Luke Ranieri 17698506 Tpa Report 2019

WSU Teaching Performance Assessment Masters Teach Secondary
Luke Ranieri
17698506
WSU Teaching Performance Assessment Masters Teach Secondary 1

Case Study Report
Name: Luke Ranieri Student Number:17698506
Content
 Situational Analysis
 Professional Goals
Name of school: Cranebrook High School  Case Study Report
 Overview of Participants
Address of school: Hosking St, Cranebrook NSW 2749  Key Classroom Event 1
 Lesson Plan 1
 Pre-lesson Discussion Form 1
 Evaluated Lesson Plan 1
Phone number: (02) 4729 077  Lesson 1 Observation Feedback
Professional  Post Lesson Discussion Form 1
 Key Classroom Event 2
Experience Placement School Principal: Mr Craig Dunne
 Lesson Plan 2
 Pre-lesson Discussion Form 2
 Evaluated Lesson Plan 2
Mentor Teacher/s:  Lesson 2 Observation Feedback
 Post Lesson Discussion Form 2
Mrs Dani Saxon (TAS Head Teacher, Main Mentor)  Key Classroom Event 3
 Lesson Plan 3
Mr Simon Wakeling  Pre-lesson Discussion Form 3
Mr Grant Robertson  Evaluated Lesson Plan 3
Mrs Alexina Blunt  Lesson 3 Observation Feedback
 Post Lesson Discussion Form 3
URL: https://cranebrook-h.schools.nsw.gov.au/  Summary of Impact
 Supporting Appendices
 Caregivers’ consent forms
 Appendix 2 [optional; provide title]
 Appendix 3 [ optional; provide title]

Situational Analysis What does this information mean?
Community: Cranebrook is a suburb in the Outer Western Sydney district of Penrith City The diverse community of Cranebrook is mirrored in the classroom.
Council, located 7 kilometres from Penrith CBD. Cranebrook has a population of 14,721 Diverse knowledge and skills mean not only that the resources need to
residents, with 33% of the population under the age of 19 years old. 52% of the population is be inclusive and reflective of students’ capabilities, but teaching
female and 48% are male. Cranebrook consists of 4,325 families, with the average family in should incorporate students’ prior knowledge. With Aboriginal and
this suburb having 2 children. On average, each home has 2 cars, and a weekly average Torres Strait Islander students in class, it is more important than ever
income of $1,874. Of the population of all adults in Cranebrook, 30% have completed tertiary to include the ACARA cross-curricular priorities of connections to
education, with 65% of the population working full-time and 25% working part-time. In Aboriginal and Torres Strait Islander history and culture, and use the
Cranebrook, 79.5% of people were born in Australia. The most common countries of birth were Eight Ways of Learning Framework for inclusion and differentiation in
England 3.4%, New Zealand 1.7%, Philippines 0.8%, India 0.7% and Scotland 0.6%. Aboriginal learning styles.
and/or Torres Strait Islander people make up 5.2% of the population of Cranebrook.
School: Cranebrook High School is a Comprehensive 7 to 12 Western Sydney High School. The Cranebrook High School and the PBL principles should be incorporated
school has a PBL system in place, called “Do Now” activities. The students work on a “Do Now” into my classroom management techniques, with a reminder each
activity as soon as they come in the classroom, aiming to give students a sense of routine that morning or at the start of a new session, of the need for respectful,
sets the tone for the class. They will know that they are expected to come in, work, and stay on responsible, safe behaviour, especially within practical work rooms.
task. They will know that what they work on first thing will be something at which they can Reminders of expected behaviour and safety procedures should be
likely be successful because it will build upon things they have already learned. This activity is used, and a routine established. I need to familiarise myself with the
aimed at getting students ready for classwork as soon as they enter the classroom. The school school policies regarding managing challenging behaviours to provide
operates daily with periods being an hour long each, 5 periods in total, recesses being 17 appropriate support when dealing with those situations. I plan to use
minutes long each, and lunch being 34 minutes long. The sequence of the day operates as positive behavior management by acknowledging good work and
follows; roll call, period 1, period 2, recess 1, period 3, lunch, period 4, recess 2, period 5, behaviour verbally, strategies such class huddles to refocus the class
school ends at 2:48pm, and on Thursdays, periods 4 and 5 are replaced with sport. and manage behaviour and incorporate new and revised knowledge
into the lesson.
Class MT2 is a year 8 Tech Mandatory class, with 22 students. 3 students are identified as Class MT2 will involve students at similar skill levels working in groups
having learning difficulties. A quarter of the class is working at an above level, half of the class at self-designated tables, helping each other out, and allowing teacher
is working at expected level, and a quarter is working towards the expected level of their to manage tasks and behaviours.
grade. Class IM9X will involve students at similar skill levels working in
Class IM9X is a year 9 Metal class, with 22 students. 5 students are identified as having groups at self-designated tables and teacher designated areas
learning difficulties. A quarter of the class is working at an above level, a quarter of the class is (benches, welding bays and lathe room), helping each other out, and
working at expected level, and half is working towards the expected level of their grade. allowing teacher to manage tasks and behaviours.
Class IWOX is a year 10 Timber class, with 21 students. 8 students are identified as having Class IWOX will involve students at similar skill levels working in
learning difficulties. A quarter of the class is working at an above level, a quarter of the class is groups at self-designated tables and teacher designated areas
working at expected level, and half is working towards the expected level of their grade. (benches and lathe room), helping each other out, and allowing
teacher to manage tasks and behaviours.
Professional Goals
Goal 1 Ongoing evaluation and reflection
Differentiate teaching to meet the specific learning needs of students across the full range of
abilities Date:25/9/19
I had a student who had not used the wood lathe before in my year 10
Strategies: class, so we spent 20 minutes of the lesson on a one-on-one skill
- Planning lessons to involve all students within the lesson work. building session in learning how to operate the lathe properly and
- Group students with varying abilities in order to get the to help one (ability groups). safely and started on his job. The student by the end of the lesson had
- Use observations and discussion to develop an understanding of students’ abilities across the start of his column rounded to where it needs to be, only a
the lessons and develop ongoing support methods to aid in student ongoing development. millimetre in difference to the required specifications.
Date:27/9/19
Within my year 9 class, I asked a student who had nearly completed
their hammer, took their class time to help 2 other students in the class
get familiar with metal lathe safety and operation. The managed to
work together to learn the skills and knowledge to start the hammer
project. By the end of the lesson, those students had applied their
knowledge and skill learnt that lesson and had practiced on a scrap
piece of metal on the lathe. The students felt comfortable in starting the
hammer project next lesson with some guidance from the teacher of
from the student who helped them.
Date: 21/10/19
I got the students in my Year 8 class to work in groups of varying
abilities in progressing with their wooden stools. Students helped one
another complete the marking and cutting out of the legs. The 2
students in the group who had finished cutting out one leg, helped the
other two who had not been in class this term, mark out and start
cutting their legs. All student at that bench by the end of the lesson had
at least one leg fully cut out to the right measurements and quality
standard expected.

Develop content and teaching strategies of the teaching area.
Date: 23/9/19
Strategies: For the year 10 wood work, they had no templates or measurement
- Use past lesson resources and improve upon what has been done in order to improve present to go off of when lathing the column piece. A3 dimensional
student knowledge, skill and understanding of topic area. drawings were produced, laminated and stuck in front of the lather to
- Develop new content and resources to further aid in student development. aid students in fabricating the columns, with the aid of some vernier
- Develop resources and teaching strategies to support students in project work and beyond calipers.
the placement period.
Date:14/10/19
For my year 10 wood class, I took their old, worn out templates for the
leg pieces and created more new one, so that more than 4 students
can work on the same part at the same time, and the new templates
were lacquered for durability, allowing long term use, and a master
template was given to the faculty made from mental to keep for future
fabrication of more legs.
Date: 15/10/19
The year 8 class was shown the new stool leg templates, and multiples
were supplied, with a master made form metal given to the TAS
department for future fabrication ease. The student will use these to
start marking out their legs in the next practical class.
Date: 16/10/19
For the year 10 class, the jig that was used to route the leg slots in the
column was missing (for over a year), and students were practicing this
technique on scrap but found it very difficult to get a straight routed
slot. I developed an adjustable, durable routing jig for the student to aid
them in this task and make a hard job much easier and more
achievable in one lesson.
Date: 18/10/19
Year 10 Students were introduced to the column template for the lathe
and demonstrated the use and safety of the template for recreating the
column piece of the projects.
Date:1/11/19
The routing jig for the year 10 class works, and 3 students in one
lesson had already completed the routing on their columns and had
glued their legs to the central piece. The students are on their way to
completing their projects on time, and maybe a bit ahead of schedule.
Curriculum, assessment and reporting Date: 13/9/19
Developed a simple project for my year 8 class today that will keep the
Strategies: fast progressors busy until the end of term. The projects are made of
- Design and implement learning and teaching programs using knowledge of curriculum, sheet metal, and one is an elephant book end, the other is a door towel
assessment and reporting requirements. holder. Full templates, guides and step by step instruction were
- Support colleagues to plan and implement learning and teaching programs using develop and ready for implementation.
contemporary knowledge and understanding of curriculum, assessment and reporting
requirements Date: 16/9/19
- Lead colleagues to develop learning and teaching programs using comprehensive Student had their first lesson starting the elephant and the towel
knowledge of curriculum, assessment and reporting requirements. hanger. Students were excited in the cleverness of the projects and the
usefulness the project had for their daily lives. They though the
projects were cute and fun to do.
Date:14/10/19

My year 10 class has behaved dangerously and poorly today, it being
the first day back of term, and as such next lesson is going to be a
theory lesson on safety, project numeracy, and literacy. I developed a
booklet that has enough content for students to do for two lessons, and
tests student knowledge of wood work, safety, numeracy and literacy.
Date: 14/10/19
Developed a student test with Mr Simon Wakeling for the year 8 class
to take in the next lesson. The test will assess students wood working
knowledge, hand tool knowledge, drawing skills and rule reading skills
for measuring.
Date: 18/10/19
The revised theory booklet was finalised and proofed by the TAS
faculty and is now part of the theory content for future classes.

