PROFESSIONAL

KNOWLEDGE
Standard 2- Know the content and how to teach it

2.1 Content and teaching strategies of the teaching area. Demonstrate knowledge
and understanding of the concepts, substance and structure of the content and
teaching strategies of the teaching area.

Example 1: Informed teaching strategies

Advance organisers:
prepare the students
with a list,
background info,
clear instructions.

School bonding:
daily wellbeing as a
whole school

Teaching
Strategies:

Story map: provides

a framework to
assist students to
build on prior
knowledge.

Visual displays: maps or

charts help them organise
aspects of the task, or a
study guide to emphasise
important aspects of
content.

Mnemonic devices: are

metacognitive strategies that
prompt students to think about
what they need to do to solve a
problem. eg. TEENS for
sensory organs - tongue, ears,
eyes, nose and skin.

4 questions that will guide my practice:
1. What is it I want the students to know/learn?
2. How will they learn it?

3. How will I know they are learning it?

4. What will I do if they already know it or they dont learn it?

Planning considerations:

What are my learning intentions and task relevance?

How will I design each task to accommodate different levels of learners?

How will students know what to aim for?

How will I suggest improvements?

How will I assess each task?

How will I support students who need assistance?

Example 2: Researching curriculum documents and tailoring lessons accordingly.
This may involve additional research to be undertaken by the teacher to gain the
adequate knowledge expected of them. I had to do additional research to refresh
my knowledge before teaching the following science lesson.

Example 3: Backward planning by using a focus question from the curriculum and
then planning around it. Below has been my visual plan while on prac.

PROFESSIONAL KNOWLEDGE
Standard 2- Know the content and how to teach it

2.2 Content selection and organisation
Organise content into an effective learning and teaching sequence. Organising and
delivering content to disparate groups and individuals,

Example 1: Design units according to the Australian Curriculum Outcomes that are
engaging and suitable for the dynamics of each class.

Example 2: Weekly / daily plan with clearly labelled times, for either whole group,
individual, or small group activities.

PROFESSIONAL KNOWLEDGE
Standard 2 - Know the content and how to teach it

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

Example 1: Backward planning use the Australian curriculum guiding questions
and then work backwards to plan various units to teach from.

Example 2: Use the Australian Curriculum achievement examples given on the
ACARA website to compare when marking student work.
Following is the link for the Year 4 English Curriculum Satisfactory Standard:
http://www.acara.edu.au/curriculum/worksamples/Year_4_English_Portfolio_Satisfactory.pdf

PROFESSIONAL KNOWLEDGE
Standard 2 - Know the content and how to teach it

2.4 Understand and respect Aboriginal and Torres Strait Islander people to
promote reconciliation between Indigenous and non-Indigenous Australians.
Demonstrate broad knowledge of, understanding of and respect for Aboriginal and
Torres Strait Islander histories, cultures and languages.

Example 1: The DVD of My Place and the interactive ABC Website is a great
resource for Australian History and complemented the Australian Curriculum First
Contacts resource. It cleverly shows life from both perspectives and allowed the
students to engage on multiple levels.

My Place Website: http://www.abc.net.au/abc3/myplace/

Example 2: History time line incorporating the day Australia said 'sorry' to the
Aboriginals.

Example 2: We used the picture below to write a Poem in your pocket Students
were asked to look closely at the picture and finish the sentences starting with: I see,
I think, I wonder and I hope.

PROFESSIONAL KNOWLEDGE
Standard 2 - Know the content and how to teach it

2.5 Literacy and numeracy strategies. Know and understand literacy and numeracy
teaching strategies and their application in teaching areas.

ETL411 Teaching the curriculum Integrating Literacy Assignment:

(Can be viewed from the following link http://jacquiecoad.weebly.com/
password: cdu)
My marker's comments on the submission:
Hi Jacquie, I commend your effort on this task. Your multi-genre text designed to
communicate your understanding of literacies and its approaches within the context
of your teaching subject (Arts) came out strong. Your submission easily fulfills the
requirements of the set task and shows the potential for your response to be helpful
at least through your first year of teaching.

ETL421 Teaching the curriculum Integrating Numeracy Assignment:
(Can be viewed from the following link - http://jacquiecoad.weebly.com/
Password: cdu)
My feedback: How numerate is the assignment?
Stressing and ignoring = Strongly evident
Specialising and generalising = Strongly evident
Distinguishing and connecting = Strongly evident
Imagining and expressing = Strongly evident
Conjecturing and convincing = Strongly evident
Organising and characterising = Strongly evident

Marker's advisory comments on the submission:

Hello Jacquie, Thank you for your assignment. You have taken a unique approach to
this assignment task; a clever, multi- layered format which will catch the eye of
educational professionals. Be careful of externalising the recommendations to
decrease barriers to numeracy learning (i.e. factors, like funding, which you have
little control over - or do you?). You do introduce cautionary statements to this
effect. Improve your learning design by tapping into your students' thinking and

learning through hearing them talk through the problems on the table. Would the
students be interested in creating their own maths relays for a sister class or an
online audience?
Marker: Debbie Prescott

Example 1: Maths groups - times tables, songs, calculators, follow-me games, timer
tables, table tables instead of rote learning.

Example 2: Individual spelling journals based on words that each child spells
incorrectly.

A spelling journal is a tailored spelling program appropriate to each childs level of
ability and understanding. A spelling Venn diagram is a visual representation that
teachers can use to plan and cater for groups of similar learners.

PROFESSIONAL KNOWLEDGE
Standard 2 - Know the content and how to teach it

2.6 Information and Communication Technology (ICT) Implement teaching
strategies for using ICT to expand curriculum learning opportunities for students.

Example 1: The use of digital technology today is growing and changing the way
teachers teach, and the need to incorporate a device like an iPad is becoming
increasingly popular. Schools, as prime agencies of social development and cultural
understanding, cannot help but be influenced by the rapid developments in ICT
(Brady & Kennedy 2010, p.75). While selecting the appropriate device is important,
its the use of devices by engaged, supportive and prepared teachers within the
context of a broader pedagogical change program that is important (Keane, Lang
and Pilgrim in iPads for Learning (n.d.). iPads are easily transportable, simple to use,
and have great visual tools that assist children to learn with or without a disability.
They are becoming increasingly common in the classroom and this is putting greater
emphasis on teachers to be confident in using them for the best learning outcomes.

iPads in Education (n.d.) promote: an important aspect of the iPad in the

field of disability is that it is a mainstream generic device, not a specialist
piece of equipment. This means that people with learning difficulties can
use an everyday product which everyone else uses, thereby making its use
an inclusive activity.

Example 2: Using websites like Padlet to provide examples of the weekly spelling
rule. Link to the Padlet website:
http://padlet.com/