorder in Girls has allowed me insight into the relevant policy and legislative requirements and some background knowledge to ASD to ensure my student receives meaningful learning, appropriate funding and adequate support from staff.
Through the above, I understood further and apply strategies to support the full participation of students with a disability in my classroom. This meant liaising with colleagues and making contact at home to ensure my teaching and learning practices would meet the needs of the students.
Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.
As a teacher, I design and implement teaching activities that support the participation and learning of students with disabilities and learning needs and address relevant policy and legislative requirements.
The above is met by modified or adjusted work are regularly reviewed to ensure work is at the right level for the individual student. E.g. not too hard or too easy. Students have a sense of personal agency through completing modified work and having input into what type of work they do. This ensures that they can access the same outcomes as students completing unmodified tasks despite whatever personal or learning needs. In Year 7 to 9, Food Technology modified students in my classes have had access to standard curriculum outcomes using modified worksheets to meet their level of ability; these sheets give students key understandings in activity-based format with SSO support.
Access to a meaningful curriculum (differentiation) in my classroom looks like: providing scaffolds for tasks; minimum and maximum word counts; use of voice recording instead of writing; one on one drafting; and modified assessment to meet learning needs of individual students. These are provided in the usual assessment format so as not to make anyone feel different.
Completing training in NCCD Case Study E-Learning For Secondary Schools and Autism Spectrum Disorder in Girls has allowed me insight into the relevant policy and legislative requirements and some background knowledge to ASD to ensure my student receives meaningful learning, appropriate funding and adequate support from staff.
Through the above, I understood further and apply strategies to support the full participation of students with a disability in my classroom. This meant liaising with colleagues and making contact at home to ensure my teaching and learning practices would meet the needs of the students.
Evidence:
- NCCD Training Notes/Certificate
- ASD PPT Notes and Certificate
- PT Interview Notes Semester 2, 2021 (IM07)