Standard 2

Know The Content And How To Teach It.

2.1 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 an effective learning and teaching
sequence.
2.3 Use curriculum, assessment and reporting knowledge to design
learning sequences and lesson plans.
2.4 Understand and respect Aboriginal and Torres Strait Islander
people to promote reconciliation between Indigenous and non-
Indigenous Australians
2.5 Know and understand literacy and numeracy teaching strategies
and their application in teaching areas.
2.6 Implement teaching strategies for using ICT to expand curriculum
learning opportunities for students.

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2.1 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 an effective learning and teaching sequence.
2.3 Use curriculum, assessment and reporting knowledge to design learning
sequences and lesson plans.
Reflective Journal Entry: (Math Preparation) 21
st
Aug
2014
Direct Instruction is a structured and well planned
teaching system that requires the teacher to read the
lesson a head of the class and know the mastery test
content and when the test itself is coming up. The reason
for this is if a student or group are not firm on its content
then one can make teaching adjustments, differentiate,
emphasise or go over the lesson content again until firm
learning is accomplished.
I am reading nearly 2 lessons ahead of myself to
understand what is coming up during class sessions. It
takes about 30 minutes on average to read/prepare each
lesson being Language, Spelling, Paired Reading and
Math) however it is beneficial because when behaviours
arise and I need to call our behaviour management officer
I can do so while still teaching the lesson with more
confidence.
Math Lesson example
Math Assessment
example
Math Remedies example
Math Planning Page
example
Reflective Journal Entry:
Math Preparation)
21
st
Aug 2014
To increase my planning
skills and knowledge of
the lessons, mentor
suggested at the
beginning of the Prac that
I create a sequences of
lessons sheet and read
each lesson content.
Lesson 86 Lesson 87 Lesson 88 Lesson 89 Lesson 90
New Exercise
Introduction
New Exercise
Introduction
New Exercise
Introduction
New Exercise
Introduction
New Exercise
Introduction
Student Learning
Objective
1. Learn how to
solve 3 digit
addition
problems with
carrying.
2. Compose 2
dimensional
figures
1. Learn how to
carry to solve
money
problems
2. Solve 3 digit
addition
problems with
carrying.


1. Count the
value of coins
added to dollar
amounts
2. Write the
greater than,
less than, and
equals signs
(>,<).
1. Say additional
and
subtraction
facts with the
same small
number; find
missing
numbers in
number
families
2. Solve 3 digit
addition
problems with
carrying and
with 3 addends

1. Learn how to
solve 3 digit
addition
problems with
carrying
multiple digits
2. Count and
write the value
of coins added
to dollar
amounts

Teacher Material Presentation Book 3,
White Board, W/B pen,
Board Display CD,
Computer

Student Material Workbook, pencil
Additional Practice Student Practice
Software


Math Planning Page Preparation
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote
reconciliation between Indigenous and non-Indigenous Australians

Reflective Journal Entry: (Language and Culture) 24
th
J une 2014
Additional to my work as a Child Safety Officer in Weipa, Aurukun, Napranum and Mapoon,
completing my prac here in Hopevale confirms a sense of respect for the Aboriginal and
Torres Straight islander histories, cultures and languages. The other day I was allowed to
observe teacher Lil Bowen, a local, who teaches the local language here in Hopevale; the
local language being Guugu Yimidhir. What was simply amazing was listening to Lil singing a
local customary song in unison. So wonderful to hear 40,000 years of tradition and history in
one sitting. Lil taught me some body parts and a simple sentence like Ngalinhun maraarr
duna-manaadhi Man walking in the rain.
The culture has some parallel similarities to my New Zealand Maori indigenous history like
language, dance living off and respecting land.
I feel privileged to work with the children here.

Photo: Presents Awards
Photo: Working with
students
Hope Vale Language
Chart
2.5 Know and understand literacy and numeracy teaching strategies and their application
in teaching areas.

Numeracy in an Indigenous Cultural Context
Indigenous are seen to be a minority class of disadvantaged Australians. We need to be (re) considering in our 'quality' teaching
and learning practices, and in our assessment and reporting practices that Indigenous students learn better with visual and verbal
instruction. Reinforced learning can be better achieved when there are practical hands on experiences (DEST, What Works,
2013).
Successful learning is deemed to be achieved when families and community are involved, children know what is expected of
them by teachers, parents understand high expectations of teachers and where teachers shape the lesson according to the needs
of the students for the Indigenous (DEST, What Works, 2013).
To be numerate is to use mathematics effectively to meet the general demands of life, at home, in paid work, and for
participation in community and civic life. (AAMT, 1997 pg 10)
Reflective Journal Entry: (Math and Literacy) 15
th
Aug 2014
Teaching literacy and numeracy affect how that student learns and views the world in life and teachers should strive to make
literacy and numeracy an enjoyable and informative part of all learning experiences. Anderson and Freebody (DEEWR, 2005,
p. 8) noted that There are strong connections between a young childs early language experience and later literacy
development.
As stated above a teacher needs to be prepared to adapt to the ever changing class environment to keep the students
engaged in their learning. The above lessons today covered literacy (language) and math and the strategies included keeping
the momentum of instruction and engagement of students while managing other variables that can slow the pace of the lesson
such as giving student team points, disruptive behaviour, students getting out of seats to go toilet or requesting a drink, a
student feeling lethargic due to lack of sleep at home to name a few. Once the strategy of managing class behaviours and
teaching is more confidently delivered in a math and literacy context the same can be adopted in other teaching areas. For
example a paired reading lesson. Before the lesson commences expectations are set by teacher and rules about the task
including following teachers instructions. Upon commencement of the lesson teacher can adapt to the learning style of each
individual for example a less confident reader is paired with a stronger reader. Effective literacy teaching is a much debated
topic, but the literature generally agrees that the teachers knowledge of various forms of literacy, including good pedagogical
strategies and tasks, is essential (Ryan, 2008).
Reference:
Department of Education, Science and Training. (2013) What Works. The Work Program Core Issues 4. Commonwealth of Australian Government

The Australian Association of Mathematics Teachers, inc (1998), Teachers of Mathematic or Numeracy? Adelaide,

Ryan, M. (2008). Engaging middle years students: literacy projects that matter. Journal of Adolescent and Adult Literacy, 52(3), 190-201

DEEWR. (2005). Literacy and Numeracy: A Review of the Literature. Retrieved May, 2014
2.6 Implement teaching strategies for using ICT to expand curriculum learning opportunities
for students.
Reflective Journal Entry: (Language
and Culture) 15
th
Aug 2014
Today I taught math and found that
another way in keeping the
students engaged in this context is
by teaching with enthusiasm and
knowing you lesson or in this case
script. To expand on the students
learning I included an ICT math
program that links with the lesson.
For example the new math topic
today was greater than, less than
symbols (<,>) and how to use them.
Children were asked a series of
question that related to the symbols
and the greater than or less than
numbers and how to apply the
symbols. The class were given four
example questions to answer to
consolidate their learning.

Photo: Math Concepts Program using computer & projector