Activity 1:

AITSL results indicated that I had a strong knowledge of the 3 core areas. Being involved in
schools for a longer period of time than most would prove to be beneficial as I am aware of
what is expected within the classroom, especially when presented with learning difficulties,
behaviour management and innovative use of technology and planning for inclusivity.
Through countless conversations with my mentor, they have also shown their faith in me
and can see I have a strong knowledge and willingness to improve in all areas still.

Activity 2:
School’s priorities include a heavy focus on literacy and mathematics. This is evident
through the daily routine consisting of these until the lunch period each day.
Special programs offered by the school include special classrooms for certain year levels due
to the high number of students with required support. Additionally, ‘mini literature’ is
offered by SSO’s. Speech pathologists and Occupational Therapists also work in conjunction
with the school in order to help specific children. Lastly SSO’s themselves are allocated to
classrooms at specific learning times also for individual students in addition to classroom
support in a more general term. These are the special programs/supports I am aware of at
this point.
The school and teacher offer support for learner diversity via ‘school card’ offering financial
support to caregivers. Furthermore, free programs provided by the school both educational
and extra curricula. Inclusive education is a sub focus also incorporating Aboriginal and
Torres Strait Islander content within the classroom.
I am familiar with the processes of schooling practice both professional demeanour as well
as assessment, reporting and child protection. Whenever I am unsure I am not hesitant to
ask. But as previously mentioned being an SSO myself as allowed me to learn these policies
and practices prior to practicum.
The ratio for my classroom is more girls than boys (12 girls 7 boys) and have behavioural
tendencies that may disrupt learning such as calling out and easy loss of focus which I have
targeted during my teaching.
Some students suffer from low intellectual ability and require constant encouragement and
one to one learning to feel comfortable during learning. Others include lack of social skills by
choosing not to talk in the classroom but has been more open with consistent opportunities
to speak to the teacher, students and during class discussion.
The students have developed a great sense of community in the classroom where everyone
tries their best without judgement and is supported by all classmates. There is no friendship
groups or any divides within the class and its students what so ever.
Through observation of work during lessons and observing pieces of assessment I can see
that data shows they are below for their age level apart from 2 students, so it will be
important for me to tailor my lessons to the younger audience with achievable goals and
appropriate activities.
Key learning areas I will be focusing on will be mathematics, literacy and behaviour
management that will interlink with those topics and my research investigation.

Activity 3:
HASS UNIT PLAN OUTLINE TEMPLATE
 Complete this template using dot points only and briefly stated
Submit it with your essay as one WORD document

Refer to version 8.3 Australian Curriculum

Sub strand: Geography Length: 4 weeks

(Environment)
Year level: 1/2 Concept focus
Year level theme – In this unit the  Environment (Places, features, country, rural,
students will be exploring the landscapes beaches)
and common features of local
environments. Learning more about our  Literacy (Recount, Information report)
inner community and the world around us,
with a tie into literacy goals.

Knowledge and Understanding Inquiry and Skills Content Descriptions covered

Content Descriptions covered
(ACHGS008)
(AHGK005) (ACHGS007)
(ACELY1661) (ACHGS009)
(ACELA1447) (ACHGS009)
(ACELY1660)

Knowledge and Understanding Inquiry and Skills Achievement Standards

Achievement Standards aspects assessed
aspects assessed  Analysing and evaluating (Literacy)
 Geographical knowledge (ACELY1660)
(AHGK005)  Geographical Inquiry and skills (ACHG008)
 Text structure and (ACHGS007) (ACHGS009)
organisation (Language)
(ACELA1447)
 Creating texts
(ACELY1661)
(ACELY1660)

Brief description of the unit’s
purpose
By the end of Year 2, students
identify the features that define
places and recognise that places
can be described at different scales.
Key Inquiry questions to guide unit thinking
 What does my place tell me about the past and
present?
 How are people connected to their place and
other places, past or present?
Students recognise that the world  How has technology affected daily life over time
can be divided into major and the connections between people in different
geographical divisions. They places?
describe how people in different
places are connected to each other
and identify factors that influence
these connections. They explain
why places are important to people,
recognising that places have
meaning (ACARA, 2018).

