Science

Teaching
Portfolio
Rachel Cowley – u3025789

This document aims to provide a brief overview of the teaching and learning clinics which
took place at Macquarie Primary School between the 2nd and 6th of July 2012.
TABLE OF CONTENTS
SITUATIONAL ANALYSIS.........................................................................................................................2
UNIT OVERVIEW....................................................................................................................................3
LESSON SEQUENCE AND REFLECTION...................................................................................................4
LESSON PLAN – Day 1: Monday 2nd July, 2012...................................................................................4
REFLECTION.......................................................................................................................................5
LESSON PLAN – Day 2: Tuesday 3rd July, 2012...................................................................................6
REFLECTION.......................................................................................................................................7
LESSON PLAN – Day 3: Thursday 5th July, 2012..................................................................................8
REFLECTION.......................................................................................................................................9
LESSON PLAN – Day 4: Friday 6th July, 2012.....................................................................................10
REFLECTION.....................................................................................................................................11
ASSESSMENT MARKING RUBRIC..........................................................................................................12
STUDENT REPORT................................................................................................................................13
CONCLUSION.......................................................................................................................................14
REFERENCES........................................................................................................................................15
APPENDICES.........................................................................................................................................16
SITUATIONAL ANALYSIS
Macquarie Primary school is a government primary school which caters for students from Kindergarten to Year
6. It is located in the inner Belconnen suburb of Macquarie, in the Australian Capital Territory, and as of 2011,
the school has approximately three hundred students. Of those enrolments, roughly half are of each gender,
and six percent of these are students with an Indigenous background (Australian Curriculum and Reporting
Authority, 2011). The core values of Macquarie - acceptance, cooperation, honesty, kindness, respect and
responsibility – play a large role in the functioning of the school and its inclusive and supportive environment.
The learning philosophy of Macquarie Primary is highly linked to the inquiry process, which is a critical element
of primary science education (Macquarie Primary School, 2012).

In 2011, the school was implemented as a leading school in the introduction of the Australian Curriculum:
Science branch. The school was therefore able to help create resources which aligned themselves with the new
curriculum and help to create and distribute them on a national level (Australian Curriculum and Reporting
Authority, 2011). This provides us, as pre-service teachers, a unique opportunity to work with this school which
has had such a vital part to play in this process.

As Macquarie has been heavily linked to the introduction and implementation of the new Australian
Curriculum for Science, the teaching of science is regarded as a high priority. Because of this link to the
Australian Curriculum, our unit has been developed using this framework. In addition to specialist science
classes, students have the opportunity to engage in additional science through a Science Club and enrichment
programs. The school also has links to CSIRO and the relevant faculty at the Australian National University
(Macquarie Primary School, 2012). These are valuable experiences for the students involved, and will help to
develop a solid foundation and background in science.

The group we have been working with over the course of the four lessons is comprised of seven students.
These students are from a Year 3/4 class. However, the students that make up this group are diverse. Of these
seven students, three are boys and four are girls; they can be broadly categorised into three distinct
subgroups. Three of these students come not from the mainstream classroom, but from the LSU unit, and
therefore have a differing range of abilities to both each other and the other students in the group. Of these,
one was only present for the first lesson in the sequence, so we were not able to form an accurate picture of
her abilities; the remaining LSU student had low reading and writing levels. This means that there is an
increased need for diversity on the group situation, as all students need to be encouraged to perform at their
best level throughout the teaching sequence (Dempsey & Arthur-Kelly, 2007).

The students in the group from the mainstream classroom were comprised of two boys and two girls. All four
of these students were engaged in the learning process. The girls, however, were from a language background
other than English. This was apparent in the difficulty they suffered grasping some of the more abstract
concepts and technical scientific language, a difficulty which is suffered by many students for which English is
their second language (Hertzberg, 2012). For these two students in particular, we also need to extend and
develop their scientific language and literacy (Skamp, 1998).The remaining two students, both boys, were
highly engaged in the space topic and had above average literacy skills which they brought to the group.

