Annotation- Standard 2
Note the focus area and standard
descriptor/s the artefact / document reflects
2.2
Content selection and organisation
Organise content into an effective
learning and teaching sequence.
2.6
Information and Communication
Technology
Implement teaching strategies for using
ICT to expand curriculum learning
opportunities for students.
4.1
Support student participation
Identify strategies to support inclusive
student participation and engagement
in classroom activities.
Note the type of artefact /
document
This artefact contains two
science lesson plans and
their respective reflections.
The lesson plans were part
of a unit called Built
Environments which I
planned and delivered to
Stage 3 whilst on
Professional Experience 2.
Both lesson plans
incorporate ICT to expand
learning opportunities for
students.
Describe the artefact / document and indicate the
possible impact or result on teaching and/ or student
learning
I was required to plan and implement a sequence of
lessons for a science unit called Built
Environments. This required knowledge of
organising content in a logical format. As I was
teaching the Gifted and Talented class, there were
additional ICT resources (iPads) which I could
integrate into my lessons. This sparked interest and
supported student participation throughout the
unit.
Teaching in units is widely recommended because it
provides students with a focus, rather than an
isolated lesson (Marsh, 2010). The lesson plans
follow a sequential order as they present ideas
coherently. The use the OGER framework helped to
structure the content which specifically moved from
local to global knowledge. The syllabus assisted with
the sequence and emphasis given to particular
areas of content (BOS NSW, 2012).
ICT allows students to develop the knowledge, skills
and understandings which will assist them to live
and work successfully in the 21st century (NESA,
n.d.). I used my technological pedagogical content
knowledge for students to learn in a creative way
(Koehler & Mishra, 2009). Google Earth expanded
curriculum opportunities as the class could see their
world and manipulate it. Students also had the
opportunity to research a country of their choice
and create a presentation. This is highly engaging
compared to other strategies which could present
Describe how the artefact / document
meets the standard descriptors you have
identified.
APST 2.2
The two lesson plans are sequenced to
allow students to develop an
understanding of content in a logical
way. Student outcomes have a greater
opportunity to be met when content is
clear and coherent. The plans not only
follow the OGER framework with
appropriate content in each, but
activities begin with local and extend to
global at the end of the final lesson.
Students had to complete work based
around their town before moving on to
other countries.
APST 2.6
The ICT used across the two lessons
support the content and allow for
further investigation. I utilised the
Smartboard and Google Earth
technology for students to connect and
relate to their town. This enhanced
their engagement immensely. The iPads
allowed for a writing draft, research
and a Keynote presentation.
Students were able to share their
presentations from the iPads to the
Smartboard through Reflector.
Students behaviour and motivation was
positive as they could use the
students with information. Reflector is an
innovative way for students to share their work.
These activities demonstrate that students are
productive users of technology (MCEETYA, 2008).
Students were engaged participators in the unit
through the use of ICT. The interactive visuals on
the Smartboard allowed for deeper connection and
inspired students to participate through discussion.
Student participation was made possible by each
student having access to their own iPad. They all
had the opportunity to reflect their work and
discuss it with class members. When provided with
a quality learning environment, students having
increased motivation to participate (NSW DET,
2003).
technology to further their learning of
the unit.
APST 4.1
The technology resources including
Smartboard, Google Earth and iPads
maintained students focus and
participation in the lesson. I offered
choice during the research activity
which allowed students to become
motivated and achieve lesson objective.
I valued students presentations
through Reflector. Students
engagement was evident through deep
and exciting discussions related to the
topic.
References

Australian Institute of Teaching and School Leadership. (2011). Australian Professional Standards for Teachers. Retrieved from
http://www.aitsl.edu.au/docs/default-source/apst-resources/australian_professional_standard_for_teachers_final.pdf

Board of Studies NSW. (2012). Science K-10 syllabus. Retrieved from http://syllabus.nesa.nsw.edu.au/assets/sciencek10/downloads/sciencek10_full.pdf

Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education.
Retrieved from Retrieved from http://www.citejournal.org/

Marsh, C. (2010). Becoming a Teacher. Frenchs Forest NSW: Pearson Australia.

Ministerial Council on Education, Employment, Training and Youth Affairs. (2008). Melbourne Declaration on Educational Goals for Young Australians.
Retrieved from http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf

New South Wales Department of Education and Training. (2003). Quality teaching in NSW public schools. Retrieved from http://www.darcymoore.net/wp-
content/uploads/2012/02/qt_EPSColor.pdf

NSW Education Standards Authority. (n.d.). Integrating ICT capability. Retrieved from http://syllabus.nesa.nsw.edu.au/support-materials/integrating-ict/