2.1. Content and teaching strategies of the teaching area
Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
2.2. Organise content into coherent, well-sequenced learning and teaching programs.
Organise content into an effective learning and teaching sequence.
2.3. Curriculum, assessment, and reporting
Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
I gained the knowledge and skills to work as a food and textile technology teacher through my rigorous university studies and continue to develop this through employment and professional learning. I have a membership with the Home Economics Institute of Australia to further my knowledge and keep my experience current. The following are units of work that demonstrate my ability as a teacher to apply my strong knowledge of the content and teaching strategies to develop engaging and meaningful learning and assessment activities.
Attached are some images of various planning documents I use for my Food Technology Program. At my current school, the Food & Textiles Technology faculty plan collaboratively, meaning that we have set content and assessment (shown in the Faculty Planning). As the class teacher, I need to take these documents and apply my knowledge of content and engaging pedagogies to create an engaging learning activity/assessment.
Students across Year 7 to 9 Food & Textile are supported through a resource and activity booklet. These form the basis of essential knowledge for students and a checklist for assessment. It is helpful to track their progress and review through the unit of work to ensure understanding and for me as a teacher to adjust my content and provide further individual or group instruction. This can also be used in additional years to support student information recall and inference.
Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
2.2. Organise content into coherent, well-sequenced learning and teaching programs.
Organise content into an effective learning and teaching sequence.
2.3. Curriculum, assessment, and reporting
Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
I gained the knowledge and skills to work as a food and textile technology teacher through my rigorous university studies and continue to develop this through employment and professional learning. I have a membership with the Home Economics Institute of Australia to further my knowledge and keep my experience current. The following are units of work that demonstrate my ability as a teacher to apply my strong knowledge of the content and teaching strategies to develop engaging and meaningful learning and assessment activities.
- Year 7 Food & Textiles Technology
- Year 10 Food & Nutrition
Attached are some images of various planning documents I use for my Food Technology Program. At my current school, the Food & Textiles Technology faculty plan collaboratively, meaning that we have set content and assessment (shown in the Faculty Planning). As the class teacher, I need to take these documents and apply my knowledge of content and engaging pedagogies to create an engaging learning activity/assessment.
Students across Year 7 to 9 Food & Textile are supported through a resource and activity booklet. These form the basis of essential knowledge for students and a checklist for assessment. It is helpful to track their progress and review through the unit of work to ensure understanding and for me as a teacher to adjust my content and provide further individual or group instruction. This can also be used in additional years to support student information recall and inference.
Evidence:
Faculty Planning Document
Work and Assessment Sheets
Faculty Planning Document
- Year 7 Food & Textiles
- Year 10 Food & Nutrition
- Year 7 Food & Textiles
- Year 10 Food & Nutrition
Work and Assessment Sheets
2.4. Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
I use a range of learning and teaching strategies to support understanding and respect Aboriginal and Torres Strait Islander histories, cultures, and languages in my classroom.
Specifically in connection to:
This means providing opportunities for students to understand the content and appreciate/understand and acknowledge the history of these people.
Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
I use a range of learning and teaching strategies to support understanding and respect Aboriginal and Torres Strait Islander histories, cultures, and languages in my classroom.
Specifically in connection to:
- Kinship/Family
- Law
- Land/Identity
- Language/Texts
- Ceremony
- Central Beliefs
This means providing opportunities for students to understand the content and appreciate/understand and acknowledge the history of these people.
- Year 7's at my school can understand Food in the context of our First Nation's People through research and cooking different types of bush tucker (Bush Damper).
- In Year 10 at my school, during Year 10 Religion, students look at ancient religions. They have the opportunity to understand the connections our First Nations People
Evidence:
- Year 10 Religion – aboriginality
- Planning
- Student Work Sample
- Year 7 Food Technology – Bush Tucker
- Planning
- Student Work Sample
2.5. Literacy and numeracy Strategies
Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
I apply knowledge and understanding of effective teaching strategies to support students’ literacy and numeracy achievement.