The students did not have any experience in this particular topic, which provided a unique experience for us.
We were able to provide an introduction to the topic, which the students will be learning about and exploring
further throughout Term 3. This lack of previous teaching meant that assessing students’ prior knowledge was
a straight-forward process which did not drastically affect the teaching episodes we had planned. However,
the need to differentiate meant that changes were made throughout the sequence of planned lessons.

Note: For the purposes of this assignment, the students who I am focusing my assessment and reflections on
will be referred to as Riley.
 UNIT OVERVIEW
Unit: Space – how does our solar system affect the way we live on earth?
Year level: 3 / 4 Term/ Year: Last week of Term 2, 2012
Developed by: Emma Sandford, Rachel Cowley, Harmony Rutherford, Susana Carrasco
About the unit: This unit consists of 4 lessons which are designed to tune students into the space topic. This unit offers
opportunities for students to explore the planets of our solar system and discuss and learn about the Goldilocks zone.
Lesson Outcomes:
We hope that through these 4 lessons students will:
- demonstrate an understanding of the needs for life on Earth.
- demonstrate an understanding that earth is in the ideal location in the Solar System.
- understand that Mercury is hotter than Earth and are not suitable for life.
- understand that Saturn is colder than Earth and are not suitable for life.
Essential questions:
- What do we need on earth to help us survive?
- Why can we not live on other planets?
- Why are some planets hotter and some planets colder than earth?
Curriculum outcomes:

Australian Curriculum -
Science involves making predictions and describing patterns and relationships (ACSHE050)
Represent ideas and findings in a variety of ways such as diagrams, physical representations and simple reports (ACSIS060)
Every chance to learn-
19.LC.13 the relationships between distance and apparent size of objects to an observer
19.LC.14 planets and other objects in the solar system, including current information from space exploration
1.LC.2 ask questions and search for answers
2.LC.8 use equipment safely and appropriately
Assessment: Three types of assessment will be used during our 4 lessons.

Diagnostic - mind map will be completed on first lesson.

Formative – At the end of each lesson students will write in their workbooks something they have found interesting and what
they would like to learn.
Summative – In the last lesson students will asked to make a comparison chart between Earth and another planet; this will be
a criterion based assessment piece.
Lesson Overviews:

Lesson 1:
Outcome: Students will demonstrate an understanding of the needs for life of earth.
Students will demonstrate an understanding that earth is in the ideal location in the Solar System
Main focus: Students will be introduced to the idea of the Goldilocks zone within the solar system.
Assessment: Students will be asked to complete a mind mapping exercise to act as a diagnostic assessment tool.

Lesson 2:
Outcome: Students will understand that Mercury is hotter than earth and not suitable for life.
Main focus: Students will investigate features of Mercury and use these to determine if this planet is suitable for life.
Assessment: Students will write in their workbooks something they have found interesting.

Lesson 3:
Outcome: Students will understand that Saturn is colder than earth and not suitable for life.
Main focus: Students will investigate features of Saturn and use these to determine if this planet is suitable for life.
Assessment: Students will write in their workbooks something they have found interesting.

Lesson 4:
Outcomes: Students will demonstrate an understanding of the needs for life on earth; an understanding that earth is in the
ideal location in the Solar System; that Mercury is too hot for life and that Saturn is too cold for life.
Main focus: Students will be using the information that they have gained to form a comparison chart between Earth and
another planet.
Assessment: Students will be marked on the comparison chart that they create. This comparison chart will be marked against
a rubric.
 LESSON SEQUENCE AND REFLECTION
LESSON PLAN – Day 1: Monday 2nd July, 2012
Class: Year 3/4B Date: Monday 2nd July 2012

OUTCOMES/ESSENTIAL LEARNINGS INDICATORS

Science involves making predictions and describing patterns and relationships (ACSHE050) Students brainstorm at least 3 ideas during the mind mapping activity.
Represent and communicate ideas and findings in a variety of ways such as diagrams, physical Students participate and engage in the heater experiment.
representations and simple reports (ACSIS060)
ASSESSMENT

19.LC.14 Planets and other objects in the solar system
1.LC.2 Ask questions and search for answers
2.LC.8 Use equipment safely and appropriately
Students will demonstrate an understanding of what humans need for life on earth.
Students will demonstrate an understanding of the features and characteristics of earth
A mind map will be used as a form of diagnostic assessment and become part of
the student’s assessment for learning.
PRIOR LEARNING
As this is the student’s first lesson on this topic. We are making the assumption
that students will not have any prior learning in this area.