Literacy and numeracy strategies Date:17/9/19
Today I had my first lesson with my year 9 metal class, and they
Strategies: started the lesson off with a ‘Do Now’ Booklet, testing their literacy and
- Know and understand literacy and numeracy teaching strategies and their application in numeracy skills. I noticed students using the calculator app on their
teaching areas. phones for simple maths. I stopped the class, and we went through a
- Apply knowledge and understanding of effective teaching strategies to support students’ task on the whiteboard in 5 minutes, and I offered different ways to
literacy and numeracy achievement. calculate the volume of a cube cut through the middle diagonally.
- Support colleagues to implement effective teaching strategies to improve students’ literacy
and numeracy achievement. Date: 15/10/19
My year 10 class has behaved dangerously and poorly yesterday, it
being the first day back of term, and as such this lesson is going to be
a theory lesson on safety, project numeracy, and literacy. I developed
a booklet that has enough content for students to do for two lessons,
and tests student knowledge of wood work, safety, numeracy and
literacy. The students did not get much done, but we ended up after 20
minutes, working through problems together in small groups and then
as a class on the whiteboard in the last 15 minutes of the lesson.
Date: 16/10/19
After the year 10 theory lesson yesterday, I reviewed the booklets I
created, and got some feedback form the students and my mentors. I
adjusted the booklets further as to accommodate for some areas that
were in the booklet which students had not be shown or taught.
Date: 17/10/19
Today I spent the year 10 lesson in the theory room, and I introduced
to them the parts of the theory booklet that they did not learn yet. We
went through interpreting engineering drawing and using simple

mathematics to deduce the exact measurement of missing details. We
also covered the conversion of small and big numbers for millimetres,
centimetre and meters, and how to convert them from one another.
Date:18/10/19
Spent time with Mr Grant Robertson and Mr Simon Wakeling to
develop some more ‘Do Now’ booklets for the assortment of TAS
classes. With different levels of learning and difficulty for different years
and different class capabilities.
Date:22/10/19
The new ‘Do Now’ booklets were used in a couple of classes today for
the fast learners who had finished their last booklets. The students
found the new ones to be very similar but with some challenging
questions that had simple solutions.

Case Study Report
Overview of Case Study Participants
Student 1 – Emergent
Student A is 14 years old, in year 8 and has attended Cranebrook High School since year 7. They are Australian, and
speaks fluent English. They live with both of their parents and an older sister and younger brother. They are
interested in video gaming, card games and reading science fiction. They always like to talk about their favourite sci-fi
shows and movies, as well as video games. Student A likes to work with others, and has a lightly extravert
personality, and maintains good relationships with their peers. They have many friends in the school, but only a
couple in the class, and enjoys working consistently with their friends on the same table, helping one another out.
They will always contribute in class discussions, and be sure of their answers, and will also venture on with
predictions when an incorrect answer is given. Student A has a good sense of humour, and uses it lightly when
completing class work. Through the ‘Do Now’ work sheets, Student A has shown they have a good grasp of their
times tables and numerical skills, and a good level in reading skills. Student A can use all the hand tools with minimal
guidance, and is on an emerging level of skill with the tools. As with most of the students, Student A just needs to
slow down when using the wood hand tools, and take their time when cutting along a line.
Student 2 – Working at expected Level Towards Advanced

Student B is 15 years old, in year 9 and has attended Cranebrook High School since year 7. They are Australian-New
Zealand, and speaks fluent English. They live with both of their parents and 2 older sisters and 2 older brothers. They
are interested in video games, cars and movies. Student B likes to help others, and has a slight introvert personality,
and maintains good relationships with their peers. They have many friends in the school, with several in the class,
and enjoys working mostly alone, getting the work done and enjoying the class work. They will sometimes contribute
in class discussions, and be sure of their answers. Student B has a light sense of humour, and uses it sparingly when
completing class work. Through the ‘Do Now’ work sheets, Student B has shown they have an exceptional grasp of
their times tables and numerical skills, and a high level in reading skills. Student B is capable of using all hand tools,
and most machinery no guidance, and is developing an advanced level of knowledge and skills. Unlike most of the
class, Student B is a hard-working student, and does not draw attention to themselves, and has not had a single
instance of a behavioural issue event. Student B however is found sometimes day dreaming, but gets back on task
quite quickly, without external influence.
Student 3 - Advanced
Student C is 16 years old, in year 10 and has attended Cranebrook High School since year 7. They are Australian,
and speaks fluent English. They live with both parents and have no siblings. They are interested in cars, movies, and
especially shoes. They always like to talk about their cars and shoes during the lesson, and likes to joke around.
Student C likes to work with others, and has a lightly extravert personality, and maintains good relationships with their
peers. They have many friends in the school, with most of the class being close friends and enjoys working
consistently with them, but this can sometimes distract them from the class work at hand. They will always contribute
in class discussions, and be mostly sure of their answers, but will not venture on with predictions when an incorrect
answer is given. Student C has a good sense of humour, and uses it lightly when completing class work. Through the
a few theory lessons and work sheets, Student C has shown they have poor grasp of their times tables and numerical
skills but a good level in reading skills. As a result, student C will have to be supported with practical job work sheets,
assisting them in their work. Student C can use all the hand tools with minimal guidance, and is on an emerging level
of skill with the machine tools. As with most of the students, Student C just needs to slow down when using the tools
and have to be verbally reminded to get back on task when distractions occur.

Learning Area: Technology Mandatory Class /Stage: Mentor Teacher Signature:
Year 8 DTA2 Stage 4
Topic: Wooden Stool Date and Time: 16/10/19 1:48pm-2:48pm

Curriculum Outcomes: IND4-1, IND4-2, IND4-3, IND4-4, IND4-5, IND4-6, IND4-7
Content: Select appropriate materials in the production of a design solution, e.g. metals, polymers, textiles, timber.
Select tools and equipment appropriate for a design solution DT Life Skills Technology Mandatory Years 7–8. Explore a
range of techniques that can be used in the production of a design solution, e.g. measure, cut, shape, join, finish.
Learning Students will be able to mark out from a template, the general shape of the stool legs, and cut out
Intention the legs using a tenon saw and wooden bench vice. Students will use their knowledge of marking
out and tool use to complete this objective.
Success Criteria I will know if my intended learning outcomes are achieved when students mark out appropriately
the stool shape and start producing two identical legs from wood. Students work pieces will be
evidence of these achievements and the students’ individual progression.
Differentiation Demonstrations will be conducted to remind students on how to mark out and cut the legs.
Students which find this level of work difficult will be paired on benches with other students at
different levels of skill and knowledge for guidance (ability groups). Teacher will go around
monitoring students’ progression and offer assistance when needed. Fast finishers will be given the
task of helping their fellow peers with their projects.
Classroom The classroom will be setup with the appropriately sized timber ready for students, ‘Do Now’
organisation booklets will be in a stack on teacher’s bench ready for students. Students will be work on
benches, with maximum of 4 students each.
Stage of Lesson Engagement/ Introduction: Students will start by completing an activity in their ‘Do Now’
booklets, and get them signed off by teacher once completed. Reminder of safety and behaviour
expectations will be made explicit. Students are offered time to ask any questions.
Learning experiences: At the start of class, teacher will have a huddle and demonstration of what
is the project, how it will be started and what we are looking to achieve by the end of the lesson. A
reminder of the hand tools and their uses and correct operation will be demonstrated to students.
A finished project will be shown as a guide, and templates will be introduced and demonstrated.
Students are offered time to ask any questions.
Closure: Five minutes before the end of the lesson, students will pack up all tools and make sure
they are put away correctly and safely. Benches are cleaned of all debris and jobs. Students are to
make sure all their job pieces have their names on them. Jobs to be put away into class job
cabinet. Students to sweep floor and leave the classroom in the same state they entered it in.
Resources Wood Work Room 2, ‘Do Now’ booklets, Lengths of pine 150mm wide by 19mm thick, Hand tool
cabinet, Stool leg templates, pencils, benches, and bench hooks.
Check that lights and fans are on before lesson starts, student bag cabinet is open and lock is
closed on side.
Questions “What is a job template?”

“What tools would we need to create the leg?”
“What steps would we need to take to achieve two identical legs?”
“What safety steps and behaviour must we ensure are present when completing this project?”
Reflection I will ask students what they liked about starting the project, what parts they found hard, how can I
make it easier, and discuss possible solutions and future aids.
Assessment The students project; at this stage will involve two identical wooden stool legs.
Evaluation The huddle and demonstrations worked well. I would demonstrate the common problems or
mistakes the students may encounter in the next lesson, as common errors did occur during the
lesson. I need to follow up on a two students who were rushing their cuts, and made some
mistakes that will require them to start again. I will prepare some new project pieces for them for
next lesson. I can use the students’ projects for demonstrations next lesson.

