This artefact appropriately demonstrates progression towards meeting AITSL standard 1.5. This is evident through the physical environment, activities, success criteria and assessment. One of the students has Attention Deficit Hyperactivity Disorder, and due to this, has difficulty remaining engaged when required to sit still. For this reason, the lesson plan requires that the students are constantly moving around and changing environments. The lesson begins inside on the mat where students are still required to move, then outside creating their own movements together, then back inside to perform and reflect. Students have the opportunity to work in pairs or as a whole class which promotes collaborative learning and also ensures that the ESL students can be paired with supportive non-ESL buddies to support their understanding of new vocabulary.

Throughout the entire lesson, the teacher is required to move from group to group. This allows the teacher to monitor student participation and understanding.

Finally, the lesson offers an extension activity for early finishers that, rather than ‘busy work’, is explicitly related to the content and allows the students opportunity to apply their learning to a practical activity.

In reflection, I found that the timing of activities, and particularly that of transitions is difficult to judge. I have learned that it is important to understand the range of student abilities in my class because this has a significant impact on the timing through distractions as a result of behaviour management. After seeking feedback from my mentor teacher, I have learned that this is a common difficulty for beginning teachers and that the best way to improve such judgments is to action my lesson plans and learn through practical experience. Additionally, I have found a positive behaviour management seminar in Sydney that will teach me skills to manage the behaviour of students, particularly those with learning needs, and in turn, promote effective instruction.

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