Literacy
In order to build students knowledge and scaffold their learning, I believe a well structured literacy program is vital. The Australian Curriculum states The English curriculum is built around the three interrelated strands of Language, Literature and Literacy. Teaching and learning programs should balance and integrate all three strands. Together the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will revisit and strengthen these as needed.
In my class I believe it is vital to:
In my class I believe it is vital to:
- Plan open-ended tasks to meet the learning needs of each individual needs of each student as well as allowing students to feel successful.
- Using literature and texts to cater for all learning needs and to motivate students in activities that will engage their higher order thinking.
- Catering for EAL students, which is highly promoted in our school. Explicitly teaching students to write and what to teach in the area of genre writing. I have had the experience of working alongside an EAL teacher this year and we have team taught the functional model of language. teaching clause and sentence complexities.
- Implementing structured Guided Reading into the Literacy block where students learning strategies to develop their reading skills. Guided reading allows students to read for meaning, share questions, practice their comprehension and develop fluency skills.
- Assessing students reading is vital as it is evidence of their growth and development. Reading assessments and running records help me plan a Literacy enriched program which can cater to individual needs of each students.
- I consider all students in my class and therefore plan and adapt the curriculum to suit their needs. Working in conjunction with our Inclusive Education Coordinator and ESO’s to adapt my program to suit their individual needs.
Numeracy
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Personalised Learning
The Australian Curriculum sets out the core knowledge, understanding, skills and general capabilities important for all Australian students. The Australian Curriculum makes clear what all young Australians should learn as they progress through schooling. It is the foundation for high quality teaching to meet the needs of all students ensuring all young Australians become successful learners
, confident and creative individuals and active and informed citizens
Over the past year I have incorporated the Australian Curriculum as well as Quality Teaching Practices in all my planning and teaching as a teacher at St Francis of Assisi. I believe that students work best when new experiences are meaningful and satisfying. Consequently I recognise the child’s previous experience and endeavour to find out what they already know through questioning, which helps to develop motivation and ownership of the lesson. This serves as a starting point for planning relevant learning experiences. I believe I am able to achieve this by providing a structure that is supportive of each child’s learning style. In particular I do this by:
Over the past year I have incorporated the Australian Curriculum as well as Quality Teaching Practices in all my planning and teaching as a teacher at St Francis of Assisi. I believe that students work best when new experiences are meaningful and satisfying. Consequently I recognise the child’s previous experience and endeavour to find out what they already know through questioning, which helps to develop motivation and ownership of the lesson. This serves as a starting point for planning relevant learning experiences. I believe I am able to achieve this by providing a structure that is supportive of each child’s learning style. In particular I do this by:
- Using all available resources, both material (books, equipment, ICT, environment) and people (parents, community members)
- Providing open tasks which allows the child to start from their own point of need.
- Clarify the goals of the learning activity so that the students have a clear understanding of the purpose.
- Allowing the children to record their findings in a way that continues and extends their learning
- Using assessment, evaluation and reporting strategies that enhance the learning activity for further goal setting
- Involving the students in determining criteria to be assessed
- By providing a variety of working situations (e.g individuals, pairs, small group, whole class, cross age/peer tutoring).
- Providing students with opportunities for substantive conversation with their teacher and peers and allowing them to share and reflect on their work.
Australian Curriculum
The Australian Curriculum sets out the core knowledge, understanding, skills and general capabilities important for all Australian students. It makes clear what all young Australians should learn as they progress through schooling. It is the foundation for high quality teaching to meet the needs of all students ensuring all young Australians become successful learners, confident and creative individuals and active and informed citizens. In my career to date I have:
- Used ACARA to successfully plan and implement the four main curriculum areas of Literacy, Numeracy, Science and History to my Year 3 class (2012) and Year 1 class (2014) as well as, the newly introduced Geography Curriculum to my Year 5 class (2013).
- Been involved in Professional Development days at St Francis of Assisi Newton, which has bettered my understanding and implementation of the ACARA Framework in a school setting.
- Have used ACARA for assessment to assist me in using evidence of student learning to assess student achievement against goals and standards.
- I will continue to use the Australian Curriculum to plan valuable and meaningful learning experiences in what will eventually be all areas of the curriculum. I will use it to identify what students should be taught through the specification of curriculum content and the learning expected at points in their schooling through the specification of achievement standards.