Pre-lesson Discussion 1 – Year 8 Wood
Teacher Education Student: Luke Ranieri
Completed by Teacher Education Mentor Teacher/ Observer: Dani Saxon
Student and Mentor Teacher Date: 16/10/19
Discussion Standard
Class MT2 is a year 8 Tech Mandatory class, with 22 students. 3 students are identified Know your students and
as having learning difficulties. A quarter of the class is working at an above level, half of how they learn
the class is working at expected level, and a quarter is working towards the expected level
of their grade.
What is the content or curriculum area you intend to cover? Know the content and
how to teach it
The curriculum area of this lesson is Technology Mandatory, specifically Timber.
Students will be introduced to the wood stool.
Students will use templates to trace out two stool legs.
Students will cut out stool legs using tenon saw.
What is the lesson outcome or learning intention for this lesson? Plan for an implement
effective teaching and
The learning intention is for students to apply their developed wood working knowledge in learning
producing two identical wooden stool legs.
IND4-1 identifies and applies fundamental WHS principles when working with tools,
materials and machines.
IND4-2 applies a design process in the modification of projects.
IND4-3 identifies and uses a range of hand and machine tools to produce quality practical
projects.
IND4-4 selects and uses a range of relevant materials for specific purposes.
IND4-5 selects and uses communication techniques when designing, making and
evaluating projects and ideas.
IND4-6 participates in collaborative work practices in the learning environment.
IND4-7 applies skills, processes and materials to a variety of contexts and projects
What classroom routines will you use to encourage engagement and manage Create and maintain a
behaviour? supportive and safe
learning environment
Students will lock bags away at the start of the lesson, with their mobiles, into the bag
cabinet, which will be locked till the end of the lesson.
Students will complete a “Do Now’ task in their booklets at the start of the lesson to get
them settled and prepared for the work ahead.
Students will be reminded verbally of the safety and behavioural expectation the teacher
requires upon entry into the wood work room.
How will you differentiate the learning to meet the needs of the three focus students Know your students and
(case study participants)? How will you connect the learning for students? how they learn
I will do demonstrations with their projects in order to make the information and
expectations directly related to them. I will provide verbal feedback and guidance
throughout the lesson. Any errors that occur will be attended too, and a mutual correction
will be negotiated and acted upon.
Describe the teaching strategies you intend to use to share new information and Plan for an implement
give students the opportunity to demonstrate understanding (e.g. ALARM, group effective teaching and
work, project-based learning, etc.) learning
Group work at benches with students helping and guiding one another. Huddles and
demonstrations will be used to show tool use, expectations, correct procedures and
introductions to new information and knowledge. Templates will be used to help guide

students work and be a guide to how their projects are going after each set, including a
fully finished project to set their eyes on completing.
How will you ensure review of learning occurs? Assess, provide

feedback and report on
I will walk around the room, observing students’ progression, behaviour and safety student learning
implementation. I will ask students questions on the tasks, and discuss the particular steps
they are undertaking. At the end of the lesson I will go around and inspect how the
students progressed during the lesson, and will have a final class question and answer
time for anything that needs to be stated.
Adapted from Cambridge Park HS

Lesson 1 Observation Feedback – Year 8 Wood
Agreed focus area(s)

• Students use appropriate tools.
Mentor Teacher / Observer: Dani Saxon
• Students use tools and equipment safely.
Date: 16/10/19
• Demonstrate the steps in achieving their project.
What did the Teacher Education Student say/do? What did the students say/do? Evidence
Evidence
• Appropriate entering of classroom and settling expectations • Students entered the room appropriately.
to students. • Students completed their ‘Do Now’ task in booklets.
• Achieved a settled classroom when students completed ‘Do • Students settled well into the work ahead.
Now’ booklets. • Students were involved with huddle and demonstrations and
• Good use of a huddle to gather students and their attention. verbally answered questions well.
• Great use of a completed project as an introduction to the • Students behaviour overall was appropriate.
Wooden stool project for students to complete. • Students exit of classroom at end was smooth.
• Appropriate demonstration of tools that will be used and the
safety required.
• Good use of open-ended question in checking students’
attention and testing for retainment of knowledge.
• Great implementation of templates for students to use, and a
good quantity of them for reducing congestion.
• Managed a student’s misbehaviour appropriately, and went
over what, how, why it needs to be different.
• Appropriate timing of packing up the classroom.
• Managed students exiting of the classroom smoothly.

Post Lesson Discussion 1 – Year 8 Wood
Mentor Teacher Signature:
Completed by Teacher Education Student Date: 16/10/19
Piece of Evidence Connections Next Steps and Suggested Strategies

(Graduate Teaching Standards; Best Practice; Research Based Methodologies)
Lesson Plan The ‘Do Now’ activities at the start of the lessons works well in settling the students down Students will remind to slow down
and getting them ready for the class work. when making cuts along lines and
Work Samples: Noticing students are preferring to do a wood project rather then a metal project, as some that appropriate setup of a tool is
Students Wooden Stool have made this verbal information aware to me. equally important to the use of
Legs The huddles and demonstrations are working well to teach students new skills and one.
knowledge and test developed skills and knowledge.
Observation Feedback Making more than one template was a good way to reduce students not doing work when Demonstrate to students next
waiting for a template to be free. lesson common mistakes being
Students do seem to find this project interesting and having a finished project present witnessed, and possible solutions
during class was helpful. and methods to be used.
Having a lockable student job cabinet will provide student assurance that their projects
will not get damaged.
Lesson activities implemented can be linked to standards 2.1 and 2.2.

Year 8 DTA2 Stage 4
Topic: Wooden Stool Date and Time: 24/10/19 9:40am-10:40am

Intention the legs using a tenon saw, wood plane, sand paper and wooden bench vice. Students will use
their knowledge of marking out and tool use to complete this objective.
Differentiation Demonstrations will be conducted to remind students on how to mark out and cut the legs.
Students which find this level of work difficult will be paired on benches with other students at
progress was made last lesson, and what will be expected of the students this lesson. Demonstrate
the wooden plane tool, and the appropriate use and storage of this tool. A reminder of the hand
tools and their uses and correct operation will be demonstrated to students. A finished project will
be shown as a guide, and templates will be demonstrated again, along with some examples of
mistakes made last lessons, and solutions to them. Students are offered time to ask any questions.
Resources Wood Work Room 2, ‘Do Now’ booklets, Students jobs, Lengths of pine 150mm wide by 19mm
thick, Hand tool cabinet, Stool leg templates, pencils, benches, and bench hooks.
closed on side.
Questions “What is a wooden plane?”

“What tools would we need to create the leg?”
Reflection I will ask students what they liked about continuing the project, what parts they found hard, how
can I make it easier, and discuss possible solutions and future aids.
Evaluation The students were excited to continue with their projects and the huddle and demonstrations
worked well. I did demonstrate the common problems or mistakes the students encountered in the
last lesson, and a reduction in errors was seen in this lesson. The students are making good
progress.

Discussion Standard
of their grade.
how to teach it
Students will be continuing with the wood stool project.
Students will cut out stool legs using tenon saw and plane.
projects.
expectations directly related to them and cover errors that were made last lesson with
solutions. I will provide verbal feedback and guidance throughout the lesson. Any errors
that occur will be attended too, and a mutual correction will be negotiated and acted upon.




Date: 24/10/19
• Students learn from their mistakes.
Evidence
• Appropriate entering of classroom and settling expectations • Students entered the room appropriately.
to students. • Students completed their ‘Do Now’ task in booklets and got
• Achieved a settled classroom quickly when students them signed.
completed ‘Do Now’ booklets and were signed by the • Students settled quite well into the work ahead.
teacher. • Students were involved with huddle and demonstrations and
• Good use of huddles to gather students and their attention, verbally answered questions well and correctly
and to test their knowledge and skills. • Students behaviour overall was well behaved.
• Appropriate demonstration of tools that will be used and the • Students exit of classroom at end was smooth and
safety required, specifically the wood plane. professional.
• Great implementation of templates for students to use, and a
good quantity of them for reducing congestion.
• Student misbehaviour was not present.
• Good timing of packing up the classroom.
• Managed students exiting of the classroom smoothly.


Lesson Plan Lesson entrance was good and smooth, and students started their ‘Do Now’ activities Students will have another
seamlessly at the start of the lesson, this is working well in settling the students down and demonstration on setup, use and
Work Samples: getting them ready for the class work, and this also tests students’ mathematical skills storage of the wood plane next
Students Wooden Stool and literacy skills at the same time, as the tasks are based on these two key areas. lesson.
Legs This is inked to the standards of 2.5.
Students are progressing well and slowing down with their cuts and hand tool use. Next lesson, individual students’
Observation Feedback The huddles and demonstrations are working well to teach students new skills and projects will be looked at and
knowledge and test developed skills and knowledge. adjustments that will need to
This is linked to standards 1.2. made will be offered by the
Making more than one template was a good way to reduce students not doing work when teacher to do or the student to
waiting for a template to be free. This has allowed student to reduce time in measuring undertake; depending on the
angles and line lengths. magnitude.
This is linked to standards 1.5.
Having a lockable student job cabinet will provide student assurance that their projects
will not get damaged.

Year 8 DTA2 Stage 4
Topic: Wooden Stool Date and Time: 30/10/19 12:31pm-1:31pm

Intention the legs using a tenon saw, wood plane, sand paper and wooden bench vice. Students will use
their knowledge of marking out and tool use to complete this objective.
Differentiation Demonstrations will be conducted to remind students on how cut the legs and plane the sides.
Students who find this level of work difficult will be paired on benches with other students at
progress was made last lesson, and what will be expected of the students this lesson. Remind
students the wooden plane tool, and the appropriate use and storage of this tool. A reminder of the
hand tools and their uses and correct operation will be demonstrated to students. A finished
project will be shown as a guide, and templates will be demonstrated again, along with some
examples of mistakes made last lessons, and solutions to them. Students are offered time to ask
any questions.
Resources Wood Work Room 2, ‘Do Now’ booklets, Students’ jobs, Lengths of pine 150mm wide by 19mm
thick, Hand tool cabinet, Stool leg templates, pencils, benches, and bench hooks.
closed on side.
Questions “How do you store wooden plane on a bench?”

