Note the focus area and Note the type of Describe the artefact / document and Describe how
Describe how the artefact / document
standard descriptor/s the
artefact / document reflects
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.
2.2
Content selection and
organisation
Organise content into an
effective learning and
teaching sequence.
2.3
Curriculum, assessment
and reporting
artefact / indicate the possible impact or result meet the standard descriptors you have identified.
document on teaching and/ or student learning
This artefact is a This lesson plan was developed and I extensively researched the content area prior to
lesson plan that delivered as part of a unit of work planning this lesson, to ensure my own knowledge was at
was developed about data during my final practicum. I standard. This involved my further research of categorical
and delivered consulted my mentor teacher prior to and numerical data and consulting of relevant curriculum
during part one of developing the unit of work, to documents (APST: 2.1). Numerous teaching strategies
my final practicum. determine students individual learning were embedded in this lesson plan to cater for auditory,
The lesson focus needs and their possible prior visual and kinaesthetic learners. Such strategies included
was categorical knowledge about the subject area. I written and verbalised instructions and definitions of key
and numerical then considered this knowledge when concepts, the use of ICTs, class discussions, group work,
data. planning and implementing the unit of written tasks, direct questioning and opportunities to
work to ensure my teaching practice move around the classroom (APST: 2.1).
was responsive to students needs.
My mentor teacher wrote:
Prior to this lesson, students had been Loved the way you got students to pose questions and
introduced to the definition of data, define the question as categorical or numerical. Wrote the
who uses data and why, the various definition on the board good for visual learners (M. Bailey,
ways data can be collected, different personal communication, February 8, 2017).
graphs, and categorical and numerical
data. Students prior knowledge was I developed this lesson in alignment with the OGER
revised and built upon during the framework to effectively organise the content and scaffold
lesson to ensure a seamless transition students learning (APST: 2.2). I considered students
Use curriculum, assessment to new knowledge. Additionally, I prior knowledge when developing and delivering this
and reporting knowledge to utilised the OGER framework lesson to ensure a seamless transition between prior and
design learning sequences (orientation, guided discovery, new knowledge (APST: 2.2). Additionally, learning
and lesson plans. exploration and reflection) to intentions were clearly explained so that all students were
effectively sequence the lesson aware of the lessons success criteria.
content. This framework aligns closely
with the gradual release of My mentor teacher wrote:
responsibility model and is useful in Lesson plan was comprehensive. Revised previous
bridging the gap between students lesson and concepts checked for understanding (M.
prior knowledge and new Bailey, personal communication, February 8, 2017).
understandings (Fellowes & Oakley,
2010). I used the information gleaned from curriculum
documents to inform the planning of this lesson (APST:
Creating and delivering this lesson 2.3). Furthermore, I had identified via previous formative
further developed my ability as a pre- assessment that most students had not grasped the
service teacher to organise content difference between categorical and numerical data. I
into authentic and engaging learning therefore focused on categorical and numerical data for
experiences for students. This this lesson to ensure both concepts were easily
involved using my knowledge of the understood.
curriculum, students prior
assessment results and students My mentor teacher wrote:
individual needs to inform my teaching Thought of possible formative assessment. Understood
practice. the descriptor and translated that to students (M. Bailey,
personal communication, February 8, 2017).
 References

Fellowes, J., & Oakley, G. (2010). Language, literacy and early childhood education. South Melbourne, Australia: Oxford University Press.