Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.

This page provides evidence for meeting Standard 2 (specifically sub-standard 2.3) at a graduate level. 

This artefact is an Assessment Task that was completed during Creative Technologies unit and designed to set out a five-week learning sequence. I selected this particular artefact as the learning sequences and lesson plans were designed around the general capabilities of the Australian Curriculum at Year 4 level to encompass students’ proficiencies in exploration of data to discover meaningful patterns.

I learnt from this assessment task how to plan lessons that are student-centred and designed around autonomous and independent learning experiences where the responsibility is with the students to complete the tasks (Agrahari, 2016).  This artefact exemplifies the 2.3 AITSL standard as the lessons include strategies for differentiation of learning to appeal to the various learning styles with opportunities to play different roles within the learning experiences (Porter, 2009). Lessons also incorporate time for evaluation which encourages students to assess with reflective thinking and respond to their own work and the work of their peers (Neumann, 2014).

To improve this area to move towards the next career stage I will ensure my lessons are clearly linked to the curriculum and explicitly describe strategies for differentiation of learning. I will implement my ICT Personal Professional Plan.

• Descriptive title of the artefact: Five-week learning sequence
• Performance standard documented by the artefact: 2.3 Curriculum, Assessment and Reporting
• Date created: 19/05/2020
• Who created the artefact: Jessica Castleden (myself)
• A brief description of the context in which the artefact was used: Assessment 2 Creative Technologies

References

 Agrahari, R. (2016). The nature of educational reform and change: From teacher- centered to student-centered learning. Educational Quest, 7(2), 133-139. doi:http://dx.doi.org.dbgw.lis.curtin.edu.au/10.5958/2230-7311.2016.00030.1

Neumann, M. (2014). Mathematics Teaching: Listening, Probing, Interpreting and Responding to Children’s Thinking. Investigations In Mathematics Learning, 6(3), 1-28. https://doi.org/10.1080/24727466.2014.11790333