TEACHING AND LEARNING ACTIONS

PLANNING STRATEGIES/SAFETY RESOURCES INCLUSIVE PRACTICES

CONSIDERATIONS
Introduction of teachers and students Booklets, pencils This unit of work has been planned with the
Overview of the unit of work - (Activities and expectations) understanding that the group of students
Give out student booklets and explain how to use these booklets being taught will be rather small in size.
Explicitly outline desired
Mind Map conclusion of the unit so As there will be a team of four pre-service
that students know what teachers involved in the implementation of
- Students complete the activity individually is expected of them. these lessons, it is thought that one-on-one
- Brainstorming the features of earth that help us live.
Photographs, teaching will be able to take place.
Earth as the ‘Goldilocks’ planet information texts, This inclusive practice provides an
- Teacher expands on this notion of earth not being too hot or too cold, it’s opportunity for students to feel supported in
just right. Practical hands-on their learning and increases the likelihood of
activity to deepen all students staying on task and as well as
Heater experiment (see safety considerations) students understanding. engaged in the lesson.
- Students place their hand beside the heater to feel the temperature.
- Hand on heater is too hot and will burn
If some students within the group have
- Hand a long distance away from the heater is too cold
- Hand a short distance away from the heater is just right School heater additional learning needs we will adapt the
Ensure that the heater is
task as best we can to suit their learning
not too hot as students
Short description of the next lessons focus needs.
may burn themselves.

REFLECTION
This first lesson in the teaching and learning sequence presented some challenges to us which we were not expecting. Upon arriving and being allocated our
group, we were also allocated three students from the Learning Support Unit (LSU) of the school. This meant that we had to revisit our teaching plan and
adjust it to best suit the differing ability levels of the students. The group was introduced to the topic in this lesson through the mind map; through this task
we identified the students’ prior knowledge. We established that they did not have much experience or previous knowledge in this field. However, their
responses were diverse and exposed both a range of backgrounds, and a variety of learning experiences which the students brought to the lesson. Despite
this, throughout the lesson students demonstrated an understanding of the primary concept being taught - that of the Goldilocks Zone.

Our group of teachers, despite having not taught together before, taught very effectively. Having four teachers in our group was beneficial; due to the
diverse range of students in our group, we were able to spread ourselves among the students and ensure that they fully understood the concepts being
taught. This may not have been possible with a fewer number of teachers. As a team, we were able to guide students through the effective use of
questioning and lead them towards the correct answers to their own questions.

Riley had a more thorough pre-existing understanding of the topic than the majority of the other students in the group. This meant that in the mind map,
and the discussion preceding it, that he was able to confidently express his opinions and demonstrate his views to both the teachers and the other students
in the group. Riley’s previous knowledge can ideally be utilised throughout future lessons to assist in the teaching and learning of the other students.

Note: For a PMI (Positive, Minus, Interesting) chart based on initial reflections on the teaching of this lesson, see the Teaching Clinic Observation and
Reflection sheet in Appendix II.
 LESSON PLAN – Day 2: Tuesday 3rd July, 2012
Class: Year 3/4B Date: Tuesday 3rd July 2012

OUTCOMES/ESSENTIAL LEARNINGS INDICATORS

Science involves making predictions and describing patterns and relationships (ACSHE050) Students participate and engage in the ‘Too Hot’ experiment.
Represent and communicate ideas and findings in a variety of ways such as diagrams, physical Students booklets reflect lesson content and extend on it
representations and simple reports (ACSIS060)
ASSESSMENT
19.LC.14 Planets and other objects in the solar system
1.LC.2 Ask questions and search for answers Formative and ongoing assessment:
2.LC.8 Use equipment safely and appropriately Students given their booklets to take notes in throughout the lesson, these will
form part of their formative assessment.
Students will understand that certain planets (Mercury) are hotter than earth and therefore Students will use the booklets to write down what they learnt/found interesting.
unsuited for human life.
PRIOR LEARNING

Students understand and know the needs for humans to sustain life.
Students understand that earth is in the ‘Goldilocks’ zone.

