Sub-standard 2.5: Through research and investigation into the Australian Curriculum I have been able to develop lessons based on content descriptors from both the literacy and numeracy strands as seen in the artefacts (Australian Curriculum, Assessment and Reporting Authority [ACARA], n. d.). Planning lessons for the literacy and numeracy strands required me to understand the level of development the year 5 class I would be working with had. This was established through face to face discussion and email communication with my mentor teacher as well as pre-placement visits with the class.

Both lessons were enjoyed by the students and I was able to extend on my skills differently. The maths lesson requiring small group interactions and the literacy allowed for one on one discussions as I moved around the room. A primary goal for the lessons and for me as a student-teacher was to ensure the students remained motivated. I tried to create a positive learning environment that was supportive of the students and their individual needs (Whitton et al., 2016, p.247).

As per the lesson and Sonia feedback, the content was appropriate and allowed for various strategies to be utilised and skills developed. The area of improvement required is in relation to my teaching practices and not the content of the lessons. I have continued to visit my class outside of the set placement times to ensure I stay involved in the current learning that is taking place. Through these visits, I have gained further knowledge of numeracy and literacy strategies that I can implement on my next placement.