“How do we ensure we use the wood plane safely?”
Reflection I will ask students what they liked about continuing the project, what parts they found hard, how
can I make it easier, and discuss possible solutions and future aids.
Evaluation All the students were excited to get stuck into continuing with their projects and the huddle and
demonstrations worked well in answering all the students’ questions. I did demonstrate the
common problems or mistakes the students encountered in the previous lessons, and a further
reduction in errors was seen in this lesson. The students are making great progress and are
excited in having a finished stool soon, and are already thinking about designs to put onto their
jobs.

Discussion Standard
of their grade.
how to teach it
Students will be continuing with the wood stool project.
Students will cut out stool legs using tenon saw and plane.
projects.
expectations directly related to them and cover errors that were made last lesson with
solutions. I will provide verbal feedback and guidance throughout the lesson. Any errors
that occur will be attended too, and a mutual correction will be negotiated and acted upon.




Date: 30/10/19
• Students progress in having two completed legs.
Evidence
• Appropriate entering of classroom and settling expectations • Students entered the room appropriately and listened to
of students, and all phones were locked away. teacher.
• Class was settled quickly when students completed ‘Do Now’ • Students completed their ‘Do Now’ task in booklets and got
booklets and were signed by the teacher. them signed quickly.
• Appropriate use of huddles to gather students and their • Students settled quite well into the work ahead.
attention, and to test their knowledge and skills. • Students were involved with huddle and demonstrations and
• Good demonstration of the wood plane used and its safety verbally answered questions well and correctly.
and storing. • Students presented some interesting questions.
• Great implementation of templates for students to use, and a • Students showed a high interest in completing their project,
good quantity of them for minimising congestion. and proposed some interesting decorative ideas for the end.
• Student misbehaviour was barely present. • Students behaviour overall was well behaved.
• Good timing of packing up the classroom. • Students exit of classroom at end was smooth and
• Managed smooth ending and exiting of students from professional.
classroom.


Lesson Plan Students started their ‘Do Now’ activities quickly at the start of the lesson, working well in Students will be shown the next
settling the students down and getting them ready for the class work. steps in the project, in making the
Work Samples: This task is continuing to test and evolve students’ mathematical skills and literacy skills cross brace for their stools.
Students Wooden Stool at the same time, as the tasks are based on these two key areas.
Legs This is inked to the standards of 2.5. Have templates ready for next
Students are progressing well and slowing down with their cuts and hand tool use. lesson for the brace. Start making
Observation Feedback The huddles and demonstrations are working well to teach students new skills and the templates for the rest of the
knowledge and test developed skills and knowledge. stool parts.
The use of more multiple templates reduces students’ distractions when waiting for a Print off more ‘Do Now’ booklets
template to be free. This has allowed student to reduce time in measuring angles and line for next lesson, as some students
lengths. have completed their booklets.
Having a lockable student job cabinet has provided students assurance that their projects
will not get damaged. This has been proven to be effective, and no job has been lost or
damaged thus far.

Learning Area: Industrial Technology Metal Class /Stage: Mentor Teacher Signature:
Year 9 IM9X Stage 5
Topic: Ball Bien Hammer, Foldable Camping Grill, Date and Time: 24/9/19 1:48pm-2:48pm
Tool Box or Motorcycle Stand.
Content: Practical projects should reflect the nature of the Metal focus area and provide opportunities for students to
develop specific knowledge, understanding and skills associated with metal-related technologies. These may include:
fabricated projects, metal machining projects and sheet metal products.
Learning Students will apply, develop, and modify their knowledge, skills and safety in metal to further
Intention progress in the fabrication of their projects, with the aim to have a completed metal project for use.
Success Criteria I will know if my intended learning outcomes are achieved when students make reasonable
progress with their project in the aim for a finished and working project. Students work pieces will
be evidence of these achievements and the students’ individual progression.
Differentiation Demonstrations will be conducted to remind students on operate safely and maintain the
machinery and tools that are used. Students which find this level of work difficult will be paired on
benches or around machinery with other students at different levels of skill and knowledge for
guidance (ability groups). Teacher will go around monitoring students’ progression and help when
needed. Fast finishers of their projects will be given the offer of starting a different metal project.
Classroom The classroom will be setup with the benches cleared of debris, with tools and machinery clean
organisation and maintained, ready for use by the students. ‘Do Now’ booklets will be in a stack on teacher’s
bench ready for students. Students will be work on benches and machinery, with maximum of 2
students each.
Stage of Lesson Engagement/ Introduction: Students will start by completing an activity in their ‘Do Now’ booklets
and get them signed off by teacher once completed. Reminder of safety and behaviour
is expected, how it will be achieved and what we are looking to achieve by the end of the lesson.
Class Project Booklets will be available for students to help guide them through their projects
during the lesson.
Closure: Five minutes before the end of the lesson, students will pack up all tools and machinery
will be cleaned, with benches cleaned of all debris and jobs. Students are to make sure all their job
pieces have their names on them. Jobs to be put away into class job cabinet. Students to sweep
floor and leave the classroom in the same state they entered it in.
Resources Metal Work Room 1, ‘Do Now’ booklets, Class Project Booklets, Hand tool cabinets, benches,
lathes, welding bays, cold saw and grinding bay.
Check that lights and fans are on before lesson starts, power switches are turned on in all areas.
Check that all machinery is tidy and clean. Student bag cabinet is open, and lock is closed on side.
Questions “What project are we doing?”

“What tools would we need to use for the next step?”
“What are we hoping to achieve by the end of the lesson?”
Reflection I will ask students what they like about progressing with their project, what parts they found hard,
how can I make it easier, and discuss possible solutions and future aids.
Assessment The students project; Ball Bien Hammer, Foldable Camping Grill, Tool Box or Motorcycle Stand.
Evaluation The huddles worked well. The class’s behaviour was not perfect, but they were safe for the most
part. Next lesson I will work towards more safety in the classroom. I need to follow up on one
student who was misbehaving and distracting the others. I will possible prepare the next step for
that student to aid in their project.

Pre-lesson Discussion 1 – Year 9 Metal
Discussion Standard
Class IM9X is a year 9 Metal class, with 22 students. 5 students are identified as having Know your students and
learning difficulties. A quarter of the class is working at an above level, a quarter of the how they learn
class is working at expected level, and half is working towards the expected level of their
grade.
how to teach it
The curriculum area of this lesson is Metal.
Students will continue with their projects, consisting of one from a range of projects on
offer; Ball Bien Hammer, Foldable Camping Grill, Tool Box or Motorcycle Stand.
Students will use class project book to guide them in the production of their projects; this
booklet contains all measurements and step-by-step instructions for projects.
producing either a Ball Bien Hammer, Foldable Camping Grill, Tool Box or Motorcycle
Stand.
IND5-1 identifies, assesses, applies and manages the risks and WHS issues associated
with the use of a range of tools, equipment, materials, processes and technologies.
IND5-2 applies design principles in the modification, development and production of
projects.
IND5-3 identifies, selects and uses a range of hand and machine tools, equipment and
processes to produce quality practical projects.
IND5-4 selects, justifies and uses a range of relevant and associated materials for specific
applications.
IND5-5 selects, interprets and applies a range of suitable communication techniques in the
development, planning, production and presentation of ideas and projects.
IND5-6 identifies and participates in collaborative work practices in the learning
environment.
IND5-7 applies and transfers skills, processes and materials to a variety of contexts and
projects.
requires upon entry into the metal work room.
I will do demonstrations with their projects in groups who are doing the identical projects in
order to make the knowledge, skills and expectations directly related to them. I will provide
verbal feedback and guidance throughout the lesson. Any errors that occur will be
attended too, and a solution will be presented and acted upon.

Groups work at benches with students helping and guiding one another. Huddles and
introductions to new information and knowledge for each project and involve students who
are completing that particular project or intend to start that project in later lessons once
their current one is completed. Templates will be used to help guide students work for the
particular project of the Foldable Camping Grill This is the only project with a template as it
involves very precise angles for the frame.

As this classroom is made up of 3 joined rooms (fabrication room with benches, welding student learning
bays and torch room, and the lathe/cnc room), I will walk around the rooms at intervals,
observing students’ progression to the best that can be achieved, and this is helped by the
fact that the rooms have substantial glass windows between them. Managing behaviour
and safety implementation is an important issue with this class and any unsafe behaviour
results in certain consequences, depending on the magnitude. I will ask students
questions on the tasks and discuss the particular steps they are undertaking. At the end of
the lesson I will go around and inspect how the students progressed during the lesson and
will have a final class question and answer time for anything that needs to be stated or
discussed.