TEACHING AND LEARNING ACTIONS

PLANNING STRATEGIES/SAFETY RESOURCES INCLUSIVE PRACTICES

CONSIDERATIONS
Recap of earth as the ‘Goldilocks’ planet. Information books, This unit of work has been planned with the
Introduction of today’s lesson – Hot planets Practical hands-on activity understanding that the group of students
Give out Student booklets to deepen students booklets, being taught will be rather small in size.
understanding. pens/pencils
Students given explicit teaching on Mercury (team teaching) As there will be a team of four pre-service
Ensure that there is a safe teachers involved in the implementation of
‘Too HOT’ experiment these lessons, it is thought that one-on-one
zone so that the water is not
spilt and no one is burnt by teaching will be able to take place.
- A small amount of cold water is shown to the students – Discuss how this
water is perfect for drink, bathing in etc the water. Cold water, kettle,
This inclusive practice provides an
- This water is then boiled in a kettle, poured out into a cup and a thermometer,
thermometer is used to test the temperature opportunity for students to feel supported in
 - Discuss what the water looks like, how has it changed, is it safe to drink, power their learning and increases the likelihood of
why there is steam coming out of the cup etc. all students staying on task and as well as
Reflective practice engaged in the lesson.
Students write down in their booklets what they have learnt today about the
topic. Formative assessment Students with additional learning needs can
draw information into their booklet rather
Booklets
than write the information.
Short description of the next lessons focus

REFLECTION
For this lesson and its focus on a hot planet (Mercury), we began our teaching by recapping what the students had already learned. From this, we
established that students had in fact learned the concepts which had been taught. The experiment which was used in the lesson provided the students with
the chance to gain some hands-on experience and the opportunity to gain a more concrete understanding of the abstract concepts.

For this lesson, the bulk of the teaching was done by half our team. Many of the concepts were introduced and described by myself, as I seemed to take a
more prominent role of teaching within the team. I had come prepared with facts which the students were to explore throughout the lesson, and as such I
was the one who did the majority of the teaching. This worked quite well, as the students were able to engage with me and the way I taught, while my co-
teacher was able to support my facts and teaching with visual cues and images which helped to demonstrate the concepts being taught. This was an
effective teaching strategy, and one I would definitely use again.

Throughout this lesson, Riley continued to show a high level of engagement, and contributed helpfully to discussions. Between the first and second lesson,
he had obviously done some extra reading on Mercury (the group of students were aware that this was the direction that the teaching would go) and was
able to contribute some additional information to the group to help enlighten students and extend their learning. His completion of the experiment (and his
demonstrated understanding of the underlying concept) shows that he has a strong grasp of the content, and he is a polite and proactive student.

Note: For a PMI (Positive, Minus, Interesting) chart based on initial reflections on the teaching of this lesson, see the Teaching Clinic Observation and
Reflection sheet in Appendix II.
 LESSON PLAN – Day 3: Thursday 5th July, 2012
Class: Year 3/4B Date: Thursday 5th of July, 2012

OUTCOMES/ESSENTIAL LEARNINGS INDICATORS

Science involves making predictions and describing patterns and relationships (ACSHE050) Students participate and engage in the ‘Too Cold’ experiment.
Represent and communicate ideas and findings in a variety of ways such as diagrams, physical Students booklets reflect lesson content and extend on it.
representations and simple reports (ACSIS060)

ASSESSMENT
19.LC.14 Planets and other objects in the solar system, including current information from space
exploration Formative and ongoing assessment
1.LC.2 Ask questions and search for answers Students will use the booklets to write down what they have learnt/found
2.LC.8 Use equipment safely and appropriately interesting.

Students will understand that certain planets (Saturn) are cooler than the Earth and therefore
unsuitable for human life.
PRIOR LEARNING

Students understand and know the needs for humans to sustain life.
Students understand that Earth is in the ‘Goldilocks’ zone.
Students understand why we cannot live on Mercury and understand that some
planets are too hot for life.