Supporting students to build literacy and numeracy skills practically is something that Food, Textiles, and Hospitality support and does so in an engaging, fun way – I ensure to link language and learn from previous subjects to support student understanding.
Concepts and learning strategies:
• Food Cost Card
• Building Subject Specific Vocabulary
• Inference Strategies
• Scaffolding
• Year 12 Success Booklet
• Year 8 Evaluation
Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
I apply knowledge and understanding of effective teaching strategies to support students’ literacy and numeracy achievement.
Supporting students to build literacy and numeracy skills practically is something that Food, Textiles, and Hospitality support and does so in an engaging, fun way – I ensure to link language and learn from previous subjects to support student understanding.
Concepts and learning strategies:
• Food Cost Card
• Building Subject Specific Vocabulary
• Inference Strategies
• Scaffolding
• Year 12 Success Booklet
• Year 8 Evaluation
Evidence:
- Food Cost Card Whiteboard Notes
- Year 7/8 Evaluation Example
- Staff Food Day – Student Work Example (SN12-20)
2.6. Information and Communication Technology (ICT)
Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
Technology has become a powerful tool within the classroom. I aim to use it in each lesson that I deliver, be it delivering content (e.g. PowerPoints, Kahoots, Video) or supporting the innovative and creative presentation of learning and the absence of students. This enables me to use effective teaching strategies to integrate ICT into learning and teaching programs to make selected content relevant and meaningful.
I use technology to deliver interactive lessons that allow students to understand STEM skills, resilience and become independent lifelong learners. Additionally, SEQTA Learning Management System provides a place to house and logically present information and lessons to students in an engaging, contemporary way and is a valuable tool for my structured planning. Learning intentions, activities and resources are all clearly laid out and can be accessed during and after lessons.
ICT allows students to apply Design Thinking skills to generate ideas, create a plan, document processes, and execute design solutions. Students can use the ICT to apply understandings of content relative to their ability and in a flexible way, using visual, written, verbal mediums. E.g., Year 7 Textiles PowerPoint Interactive Folio.
Through the Lockdown Period in South Australia, I have successfully transitioned my classroom from face-to-face to an online learning environment.
This meant developing guidelines that support my expectations and engaging students – e.g., how students problem-solve, etc., when they do not have a teacher present (also communicated to parents/caregivers). It is also meant developing a way to check in with individual students and groups of students – using Break Out Spaces. Additionally, the SEQTA Learning Management System was used to link YouTube videos of me talking to enable students to work independently.
Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
Technology has become a powerful tool within the classroom. I aim to use it in each lesson that I deliver, be it delivering content (e.g. PowerPoints, Kahoots, Video) or supporting the innovative and creative presentation of learning and the absence of students. This enables me to use effective teaching strategies to integrate ICT into learning and teaching programs to make selected content relevant and meaningful.
I use technology to deliver interactive lessons that allow students to understand STEM skills, resilience and become independent lifelong learners. Additionally, SEQTA Learning Management System provides a place to house and logically present information and lessons to students in an engaging, contemporary way and is a valuable tool for my structured planning. Learning intentions, activities and resources are all clearly laid out and can be accessed during and after lessons.
ICT allows students to apply Design Thinking skills to generate ideas, create a plan, document processes, and execute design solutions. Students can use the ICT to apply understandings of content relative to their ability and in a flexible way, using visual, written, verbal mediums. E.g., Year 7 Textiles PowerPoint Interactive Folio.
Through the Lockdown Period in South Australia, I have successfully transitioned my classroom from face-to-face to an online learning environment.
This meant developing guidelines that support my expectations and engaging students – e.g., how students problem-solve, etc., when they do not have a teacher present (also communicated to parents/caregivers). It is also meant developing a way to check in with individual students and groups of students – using Break Out Spaces. Additionally, the SEQTA Learning Management System was used to link YouTube videos of me talking to enable students to work independently.
Evidence:
- Use of SEQTA Online Lesson
- Video Talks explaining a task
- To-do List at the start of online learning.
- Resources
- Year 10 – Online Learning PPT
- Expectations for Online Learning