Lesson 1 Observation Feedback – Year 9 Metal

Date: 24/9/19
• Student behaviour and focus.
Evidence
• Good lesson start, with managing students’ entrance in to • Students entered the room appropriately.
metal room. • Students completed their ‘Do Now’ task in booklets and
• Students settled a moderate amount when you requested teacher signed work.
them to completed ‘Do Now’ booklets. • Students settled moderately well into the work ahead.
• Appropriate use of a huddle to gather students and their • Students were involved with huddle and demonstrations and
attention. verbally answered questions well.
• Appropriate demonstration of machinery to groups of similar • Students behaviour overall was good.
tasked students. • A student did misbehave, and teacher managed the
• Great use of open-ended question in checking students’ behaviour appropriately.
attention and testing for retainment of knowledge. • Students exit of classroom at end was messy, due to lesson
• Reminded students that there is a class project booklet to being end of the school day.
help them in the lesson with their projects and reminded the
students of the grill template available.
• Managed a student’s misbehaviour appropriately, and went
• Moderate timing of packing up the classroom.
• Managed students exiting of the classroom as best as to be
expected.

Post Lesson Discussion 1 – Year 9 Metal

Lesson Plan Students entered the classroom in an average manner, that can be improved on. Students will be reminded in the
Students started their ‘Do Now’ activities with minimal verbal cues. next lesson about the project
Work Samples: The ‘Do Now’ booklets are proving to be a bit difficult for some students with numeracy booklets and how they are there
Students Wooden Stool and literacy skills. to help them.
Legs Some students are using their phone instead of working the questions out.
The ‘Do Now’ tasks and evolves students’ mathematical skills and literacy skills at the Go through lathe operation and
Observation Feedback same time, as the tasks are based on these two key areas. safety with students in the next
This is inked to the standards of 2.5. lesson.
Students are progressing at a reasonable pace with their projects.
Having a wide range of projects and a large class is proving to be taking much of my time Go through the steps with
in demonstrating the next steps to students. This was solved by implementing group students on creating a clean weld
demonstrations, with students at the same level participating. and making sure the welders are
The huddles and demonstrations are working well when used appropriately to teach set up appropriately.
students new skills and knowledge and test developed skills and knowledge.
The use of templates for the grill reduces students mistakes in making precise angled
cuts.
damaged thus far.
Lesson activities and strategies implemented can be linked to standards 2.1, 2.2 and 3.2.
Students exiting of the lesson needs to improve and the state of the room when a lesson
is over needs to improve as well.

Year 9 IM9X Stage 5
Topic: Ball Bien Hammer, Foldable Camping Grill, Date and Time: 15/10/19 8:40am-9:40am
students each.
expectations will be made explicit, and the consequences for misbehaviour will also be made
explicit. Students are offered time to ask any questions.
during the lesson.
Closure: Eight minutes before the end of the lesson, students will pack up all tools and machinery
Questions “How are we progressing with the project?”

“What would be our next step?”
“What are we hoping to achieve by the end of the lesson?”
“What will you be working towards next lesson?”
Evaluation The entrance and settling of the class was better this lesson. The class’s behaviour was not
perfect, but improved, but they were safe in working on their projects. Next lesson I will work
towards getting each student to set personal goals with their project. The students working in
groups is working better when managing behaviour and task progression.

Discussion Standard
grade.
how to teach it
Stand.
projects.
applications.
environment.
projects.


discussed.


Date: 15/10/19
Evidence
• Better lesson start, with managing students’ entrance into the • Students entered the room appropriately and orderly.
• Students settled when you requested them to completed ‘Do teacher signed work.
Now’ booklets and form a huddle once done. • Students settled well into the work ahead after initial huddle.
• Appropriate use of a huddle to gather students and their • Students were involved with huddle and demonstrations.
attention and set standards and repercussions for behaviour. • Students behaviour overall was appropriate.
• Good demonstrations of next project steps to groups of • Students exit of classroom at end was much better than the
similar tasked students. previous lessons.
• Great use of open-ended question in checking students’ • Students left the room in a clean and tidy state.
• Good reminder to students that there is a class project
booklet to help them in the lesson with their projects and
reminded the students of the grill template available.
• Good timing of packing up the classroom.
• Managed students exiting of the classroom better this
lesson.


Lesson Plan Improved entrance into classroom by students is now present. Students will be reminded in the
Students started their ‘Do Now’ activities on time and orderly. next lesson about the project
Work Samples: The ‘Do Now’ booklets are proving to still be a bit difficult for some students with booklets and how they are there
Students Wooden Stool numeracy and literacy skills. Time was taken in assisting students with the tasks. to help them.
Legs Some students are using their phone instead of working the questions out, and I went
over the question again with them and demonstrated a way of working out the question Go through lathe operation and
Observation Feedback that would be more appropriate and relevant to them. safety with students in the next
The use of templates for the grill reduces students mistakes in making precise angled lesson.
cuts.
The huddles and demonstrations are working well when used appropriately to teach Go through the steps with
students new skills and knowledge and test developed skills and knowledge. students on creating a clean weld
This is linked to standards 1.2 and 1.5. and making sure the welders are
The ‘Do Now’ tasks evolves students’ mathematical skills and literacy skills at the same set up appropriately.
time, as the tasks are based on these two key areas.
This is inked to the standards of 2.5.
Students are progressing at a reasonable pace with their projects, and disruptions are
becoming less often.
Implementing group demonstrations, with students at the same level participating has
increased the time available for me to help more students.
Linked to standard 3.3
damaged thus far.
Students exiting of the lesson has improved and the state of the room when lesson has
ended has improved, with benches being cleared of debris.

Year 9 IM9X Stage 5
Topic: Ball Bien Hammer, Foldable Camping Grill, Date and Time: 29/10/19 12:31pm-1:31pm
students each.
expectations will be made explicit, and the consequences for misbehaviour will also be made
explicit. Students are offered time to ask any questions.
during the lesson.
Closure: Eight minutes before the end of the lesson, students will pack up all tools and machinery
Questions “How are we progressing with the project?”

“What would be the next step, and how would you go about achieving it?”
“What are we hoping to achieve by the end of this lesson?”
“What will you be working towards next lesson?”
Evaluation Students entered the classroom very well and got into the ’Do Now’ booklets quickly and stood
ready for a huddle. Student work well throughout the lesson and remained on task very well. Some
students have finished their projects and have moved onto their next one, with some pairing up to
help each other on the same project. This shows students taking the initiative to work together and
progress with their work. Students’ exiting of the room was best so far, as students stood ready
around the central benches, waiting to be excused.

Discussion Standard
grade.
how to teach it
Stand.
projects.
applications.
environment.
projects.


discussed.


Date: 29/10/19
Evidence
• Great lesson start, with managing students’ entrance into the • Students entered the room appropriately and orderly.
• Students settled well when you requested them to completed teacher signed work.
‘Do Now’ booklets and form a huddle once done. • Students settled very well into the work ahead after huddle.
• Use of a huddle to gather students and their attention and • Students were involved with huddle and demonstrations.
set standards and repercussions for behaviour. • Students behaviour overall was on track and great
• Good demonstrations of next project steps to groups of • Students exit of classroom at end was best yet.
similar tasked students. • Students left the room in a clean and tidy state, ready for the
• Great use of open-ended questions in checking students’ next class.
• Reminded students that there is a class project booklet to
help them in the lesson with their projects and reminded the
students of the grill template available.
• Great timing of packing up the classroom.
• Managed students exiting of the classroom very well.


Lesson Plan Improved entrance into classroom by students is now present and building. Students projects will be
Students started their ‘Do Now’ activities in and orderly manner. individually inspected and
Work Samples: Though the ‘Do Now’ booklets are proving to still be a bit difficult for some students with checked for progression level,
Students Wooden numeracy and literacy skills. One student has become improved in their numeracy skills quality and accuracy.
Stool Legs after a few lessons and has given working out on the booklet a go in every lesson. Time was
taken in assisting students with the tasks. Students will be reintroduced to
Observation Less students are using their phones instead of working the questions out, and I am still the cold saw, as a new blade has
Feedback assisting them with the questions, demonstrating ways of working out the questions. been sourced, and can be up and
The huddles and demonstrations are working well when used appropriately to teach operational after a few weeks of
students new skills and knowledge and test developed skills and knowledge. Students are being offline. The blade was
starting to get more involved with these demos and huddles. previously broken due to a
This is linked to standards 1.2 and 1.5. student’s miss use of the
The ‘Do Now’ tasks develops students’ mathematical skills and literacy skills at the same machine.
time, as the tasks are based on these two key areas. An improvement has been seen in
students working out of measurements from job booklets to the physical projects.
These are linked to the standards of 2.5.
Students are progressing at a reasonable pace with their projects, and disruptions are
becoming less often. Job booklets are being used more frequently and are becoming a
positive aid in the students’ lessons.
Linked to standard 3.3
damaged thus far.
Students exiting of the lesson has improved dramatically and the state of the room when the
lesson has ended has improved, with benches being cleared of debris, machines being
cleaned, and hand tools starting to be organised and put away in their appropriate sections.

Learning Area: Industrial Technology Wood Class /Stage: Mentor Teacher Signature:
Year 10 IWOX Stage 5
Topic: Pedestal Table and Shoe Rack Date and Time: 25/9/19 10:57am-11:57am
Content: Practical projects undertaken should reflect the nature of the Timber focus area and provide opportunities for
students to develop specific knowledge, understanding and skills related to timber technologies. These may include:
decorative timber products, furniture items, small bowls or turned items, storage and display units, storage and
transportation products.
Learning Students will apply, develop, and modify their knowledge, skills and safety in wood to further
Intention progress in the construction of their projects, aiming to have a completed wood project for use.
progress with their project in the aim for a finished and refined project. Students work pieces will be
Differentiation Demonstrations will be conducted to remind students on operating, safety and maintaining of the
needed.
organisation and maintained, ready for use by the students. ‘Do Now’ booklets are not required by the school for
year 10 classes in TAS. Students will be work on benches and machinery, with maximum of 2
students each.
Stage of Lesson Engagement/ Introduction: Students will start by entering the classroom, placing all bags and
phone into bag cabinet which will be locked for the duration of the lesson. Students will gather
around the teacher’s bench for a huddle to go over the lesson’s goals and the requirements
expected by the teacher. Reminder of safety and behaviour expectations will be made explicit.
Students are offered time to ask any questions.
Learning experiences: Class Project posters and templates will be available for students to help
guide them through their projects during the lesson.
Closure: Five minutes before the end of the lesson, students will pack up all tools and machinery,
all will be cleaned, with benches cleaned of all debris and jobs. Students are to make sure all their
job pieces have their names on them. Jobs to be put away into class job cabinet and store room.
Students to sweep floor of saw dust and leave the classroom in the same state they entered it in.
Resources Wood Work Room 1, Class Project posters and templates, Hand tool cabinet, benches, lathes, and
store room.
Check that lights and fans are on before lesson starts, that the dust extractors are operational,
power switches are turned on in all areas. Check that all machinery is tidy and clean. Student bag
cabinet is open, and lock is closed on side, the state of store room is checked, and the presence of
all tools are checked.
Questions “What are we aiming to achieve this lesson?”
“What tools would we need to use for the next step?”
“What project parts have we made so far?”
Reflection I will ask students what part of their project they are aiming to achieve by week’s end. What parts
they found hard, how can I help them more, and discuss possible solutions and future aids.
Assessment The students project; Pedestal Table and Shoe Rack
Evaluation The entering of the classroom is working well. Students are abusing the store room being open all
lesson. A possible solution is to have the store room open for only a few minutes at the start of the
lessons, and at the end. Minimising the miss use of the tools and equipment as they left it messy
and tools in wrong place. Huddle next lesson to cover these issues, and to bring students in store
room and demonstrate what is expected.

Discussion Standard
Class IWOX is a year 10 Timber class, with 21 students. 8 students are identified as Know your students and
having learning difficulties. A quarter of the class is working at an above level, a quarter of how they learn
the class is working at expected level, and half is working towards the expected level of
their grade.
how to teach it
The curriculum area of this lesson is Wood.
Students will continue with their projects, all students but one is completing a pedestal
table. One has finished their project and is in the progress of making a shoe rack.
Students will use class project posters and templates to guide them in the production of
their projects.
producing a pedestal table and a shoe rack.
projects.
applications.
environment.
projects.
Students will complete form a huddle at the teachers bench at the start of the lesson to get
them settled in a class discussion and prepared for the work ahead.
Students will be reminded verbally of the safety and behavioural expectations the teacher
I will do demonstrations with their projects in groups who are on the same step in their
projects in order to make the knowledge, skills and expectations directly related to them. I
will provide verbal feedback and guidance throughout the lesson. Any errors that occur will
be attended too, and a solution will be presented and put into use. Student C will continue
with their shoe rack project, and a booklet will be provided on the design and dimensions
for guidance.

introductions to new information and knowledge for each project step and involve students
who are completing that particular step or intend to start the next step in the project in a
later lesson once their current one is completed. Templates, posters and guides will be
used to help guide students work.

As this classroom is made up of 2 joined rooms (work benches and lathes) and a store student learning
room, I will walk around the rooms at intervals, observing students’ progression to the best
that can be achieved, and this is helped by the fact that the 2 adjoined rooms have
substantial glass windows between them, but will be difficult with managing the store
room. Managing behaviour and safety implementation is an important issue with this class
and any unsafe behaviour results in certain consequences, depending on the magnitude. I
will ask students questions on the tasks and discuss the particular steps they are
undertaking. At the end of the lesson I will go around and inspect how the students
progressed during the lesson and will have a final class question and answer time for
anything that needs to be stated or discussed. Will go over the next lesson’s goals and
expectations.


Date: 25/9/19
Evidence
• Average lesson start, with managing students’ entrance in to • Students entered the room better than normal.
wood room. • Students gathered for the huddle in a reasonable time.
• Students settled a moderate amount with the huddle. • Students settled moderately well into the work ahead.
• Appropriate use of a huddle to gather students and their • Students were involved with huddle and demonstrations and
attention. Start of a routine. verbally answered most questions well.
• Good use of demonstrations of machinery to groups of • Behaviour of students overall was good.
similar tasked students. • Some misbehaviour was present, and teacher was quick to
• Good reminder to students that there is project posters and address the issues.
guides to help them in the lesson with their projects. • Students exit of classroom at end was messy, but better than
• Managed a student’s misbehaviour appropriately, and went normal.
• Improved timing of packing up the classroom.
• Managed students exiting of the classroom as best as to be
expected with this class.


Lesson Plan Students entered the classroom in an average manner, that can be improved on. Students will be reminded in the
Students started gathered into the huddle after some coercion. next lesson about the project
Work Samples: Students are progressing at a reasonable pace with their projects. posters and guides, and that they
Students Wooden Stool With all but one student completing the same project, student skill level and knowledge are there to be used.
Legs can be easily distinguished.
Misbehaviour is present but this was alleviated by grouping students at the same level Put in place a time limit for access
Observation Feedback and getting them to assist one another. to the store room. Possible 10
The huddles and demonstrations are working well when used appropriately to teach minutes at the start and 10
students new skills and knowledge and test developed skills and knowledge. minutes at the end.
This is linked to standards 1.2 and 3.3.
The use of templates, posters and guides has helped students in sequencing the Go through lathe operation and
development of their projects. safety with students in the next
This is linked to standards 1.5 and 3.3. lesson.
Students exiting of the lesson needs to improve and the state of the room and store room
when a lesson is over will need to improve as well.
Possibility for another template to help students with their lathe work.

needed.
students each.
Students are offered time to ask any questions. Students will be given a safety and operation
demonstration of the new lathe template guide for pedestal central column.
guide them through their projects during the lesson. Students will be introduced to the new lathe
template guide for pedestal central column.
store room. NEW – Lathe template guide for pedestal central column.
Questions “What are we up to in the project?”
“What parts of the project have you completed, and would you please show your work?”
“What part of the project, if any, would you like assistance with?”
“Have we got a piece of wood ready for the lathe when one becomes available?”
Evaluation The entering of the classroom is working well. Students are not abusing the store room anymore.
The store room is open for students 5 minutes at the start and at the end of the lesson, minimising
the miss use of the tools and equipment. The class behaviour is improving during the lesson, and
good progress is being made. Student C is making good progress with their shoe rack and is
making a good effort into its progression.

Discussion Standard
their grade.
how to teach it
their projects.
projects.
applications.
environment.
projects.
The store room is open for students 5 minutes at the start and at the end of the lesson,
minimising the miss use of the tools and equipment.
for guidance.

used to help guide students work.

expectations.


Date: 18/10/19
Evidence
• Good lesson start, with managing students’ entrance in to • Students entered the room more appropriately.
wood room. • Students gathered for the huddle in good time.
• Teacher got students settled to a level that was acceptable • Most students settled moderately well into the work ahead.
with the huddle. • Most students were involved with huddle and demonstrations
• Appropriate use of a huddle to gather students and their and verbally answered most questions well.
attention. Continuation of a routine. • Behaviour of students overall was improved
• Good reminder to students that there is project posters and • Some consistent misbehaviour was present, and teacher
guides to help them in the lesson with their projects. was quick to address the issues.
• Teacher introduced new resources for students to use in • Students exit of classroom at end was improved.
guiding themselves in the project’s completion. • This lesson consisted of two students coming back from
• Managed misbehaviour appropriately. suspension, and these students were a major cause of the
• Improved timing of packing up the classroom. misbehaviour in the lesson.
• Managed students exiting of the classroom better as the
lessons are progressing.


Lesson Plan Students entered the classroom at a better level than in previous lessons, but there is still Maybe increase the time for the
room for improvement. students to access the store room
Work Samples: Students gathered for the initial huddle appropriately and were introduced to a new lathe at start and end of lesson as
Students Wooden Stool guide for the central column; safety and use was demonstrated. students are still requiring tools
Legs Students are progressing at a faster pace with their projects, with some students having and material that was forgotten at
half their job pieces ready. the start.
Observation Feedback With all but one student completing the same project, student skill level and knowledge
can be easily distinguished. Student C has made good progress on their show rack. Individually inspect each students’
Misbehaviour is minimised, due to grouping students at the same level and getting them work next lesson to see students’
to assist one another, store room being closed for the middle of the lesson, and student progression.
remaining within teacher’s sight.
The huddles and demonstrations are working well when used appropriately to teach
students new skills, knowledge and introducing new resources.
This is linked to standards 1.2, 3.3 and 3.5.
The use of templates, posters and guides has helped students in sequencing the
development of their projects.
This is linked to standards 1.5, 3.3 and 3.4
Students exiting of the lesson has improved and the state of the room and store room
when a lesson is over has improved, with some further reminders of the locations of tools
required.
A new jig for the students is under construction to help them progress to the next step
once the central columns are turned on the lathe.

needed.
students each.
Students are offered time to ask any questions. Students will be given a safety and operation
demonstration of the new column leg slot router jig.
guide them through their projects during the lesson. Students will be introduced to a new tool, the
new column leg slot router jig.
store room. NEW – Column Leg Slot Router Jig.
Questions “What are we up to in the project?”
“Lets look at the stage you are up to and see what we can do to take it to the next level?”
“Would you like assistance with the next step?”
“What are your thought on the new jig?”
Evaluation Students entrance of the classroom is improving. Students are not abusing the store room
anymore, but still require getting something out that they did not grab in the time provided. The
store room is open for students 5 minutes at the start and at the end of the lesson and has
minimised the miss use of the tools and equipment. The class behaviour is improving slowly during
the lesson, and good progress is being made. Student C has made a good amount of progress and
looking at how to join the sides, top and base together.

Discussion Standard
their grade.
how to teach it
their projects.
projects.
applications.
environment.
projects.
The store room is open for students 5 minutes at the start and at the end of the lesson,
minimising the miss use of the tools and equipment.
The new jig is designed to be a good engagement booster, and hopefully take some
pressure off joining the legs to the central column.

for guidance.
used to help guide students work. The new jig is an opportunity for students to expand
their skills and knowledge of construction with wood.

expectations.


Date: 31/10/19
Evidence
• Lesson entrance by teacher has progressed to a point which • Students remained lined up outside the room and waited
is unseen from this class. patiently for teacher to instruct them to enter.
• The teacher had the student settled very quickly. • Students were quick to put bags away and huddle around
• Appropriate use of a huddle to gather students and their the bench for the teacher’s instructions.
attention. • Students settled quickly.
• Great demonstration of the new jig for their routing of • Students were involved with huddle and demonstrations and
column. Good to see all students were interested and had a verbally answered questions very well.
turn on a test piece. • Students behaviour overall was much improved, with late
• Great use of open-ended questions in checking students’ students to the term fitting into the routines comfortably.
attention and testing for retainment of knowledge on the new • Misbehaviour was minimal to none.
jig. • Students waited for teacher to dismiss them at the end, and
• Teacher placed new and improved lather step sheets in front had the work room, lathe room and store room in a very
of the lather to guide students in a sequenced manner. clean and tidied state.
• Excellent timing of packing up the classroom. • The students really appreciated the new jig that was made
• Exceptional management of students’ exiting of the and thanked the teacher for their effort and time.
classroom.


Lesson Plan Entering of the classroom by students has become routine and seen the best behaviour Next lesson spend some more
by students yet; lining up and voices at a moderate to minimal level not to disturb the time with the students that have
Work Samples: other classes. This is linked to standard 3.2. come back from suspension and
Students Wooden Stool Students gathered for the initial huddle and were introduced to a new jig for routing the get them up to speed with their
Legs leg slots in the central column; safety and use was demonstrated. Students each had a projects.
turn on a practice piece, as to gauge what safety and use needs to be improved.
Observation Feedback Students are progressing at a faster pace with their projects, with some students having Next lesson will be our final one,
more than half their job pieces ready. therefor spend this time with each
Student C has made great progress on their show rack, as the sides, top and base are student to guide them in what
made, and their thicknesses match, with the surfaces having a smooth finish. needs to be done for the projects
Misbehaviour is very little and has improved dramatically from the first lessons with the future once the lesson is over.
class.
The huddles and demonstrations are working well when used appropriately to teach
students new skills, knowledge and introducing new resources.
This is linked to standards 1.2, 3.3 and 3.5.
The use of templates, posters and guides has helped students in sequencing the
development of their projects.
This is linked to standards 1.5, 3.3 and 3.4
Students exiting of the lesson has improved and the state of the room and store room
when a lesson is over has improved, with some further reminders of the locations of tools
required.
A new jig for the students has impressed them, and they were very appreciative for the
resource.

Summary of Impact
Student Date: 1/11/19
Case Study Participants (Focus students):
Student A (Emergent), Student B (Working at expected Level Towards Advanced), Student C (Advanced).
Discussion Link to Graduate

Teacher Standards
Provide a summary of impact on the learning of the three Case Study Standard 1 – Know
Participants: students and how they
All student have shown an increase in their knowledge and skill set, with their work learn (standards 1.1.1,
increasing in quality and student appreciating their own effort they are putting into 1.3.1, 1.5.1).
their projects. Student A and Student B have shown a slight improvement in their
numeracy skills, with the aid of the ‘Do Now’ booklet tasks, and this improvement Standard 2 – Know the
has been seen in the class exams taken across the weeks. content and how to
teach it (standards
Student A (Emergent) needed some sequencing of their lessons, as they often tried 2.1.1, 2.2.1, 2.3.1,
to skip a step when working on their project. This led to the first attempt of the 2.5.1).
wooden stool legs in the lesson leading up to the three recorded lessons, had to be
scrapped as the student rushed, and had made a cut too long and on an angle, Standard 3 – Plan for
which could not be salvaged. Some one-on-one time was spent with Student A, and and implement effective
their friends at the same bench, and we worked together to accomplish some work teaching and learning
with their projects. I demonstrated proper use of templates, hand tools and (standards 3.1.1, 3.2.1,
equipment. They did improve their pace and skill level with the hand tools and 3.3.1, 3.4.1, 3.5.1, 3.6.1)
required minimal project adjustment by the third noted lesson. Student A had
slowed down their rushed use of the hand tools and has found that certain tools Standard 4 – Create and
will work ineffectively when speed is too high. Student A is e Within the three maintain supportive and
lessons of this observation, Student A has progressed from a piece of plain wood, to safe learning
a set of 2 wooden stool legs ready for the next step of cutting a notch out for the environments
brace. Student A has made some good progression and has achieved a higher level (standards 4.1.1, 4.2.1,
of skill and knowledge when working with wood and the tools used. Student A has 4.3.1, 4.4.1).
also made some development in their literacy and numeracy skills from the ‘Do
Now’ booklets and the class exams, as they have found some new ways to do time Standard 5 – Assess,
tables and new vocabulary developed from the wood subject. Student A is excited provide feedback and
to progress with their work and has stated that they “will apply what they have report on student
learnt in wood working techniques to the rest of the project.” learning
Student A’s progression in their project can be seen in Appendix 2. (standards 5.1.1, 5.2.1,
5.4.1).
Student B (Working at expected Level Towards Advanced) has made some good Standard 6 – Engage in
progression, and has gone form never using a lathe, to being comfortable with the professional learning
machinery, and has started to use the auto feed function on the lathe, which other (standards 6.3.1).
students have not yet been comfortable with. Student B has demonstrated a
passion for metal work, and has already completed the grill and tool box, and is
looking forward to completing the ball pein hammer. Student A finished their grill Standard 7 – Engage
during other lessons in the time frame of these 3 lessons and has painted the grill professionally with
ready for use. Student B took the skills and knowledge developed on the lathe colleagues,
when making the hammer and applied it to making some custom sized bolts for parents/carers and the
their grill legs. This is great example of transferred and applied knowledge and skill community (standards
by the student. This has resulted in a higher quality finish on their grill and are very 7.1.1, 7.3.1).
happy with the result. Student A has nearly completed the head of the hammer on
the lathe and has given himself the challenge of finishing it in the next three
lesson. This setting of a goal for one’s self has shown further development in their
motivation and is achievable in the timeframe they have set. As the last lesson of
these three was the third last before placement ended, the student has already
finished the hammer head, and has moved onto the handle. I did take a lunch
period to help them knurl the hand base, as this technique in metal has not been
shown to him before and is a very difficult one to get right. Their progression has
come a long way, to the point where I would place them near the top of their class.
Student B’s progression in their project can be seen in Appendix 3.
Student C (Advanced) is completing the shoe rack out of multiple pieces of wood.
This project was chosen by the student as they have completed the pedestal table
exceedingly ahead of the class and needed a project to develop their skills and
knowledge further. The shoe rack was chosen as it used techniques and tools from
the previous projects and increased the level of difficulty. Student C started before
these three lessons, making the top from biscuit jointed pieces of wood of different
types, however, they did not orientate the timber grain correctly, and the piece had
bowed after two lessons. This was fixed by the student suggesting running it
through the thicknesser and using the piece as one of the shelves. The student
made great strides in their project over four weeks of these lessons, with a top,
base, sides and a shelf being crafted from multiple pieces of different wood types,
joined with a biscuit style joint. These pieces have not bowed, and by the third
lesson, all pieces were at the same thickness and smooth to the touch. The next
step for Student C is to crate the box frame for the project from the four main
pieces, as to get the back panel made for the project. Student C spent a lesson
testing on some scrap pieces ways to join the frame together, and after a few
concepts and testing, has decided on biscuiting the corner, with some custom
hardwood biscuit that they are going to fabricate. The choice to join the pieces this
way was a great choice by Student C and will bring a new skill set to their toolbelt,
and a very nice detail to their project when finished. Student C does get distracted
by others still but has reached the point of self-control and minimising his
procrastinating behaviours. Student C has made great strides in their word and will
hopefully have a finished project that they will be proud of and will used every day
by the end of the term. Student C’s progression in their project can be seen in
Appendix 4.
Write a critical reflection on your own classroom teaching practice in terms of the Standard 1 – Know
teaching cycle of planning, teaching and assessing, reflecting on students and how they
feedback/observation/ student data. learn (standards 1.1.1,
I believe what makes the difference between an invaluable teacher and a good 1.3.1, 1.5.1).
teacher is the ability for them to take the knowledge and skill they have as a
mentor and pass it onto their students who take it and add to it and pass it on. It is Standard 2 – Know the
the difference of students understanding and applying the knowledge and skill and content and how to
the students using it once. A great teacher knows how to differentiate through teach it (standards
content and resources, provide appropriate challenges for students, sequence 2.1.1, 2.2.1, 2.3.1,
learning using effective strategies, and above all else, learns as the progress with 2.5.1).
every lesson. This is what I aim and strive to become, I’m not their yet, but my mind
and my heart is set on this. I would like to develop as a teacher to the point where I Standard 3 – Plan for
to become a head teacher, year advisor, or principle one day. I might even want to and implement effective
work on the actual curriculum and syllabus its self to affect teaching on a state and teaching and learning
national level. But I will start with teaching in my field which I have so much (standards 3.1.1, 3.2.1,
passion for. 3.3.1, 3.4.1, 3.5.1, 3.6.1)

As I progressed through this placement, I have developed new skills, refined current Standard 4 – Create and
skills and have added to my tool belt as a teacher new resources, new achievement, maintain supportive and
and an adapted way of thinking and teaching. My time at Cranebrook High School safe learning
was short, and it was by no measure an easy placement, but that is what I enjoyed environments
about this opportunity. I enjoyed the challenge and rose to a higher level of (standards 4.1.1, 4.2.1,
teaching than I was at months ago. My voice was a main point of focus for me, as I 4.3.1, 4.4.1).
needed to learn to control pitch, carry and tone, as I have learnt that using a mono
toned voice will not work with students. Like one’s emotions as a teacher, one must Standard 5 – Assess,
have control of when and where and for what period of time to us one’s voice. I provide feedback and
have focused greatly on developing this, and I am happy to be at an improved level. report on student
There is still more to refine, but I am aiming to get better with practice. Another learning
key area of focus is class routine, with having some experience with this tool at the (standards 5.1.1, 5.2.1,
start of my placement, I set out to improve this powerful means of behavior and 5.4.1).
learning management. Over the weeks I have built routines within each of my
lessons, and students have responded positively to this. Behaviour, learning and
motivation has increased throughout my classes as a result of this. I have spent a
good amount of my time at Cranebrook High School and at my house, developing
resources to differentiate, sequence and guide students’ learning. These resources
include posters, theory booklets, jigs, guides, templates and entire new projects for
my students to use and keep using in improving their learning and skill
development. These resources have all been permanently left at the school for the
classes and faculty to use them for years to come. I have documented all and made
copies of what I can for my own teaching in the years to come. I also kept a record
of students’ progression with assessments, theory booklets and inspection sheets
(tracking their job progression step-by-step. Students in the last days of my
practical have come to me during class and their recess time and personally
thanked me for my effort, knowledge and skill that I have provided over the 5
weeks of placement. Those moments made me so happy, and they are just some,
and of the most important reasons that I want to be a teacher.
From your critical reflection, what future professional learning would you Standard 6 – Engage in
undertake to improve your teaching practice. professional learning
(standards 6.3.1).
As I progressed through my placement, I would like to further my skills and
knowledge of different teaching strategies to obtain proficiency. There are many
was of going about this, some include further volunteering in education, doing Standard 7 – Engage
some casual teaching (if approved) and more. I have got some schools who are professionally with
happy for me to do some teaching experience at in Western Sydney, and this might colleagues,
be an option for me. I have been to a few secondary schools, and Cranbrook has parents/carers and the
been my favourite in terms of all my experience as a student teacher, the community (standards
knowledge and skill I have developed and the useful feedback I have received from 7.1.1, 7.3.1).
my mentors and students. To further my skill and knowledge, I am undertaking two
weeks of being a SLSO (Student Learning Support Officer) at Cranebrook in the
coming weeks, not only to tick a degree requirement, but to develop as a teacher,
and take a different perspective in the role of education. As with any development
in any profession or field, one must do the work and take the time to accomplish in
their field. I have spent the last seven year at Western University, completing
multiple degrees from Engineering, and Industrial Design to now Teaching, and I
hope to be proof that through hard work, time and dedication, a person, a teacher,
can develop and become more skilled and attain a higher level of knowledge, while
implementing these in a useful and rewarding manner.

Supporting
Appendices
Appendix 1- Caregivers’ consent forms

Appendix 2
Below is the project start of Student A for lesson 1. They marked the wood to the
correct lengths and cut perpendicular to the plank length.
Below is the project of Student A at the end of lesson 1 and at the start of lesson 2.
The student achieved marking out of template on both project pieces and started to cut
the side waste material off.

Below is the project of Student A at the end of lesson 2 and at the start of lesson 3.
The student achieved marking out of template on both project pieces and cut the ‘V’ on
one piece quite neatly. They also planed the side of one piece.
Below is the project of Student A at the end of lesson 3. The student achieved marking
out of template on both project pieces and cut the ‘V’ on one piece quite neatly. They
also planed the side of one piece.

Appendix 3
Below is the project start of Student B for lesson 1. They marked and cut a length of iron
round bar and started cleaning the surfaces in the lathe.
Below is the project of Student B at the end of lesson 1 and at the start of lesson 2.
The student achieved cleaning of all surfaces to a 400-grit finish and left extra cleaned
surface room for future work and possible errors.

Below is the project of Student B at the end of lesson 2 and at the start of lesson 3.
The student achieved starting the end of the pein section of the hammer head and
setting up a set of angled cuts to make it easier to round off to a ball end.
Below is the project of Student B at the end of lesson 3. The student accomplished
rounding of the end of the hammer head precisely and achieved a smooth 1000-grit
finish on their job. The project was oiled to prevent rust before hardening in the future.

Appendix 4
Below is the project start of Student C for lesson 1. They measured their shoes and
accommodated for extra space. They marked the wood to the
correct lengths and cut perpendicular to the plank length.
Below is the project of Student C at the end of lesson 1 and at the start of lesson 2.
The student achieved cutting the 4 lengths of pine and 2 lengths of dark wood. They
biscuit cut the pieces and glued them together correctly to make the side pieces of the
shoe rack.

Below is the project of Student C at the end of lesson 2 and at the start of lesson 3.
The student achieved sanding and planing the side pieces and the middle shelf to a
uniform thickness. Piece were cut and sanded to correct sizes (length and width).
Below is the project of Student C at the end of lesson 3. The student achieved cutting
another 4 lengths of pine and 2 lengths of dark wood for the top and bottom panels.
They biscuit cut the pieces and glued them together correctly to make 2 solid pieces for
the frame of the shoe rack.

Luke Ranieri 17698506 Tpa Report 2019

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Luke Ranieri 17698506 Tpa Report 2019

Uploaded by

Copyright:

Available Formats

WSU Teaching Performance Assessment Masters Teach Secondary

WSU Teaching Performance Assessment Masters Teach Secondary 1

WSU Teaching Performance Assessment Masters Teach Secondary 2

Goal 2 Ongoing evaluation and reflection

WSU Teaching Performance Assessment Masters Teach Secondary 5

Goal 4 Ongoing evaluation and reflection

WSU Teaching Performance Assessment Masters Teach Secondary 6

WSU Teaching Performance Assessment Masters Teach Secondary 7

Student 2 – Working at expected Level Towards Advanced

WSU Teaching Performance Assessment Masters Teach Secondary 8

Topic: Wooden Stool Date and Time: 16/10/19 1:48pm-2:48pm

Questions “What is a job template?”

WSU Teaching Performance Assessment Masters Teach Secondary 9

WSU Teaching Performance Assessment Masters Teach Secondary 10

How will you ensure review of learning occurs? Assess, provide

Adapted from Cambridge Park HS

WSU Teaching Performance Assessment Masters Teach Secondary 11

Agreed focus area(s)

WSU Teaching Performance Assessment Masters Teach Secondary 12

Piece of Evidence Connections Next Steps and Suggested Strategies

Adapted from Cambridge Park HS

WSU Teaching Performance Assessment Masters Teach Secondary 13

Topic: Wooden Stool Date and Time: 24/10/19 9:40am-10:40am

Questions “What is a wooden plane?”

WSU Teaching Performance Assessment Masters Teach Secondary 14

WSU Teaching Performance Assessment Masters Teach Secondary 15

How will you ensure review of learning occurs? Assess, provide

WSU Teaching Performance Assessment Masters Teach Secondary 16

Lesson 2 Observation Feedback – Year 8 Wood

Agreed focus area(s)

WSU Teaching Performance Assessment Masters Teach Secondary 17

Piece of Evidence Connections Next Steps and Suggested Strategies

WSU Teaching Performance Assessment Masters Teach Secondary 18

Topic: Wooden Stool Date and Time: 30/10/19 12:31pm-1:31pm

Questions “How do you store wooden plane on a bench?”

WSU Teaching Performance Assessment Masters Teach Secondary 19

WSU Teaching Performance Assessment Masters Teach Secondary 21

How will you ensure review of learning occurs? Assess, provide

WSU Teaching Performance Assessment Masters Teach Secondary 22

Agreed focus area(s)

WSU Teaching Performance Assessment Masters Teach Secondary 23

Piece of Evidence Connections Next Steps and Suggested Strategies

Adapted from Cambridge Park HS

WSU Teaching Performance Assessment Masters Teach Secondary 24

Questions “What project are we doing?”

WSU Teaching Performance Assessment Masters Teach Secondary 25

WSU Teaching Performance Assessment Masters Teach Secondary 26

How will you ensure review of learning occurs? Assess, provide

Adapted from Cambridge Park HS

WSU Teaching Performance Assessment Masters Teach Secondary 27

Agreed focus area(s)

WSU Teaching Performance Assessment Masters Teach Secondary 28

Piece of Evidence Connections Next Steps and Suggested Strategies

Adapted from Cambridge Park HS

WSU Teaching Performance Assessment Masters Teach Secondary 29

Questions “How are we progressing with the project?”

WSU Teaching Performance Assessment Masters Teach Secondary 30

WSU Teaching Performance Assessment Masters Teach Secondary 31

How will you ensure review of learning occurs? Assess, provide

Adapted from Cambridge Park HS

WSU Teaching Performance Assessment Masters Teach Secondary 32

Agreed focus area(s)

WSU Teaching Performance Assessment Masters Teach Secondary 33