TEACHING AND LEARNING ACTIONS

PLANNING STRATEGIES/SAFETY RESOURCES INCLUSIVE PRACTICES

CONSIDERATIONS
Recap previous lessons.
Introduce today’s lesson - Cold planets Provide opportunity for all
Give out student booklets students to participate in
discussion.
Students’ This unit of work has been planned with the
booklet understanding that the group of students being
taught will be rather small in size.
Ice
Students given explicit teaching on Saturn (team teaching) Practical hand-on activities Pen/pencils As there will be a team of four pre-service teachers
to deeper students learning involved in the implementation of these lessons, it
‘Too Cold’ experiment and understanding Information is thought that one-on-one teaching will be able to
books take place.
- Students will hold a piece of ice in their hands and will see how fast
they can make it melt.
This inclusive practice provides an opportunity for
- Students will discuss why the ice melted and what would happen if we Ensure that the students do
didn’t have heat? Students will discuss what it would be like living on a students to feel supported in their learning and
not eat the ice. increases the likelihood of all students staying on
planet covered in ice.
task and as well as engaged in the lesson.
Students fill in their booklets with the information they have learnt from today’s
lesson.

Students with additional learning needs can draw

Short description of the next lesson and what the students will be doing. information into their booklet rather than write
the information.

REFLECTION
The focus for this lesson (cold planets, and in particular Saturn) was team taught by the other two teachers in our group. As this was the third lesson,
students’ responses were more open and they were able to connect better with the content. Students began to contribute information to the lesson,
demonstrating their ability to form connections between the learning and their previous experience. A major influence on the teaching and learning in this
lesson was that half of the group was removed from the learning environment for the latter half of the lesson, for the purposes of a class excursion. This
disruption could have a detrimental effect on their learning, particularly because of the limited class time that the students have.

The way that this lesson progressed meant that my co-teacher and I from the previous lesson were able to assist and observe the students more closely
which we were assessing, and help the students who needed additional direction. This helped me to form a more accurate picture of the group of students
that we have and judge their progress so far through the unit.

Riley continued to contribute successfully and usefully to discussions and the lesson as a whole. During the later portion of the lesson, during which
students began self-directed research which was to lead into the final lesson. During this part of the session, Riley showed enthusiasm and a willingness to
research and discover new knowledge, and was proactive in beginning the task which was to be completed in the next lesson.
 Note: For a PMI (Positive, Minus, Interesting) chart based on initial reflections on the teaching of this lesson, see the Teaching Clinic Observation and
Reflection sheet in Appendix II.

LESSON PLAN – Day 4: Friday 6th July, 2012

Class: Year 3/4B Date: Friday 6th of July, 2012

OUTCOMES/ESSENTIAL LEARNINGS INDICATORS

Science involves making predictions and describing patterns and relationships (ACSHE050) Students complete the comparison task

Represent and communicate ideas and findings in a variety of ways such as diagrams, physical ASSESSMENT
representations and simple reports (ACSIS060)
Formative and ongoing assessment
19.LC.14 Planets and other objects in the solar system, including current information from space Students will complete the comparison chart which will act as summative
exploration assessment for the unit and will be marked against a rubric.
1.LC.2 Ask questions and search for answers
2.LC.8 Use equipment safely and appropriately PRIOR LEARNING

Students will understand that earth is the only planet suitable for human life. Students understand and know the needs for humans to sustain life.
Students will understand why other planets are unsuitable for human life. Students understand that Earth is the ‘Goldilocks’ planet and is in the ideal
location in the Solar System.
Students understand why we cannot live on other planets.

TEACHING AND LEARNING ACTIONS

PLANNING STRATEGIES/SAFETY RESOURCES INCLUSIVE PRACTICES

CONSIDERATIONS
Recap previous lessons. Students’ booklet This unit of work has been planned to
Provide opportunity for all provide an opportunity for all students
Explain today’s task to the students. students to participate in Information books to feel supported in their learning. Pre-
discussion. service teachers will work one to one
Show students an example of a pre-made comparison chart. Pen/pencils
supporting every student.
Practical hands-on activities to
Have students select a planet they would like to compare Earth with. Eraser
deeper students learning. Students with additional needs will be
Provide students with the resources they need and assist students in completing the
supported by pre-service teachers and
task
Students will present their comparison chart to the others in the group. Ensure that students use all of Scissors will be given the opportunity to draw
the equipment safely, pictures on their comparison chart
Wrap up the lesson by thanking the students. Textas rather than writing words.

