WESTERN SYDNEY UNIVERSITY, Professional Practice Il U ‘Secondary Program Report Preservice Teacher’ name | Shona Shama Suid” | SORG7 AD | Curicuiumfeaching area History Daies: 5119-17619 days Seheol Cabramatta High School 'N? of placement 20f2 | [ SUMMARY COMMENTS by the SUPERVISING TEACHER Conall Sharma has been a hard working and dligent pre-service teacher. During her time at Cabramatta High School, she fit in seamlessly into the faculty and developed a great rapport with the Siaffand students of the school, Sonal ook an active role inc aspects of teaching both inside and OVERALL ASSESSMENT Grade: CI satisfactory Densatistactory * Nance eco Supervising Teacher's Name Marsha Marasinghe Date: 17/6 / 1G Pre-service Teachers Signature Date: (7/6/)4 Rresanic Teaches ae tobe sssoseay the Swpenshg Teaser suai the rlovat Graduate Teacher Standards thal are applcate 2Protesond Experence Ml as ener ND —Notdomonsiod De Demonstveed; E - Exceeds expectations. Elaborate on fe oe eran ee essen Bacto n he Content secon i Sandan aa ot 'o be demonstrated please provide an ‘anaion inte eppoprite Comments secon sandals arnatron se please inset ‘NA,STANDARD 1;:KNOW STUDENTS AND HOW THEVILEARN ND [DE Focus area ‘GRADUATE TEACHERS sa etysieal. social | Demonstrate knowledge and undewand ‘Of physical, social and and intellectuel affect agg oPmER ad characterise of Stents and ow these may evelopment and affect learning. @ chracterstes of stucents 121 Understand how | Demonstrate Knowledge and understanding of research Into how students 2 students lear learn and the implications for teaching. 13.1 Stade with [cemonstas knowledge OF aching sateges tat ae mapanve WINS diverse ling eran stengths and needs of sents fom diverse ngwiete euros setae tsligious and | religious and socioeconomic backproent vs Socioeconomic backerounds TALI Strategies for Calan as road Knowledge and understanding of th Rapa SaaS oats Aboriginal and | cultural identity and linguistic ekg e ‘education of students from sours Stat Islander | Aboriginal and Torres Sat lend backgrounds, v students 13.1 Differentiate ‘eeananstate Knowicdge and undertanng of salgics Tv Gite ing Sone ametite |_| teaching to mect the specie luming ae of students across the full range specific loming needs | of abilities, eg of students across the full range of abilities TET Sirategies to Demonstrate broad konlege and undonanding of legislative requirements of madcap Paton | and teaching sategies tha suppon parte ea leaming of students cof students with with disability v disability ‘Comments tent learning tothe 1d Worked hard to maintain this throughout her in her ability to modiy her teaching strategies to Suit the language abilities of EA icieney in English Fe MUARD 2: KNOW THE CONTENT AND HOWTO TEACH ND]D ye Focus area ‘GRADUATE TEACHERS 2.1.1 Content and Traut nowledge and undaraaing of te Coneepl Sbslance aT tency emesis oF the | structure ofthe content and teaching ‘stategies of the teaching area v ‘teaching area 2.2.1 Content selection | Organise content into an ASSIS Tearning and teaching sequence. a and orgenisation 23.1 Curriculum, Se iT, sessment and reporting knowledge To espa Tearing sassessinent and sequences and lesson plans ¥ ‘reporting rapetiderstand aod | Demonstrate boad Knowedge oF understanding of and respect for Tomes ste eialand | Aboriginal and Tors Sait lander nen cultures and languages, ‘Torres Stait Islander People to promote v reconcilition between Indigenots and non Indigenous Australians 2.5.1 Litemey and Hy and understand Wray and namaacy leaching Waties GAT PO y aumemcystrategics | application in teaching wens 2E.L infomation and F implement teaching stateigs ir ‘sing ICT to expand eurrieulam learaing Communication Opportunities for students, v Technology (CT | Professional Practice i Report Supenising Teacher's signature: : -»-Pre-service Teacher's signature:Foss DARD: FLAN FOR AND IMPLEMENT ERFECTIVE TEACHING AND LEARNING ND ]D JE Focus a ‘GRADUATE TEACHERS 31 Esublish ‘et learning goals that provide achiovable challenges Tov dons OF stallenging leaming | varying abilities and corona v | goal Scone lengua Pl Ion egies aig Rawal Sule ang GGA Sa Sequence leaming effective teaching srateples. v prowrams 33.1 Use teaching Tielude orange of teaching stategies 7 states rescue a | Deonsaeknowidge ofa age of iouees Rao ICT a resources engage suadents in ther earings v 35.1 Use eta Demonsrate a range of verbal and non-verbal communicaon aSGISS > classoom Support student engagement, v communication | 346.1 Evaluate and Demonstrate broad knowledge of sualeges that can be wed ealiaie improve teaching ‘saching programs to improve student learning, v prograns oars ie cen, | Deeb bon ange of segs Tor avon parTONGST Ue carcts inthe educative educative process v process ‘Commenis ND] De ASPECT. ‘GRADUATE TEACHERS 4.1 Support student Ia Stags to suppor inclisive tuden paipatan and Sapagenew v Pattcipation in classroom activites, 42.1 Manage classroom | Demonsirate the capacity to organise classroom asivities and provide Gear Z activities slrections 43.1 Manage eee RSstats knowledge of practical approaches o manage Gallenging 7 challenging behaviour | behaviour 4.4.1 Maintain — student Peanmbe MICE: That suppor sales" welbeng and slay WorRTg safety ‘within schoo! andr system, curriculum and lepsltive requrenon v 481 Use ICT safely, | Demonstrate an understanding of the relevant issues and ie Sategics ‘sponsitly and ethically | available wo support the safe, responsible and eiiel eens in learning v and teaching fine crag BY the end of her six weeks atthe school, she was abet seve’, significantly students are affected by the for sens ne ath O24 OF their experiences tse or lunch, Sonal orden ntaning high expectations for students and always communicated these expecaions with here Professional Practice ll Report Supenising Teachers signature Preservice Teacher’ signature: