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Teaching Profile
  • Personal Statements
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  • Reflection & Evidence for Graduate Teacher Standards
  • Standard 1: Know students and how they learn
  • 1.1 Physical, Social and Intellectual Development and Characteristics of Students
  • 1.2 Understand How Students Learn
  • 1.3 Students With Diverse Linguistic, Cultural, Religious and Socioeconomic Backgrounds
  • 1.4 Strategies for Teaching Aboriginal and Torres Strait Islander Students
  • 1.5 Differentiate Teaching to Meet the Specific Learning Needs of Students Across the Full Range of Abilities
  • 1.6 Strategies to Support Full Participation of Students with Disability
  • Standard 2: Know the content and how to teach it
  • 2.1 Content and Teaching Strategies of the Teaching area
  • 2.2 Content Selection and Organisation
  • 2.3 Curriculum, Assessment and Reporting
  • 2.4 Understand and Respect Aboriginal and Torres Strait Islander People to Promote Reconciliation Between Indigenous and non-Indigenous Australians
  • 2.5 Literacy and Numeracy Strategies
  • 2.6 Information and Communication Technology (ICT)
  • Standard 3: Plan for and implement effective teaching and learning
  • 3.1 Establish Challenging Learning Goals
  • 3.2 Plan, Structure and Sequence Learning Programs
  • 3.3 Use Teaching Strategies
  • 3.4 Select and Use Resources
  • 3.5 Use Effective Classroom Communication
  • 3.6 Evaluate and Improve Teaching Programs
  • 3.7 Engage Parents / Carers in the Educative Process
  • Standard 4: Create and maintain supportive and safe learning environments
  • 4.1 Support Student Participation
  • 4.2 Manage Classroom Activities
  • 4.3 Manage Challenging Behaviour
  • 4.4 Maintain Student Safety
  • 4.5 Use ICT Safely, Responsibly and Ethically
  • Standard 5: Assess, provide feedback and report on student learning
  • 5.1 Assess Student Learning
  • 5.2 Provide Feedback to Students on Their Learning
  • 5.3 Make Consistent and Comparable Judgements
  • 5.4 Interpret Student Data
  • 5.5 Report on Student Achievement
  • Standard 6: Engage in professional learning
  • 6.1 Identify and Plan Professional Learning Needs
  • 6.2 Engage in Professional Learning and Improve Practice
  • 6.3 Engage With Colleagues and Improve Practice
  • 6.4 Apply Professional Learning and Improve Student Learning
  • Standard 7: Engage professionally with colleagues, parents/carers and the community
  • 7.1 Meet professional Ethics and Responsibilities
  • 7.2 Comply with Legislative, Administrative and Organisational Requirements
  • 7.3 Engage with the Parents/Carers
  • 7.4 Engage with Professional Teaching Networks and Broader Communities

3.2 Plan, Structure and Sequence Learning Programs This page is part of the collection 'Teaching Profile'.

by Amy Harmer
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Nupur's profile picture

Nupur
12 September 2020 at 15:41

Hi Amy,

Your lesson plan sequence of science activities to understand the mathematics principles is very effective in terms of your teaching strategies employed all through your activities. You have set objectives that are challenging for children at the same time ensuring there is enough scaffolding for them to feel secure around taking a risk and exploring the learning environment, both indoor and outdoor.

I loved the idea of incorporating the 5E model to base your study on. I may take this as an inspiration for my practical experiences when I go for placements.  Your instructions were adequate, very detailed and precise. You have included the usage of various types of graphs in the learning objectives, for example, lesson 4, which is a great teaching approach and my personal favourite for practising analytical skills.

The only addition/ improvement I can suggest perhaps will be to consider varying abilities and characteristics of students.  As a teacher exploring the scope and the need for differentiation’ to the content/ process ensuring differentiation techniques for students at different learning starting points so that all students can comprehend and work with ease in this type of topic.  I would have liked to see this component covered in all activities.

Cheers,

Nupur

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