Cardboard

REFLECTION
This, the final lesson in the teaching sequence for this unit of learning, served to sum up and assess the students. This helped our teaching team to form an
accurate picture of the students’ abilities and the knowledge they had gained throughout the course of the four lessons. While we could gain a picture of
the students learning, it was not particularly accurate; this is mostly due to the limited time that we had with the students. However, the learning that they
did demonstrate showed that the main concept (that Earth is the only planet suitable for life, and the additional concept of the Goldilocks Zone).

Due to the level of independence involved in this individual research task, a high level of teaching was not needed for this lesson. Students were largely self-
directed, researching the planets they had chosen to include and locating relevant information from books before including it in their posters. All students
were able to successfully complete this, although the varying levels of depth and understanding was evident in the students talk while completing the task,
their levels of understanding, and the completion of the comparison chart.

During the course of this lesson, all members of our teaching team were able to focus on the individual students we were to be assessing and writing our
reports on, while still assisting the other students where needed. I spent the majority of the lesson discussing Riley’s chosen planet (Uranus), and observing
as he completed the task. Due to his higher ability level and competence in completing tasks individually, I needed to provide very little direction
throughout this lesson and he completed the task to a high level, individually, and with little teacher assistance needed.

Note: For a PMI (Positive, Minus, Interesting) chart based on initial reflections on the teaching of this lesson, see the Teaching Clinic Observation and
Reflection sheet in Appendix II.
 ASSESSMENT MARKING RUBRIC

Comparison Poster Marking Rubric Student’s Name: Riley

E D C B A
Demonstrates Student Student Student Student Student
Understandin understood none understood few of understood some understood most understood all of
g of the information the information of the information of the information the information
they included in they included in they included in they included in they included in
their work their work their work their work their work
Included Student included Student included 1 Student included 2- Student included 4- Student included
taught no elements which element which 3 elements which 5 elements which 5+ elements which
elements were discussed in were discussed in were discussed in were discussed in were discussed in
lessons lessons lessons lessons lessons
Accuracy of Students included Students included Students included Students included Students included
comparison none of the same 1-3 of the same 4-6 of the same 7-8 of the same 9+ of the same
chart elements on both elements on both elements on both elements on both elements on both
sides of the sides of the sides of the sides of the sides of the
comparison chart comparison chart comparison chart comparison chart comparison chart
Appropriate Students used Students used 1 of Students used 2 of Students used 3 of Students used 4 of
use of sources none of the the available the available the available the available
available resources resources resources resources resources
to find information appropriately to appropriately to appropriately to appropriately to
find information find information find information find information
Research Skills Students' research Students' research Students' research Students' research and completion of the
and completion of and completion of and completion of task was all self-directed
 the task was not the task was a little task was mostly
self-directed self-directed self-directed
Comparison Chart Comments: Riley’s work was self-directed and efficient. He was able to accurately
use sources to locate information on a lesser-known planet. Not all concepts included in the
comparison chart were understood; however, he demonstrated verbally throughout the task that he
has a solid understanding of the key underlying concepts of the unit of work.

STUDENT REPORT
Student: Riley Grade: 3/4 Teacher: Rachel Cowley Subject: Science

EFFORT
Outcome Always Usually Sometimes Rarely


Student demonstrates willingness
to learn and actively participates
in sessions
CONTENT

Outcome A B C D E


Student is able to describe the concept of the
Goldilocks Zone


Student can identify key features of Earth which
allow humans to survive.


Student understands why we cannot live on
planets other than Earth.


Student is able to describe and compare the
features of two planets.
General Comments: Throughout this short unit, Riley demonstrated enthusiasm for the subject
and a willingness to learn. He was engaged in the subject matter and contributed successfully to
group discussions. Riley could have benefitted from extended instruction, and could improve his
concentration levels. This could be improved by Riley showing more independence in his
learning and choosing to seat himself away from his close friends. However, Riley’s work
demonstrates an understanding and growing grasp of the key concepts in the unit, and he has
successfully completed all experiments and tasks to a high level. He has been a pleasure to
teach and I wish him all the best throughout the remainder of the school year.