Students pose questions about

familiar and unfamiliar places and
answer them by locating information
from observations and from sources
provided. They represent data and
the location of places and their
features in tables, plans and on
labelled maps. They interpret
geographical information to draw
conclusions. Students present
findings in a range of texts and use
simple geographical terms to
describe the direction and location
of places. They suggest action in
response to the findings of their
inquiry (ACARA, 2018)

Opportunities to incorporate Opportunities to incorporate General Capabilities

Cross Curriculum priorities
Literacy – Recount writing occurs during
lesson 2 where students write a
description of a place they have been or
seen and the distinct features of such.
 Literacy (lesson 2 and 4 in writing and creating texts)
 Critical and creative thinking (Used in observation of
various scenes covered and the aspects that are
included in such i.e. Beach – sand/shells/water)

Design and Technology – Drawing and

creating a postcard in lesson 3
Lesson 4 would obtain an information
report on where the students live with
geographical concepts learnt to assist in
the production of the task.
Learning activities/experiences Assessment tasks
  Natural vs man-made Formative
image chart activity  Recount
identifying structures either  Identification / contrasting skills
naturally formed or man-
made, students progress
to identify examples within
the school and classroom
 Identify features of country Summative
and rural landscapes  Information report
 City living and the pros and
cons (List)
 Create a postcard with a
note for a friend
 Activity worksheets

ICT resources available Learning resources available

 Powerpoint presentation/s
 Interactive Whiteboard
 Google images and
general computer
accessibility
 Postcard template
 Recount assessment rubric
 Information report rubric
 Activity Worksheets

Lesson outline for the 4 week Based on 2@90 minute periods per week
unit
.

Week 1 Week 2
Session 1 Session 1

 Places and features

  Observe classroom  Continue recount on a place special they have
objects, students pick and visited or have seen, describing features (2-4
theorise as to where they sentences)
came from  Encourage editing with more detail – can add
 Natural vs mad-made a picture
objects and places
 Brainstorm
 Worksheet identifying and
listing

Session 2

Session 2  Brainstorm country and rural landscapes

 Incorporate a yes/no/maybe table for
 Introduction to recount and discussion points
the rubric  Observe various pictures of a variety of
 Revise previous learning of landscapes for students to identify, natural vs
recounts and spend time man-made
going through forgotten or  Country landscape worksheet
unsure components
 Begin recount on a place
special they have visited or
have seen, describing
features (include at least
one natural or man-made
feature of chosen place)
 Extension – add further
detail and a picture
 Differentiation – fill in the
blank script and copy into
book

Week 3 Week 4

Session 1 Session 1

 City living, brainstorming  Continue you with postcard if needed

pros and cons of such
 Observe pictures
identifying natural vs man-
made
 Observation of coast and
beaches asking students
to imagine being at the
location or remembering a
time they were
 Information report of ‘Where I Live’
 Show rubric and template
 Brainstorm location, features, landscape,
advantages / disadvantages, natural and
man-made things around their home
 Create information report
  Specific features
(looks,sound,smell,feel,tas
te) and favourite things Session 2
 Introduce postcard
template  Finish information report
 Explain they will create a
postcard to give to a friend
acting as if they are at the
location

Session 2

 Students complete
postcard
 Detailed drawing and
written message

Potential HASS sub strand Potential other learning area connections

connections  Literacy
 English
 Geography  Design and Technology
 Environment
 Sustainability
 Place

Topic background resources Pedagogical resources to support the teaching of

(for teacher use only) to support
teaching learning for the unit
 ACARA
 SCOOTLE
 Differentiation Topic
Assessments
 Pedagogical strategies
the unit
 https://www.youtube.com/watch?v=UCFg9bc
W7k
 Elen, J., Clarebout, G., Léonard, R., & Lowyck, J.
(2007). Student-centred and teacher-centred
learning environments: what students
think. Teaching in Higher Education, 12(1), 105-
117.
  Mentor advice

Assessment rubric for the unit (attach a brief rubric based on the assessed
Achievement Standards identified above)
Appendix 1: Postcard
Appendix 2: Worksheet

Appendix 3: Worksheet
Appendix 4: Worksheet
Appendix 5: Template