Note: This assessment piece has been moderated by our teaching team to ensure that the marks we
have given our students are a fair and accurate representation of the students’ abilities.
CONCLUSION
Throughout this series of lessons, students were provided the opportunity to grow and extend their
knowledge of space. In particular, students were taught about the importance of life on Earth, how it
is the only planet that can support life, and why we cannot live on other planets (such as Mercury
and Saturn, our taught examples using one hot and one cold planet). The students in our group all
developed an understanding of these key concepts, and were able to explain and demonstrate the
reasons for this developed understanding. Because of this, I believe that the teaching and learning
sequence, and the teaching styles used, were generally effective.

One of the advantages and opportunities which we were provided, as teachers through this
experience, was the opportunity to team teach. Of the four pre-service teachers in our team, only
one (myself) had any experience with teaching in a team, and even my experience in this was limited
(in addition, my team teaching occurred on practicum, and was therefore not in a completely equal
team situation). This opportunity meant that we were able to experience something which not many
qualified teachers can – teaching in an equal team with a small group of children. These
opportunities do not come around often, and it was a fantastic chance to grow and develop our
teaching skills.

Despite the effectiveness with which students were able to complete the tasks, we still encountered
some difficulties over the course of the lesson sequence. The most immediate difficulty, which
became immediately apparent at the beginning of the first lesson, was the varying abilities between
students. We were not expecting as big a variance in ability and enthusiasm in the student group
(especially as we were unprepared for students from the Learning Support Unit to be joining our
group). However, we were still able to effectively adjust and differentiate our learning program so
that all students were able to gain the most benefit from the lessons and successfully achieve the
related outcomes.

Another difficulty that we faced while completing this sequence of lessons was assessment. While
we only had four sessions with the group of students, we had to include in our lessons some form of
assessment task, and then use this, work samples, observations, and anecdotal evidence, to write a
report for one of the students in our group. I found this challenging, as I did not feel that it would be
a completely accurate representation of the students’ ability. However, through the collected
evidence I now feel confident that the report written on Riley, the student I assessed from this
group, has been assessed accurately, and that the report I have written reflects the teaching time we
had with the students, as well as Riley’s ability in the classroom.

I believe that this experience has been a valuable one for everyone involved. As a preservice teacher,
I have had the opportunity to deliver a short sequence of lessons which was still able to teach our
group of students, and provide them with knowledge they did not already have. I have also had the
rare opportunity to assess a student, and write a report on them. This kind of experience does not
often occur, as report writing do not usually take place until the teacher is in charge of their own
classroom.
The students responded well to our teaching, and it is my hope that when their classroom teacher
delivers their science unit next term, that they will be able to contribute their previous knowledge in
the wider classroom situation.

REFERENCES

Australian Curriculum and Reporting Authority. (2011). Macquarie Primary School. Retrieved from
MySchools: http://www.myschool.edu.au/MainPages/SchoolProfileRep.aspx?
SDRSchoolId=49900&DEEWRId=0&CalendarYear=2011&RefId=l2oVUYt%2bPYPU1g8m
%2bHKp9A%3d%3d

Dempsey, I., & Arthur-Kelly, M. (2007). Maximising Learning Outcomes in Diverse Classrooms.
Melbourne: Thomson.

Hertzberg, M. (2012). Teaching English Language Learners in Mainstream Classes. Sydney: PETAA.

Macquarie Primary School. (2012). Macquarie Primary School. Retrieved from Macquarie Primary
School Website: http://www.macquarieps.act.edu.au/

Skamp, K. (Ed.). (1998). Teaching Primary Science Constructively (3rd ed.). Victoria, Australia:
Cengage Learning.
APPENDICES

Appendix I – Student Workbook

Appendix II – Teaching Clinic Observation and Reflection Sheets (4)

Appendix III – Photographic Evidence of Student Work (Annotated)