750 words)
PRELIMINARY INFORMATION
This tabled information must be completed for Element 1 (but is not included in the word count)
Location
Indigenous people
Centre Municipality
Relevant characteristics Ashwood high school is a co-educational secondary public schools located in
Ashwood, Victoria, Australia. This school follows Victorian curriculum across
of school/centre context
the years 7 – 10. The students are mostly well behaved and well disciplined
at this school and do not accept bullying. There are certain behaviour
management practices in place across the school for a smooth running of a
class. The school also offers an Accelerated Curriculum and Enrichment
(ACE) Program for highly motivated students by preparing themselves for
complex learning.
Description of the physical Teaching occurs in a classroom equipped with tables, chairs, a whiteboard
spaces where teaching and a projector. The classroom is a well spaced bright area with plenty of
1
occurs natural light. Students are meant to bring their own devices to classroom.
But there are some standby devices within the classroom for students use in
rare occasions.
Brief outline of any Although there is no luxury of time available for the delivery of this lesson,
classroom constraints or but there is enough time to cover the topic and it is not interfered by any
issues that impacted this
holidays or any other school events.
task
E1 – (1) This year 8 class is a well behaved bunch of students who are academically
Describe the students in your class pretty good. There is one student doing foundation work and he is
and explain the factors that may supported by an education support staff. Most of the students are willing
affect their learning in this context to work, contribute in classroom discussion, and try to do their work
independently. But there are few exceptions, where some of the students
APST 1.1, 1.2, 1.3 needs more support, needs reminders. Some of the student related factors
Approx. 125 words. that can affect their learning is their prior knowledge, not able to focus in
(Bullet points or prose)
their work, easily distracted, not confident in their arithmetic ability,
difference in their intellectual abilities. When students can’t retrieve their
prior knowledge it can affect their learning. Students easily get distracted by
things happening around them so needs redirection.
What are the students ready to learn?
E1 – (2) By looking at the last years assessment data, students have been introduced
Justify what the students are ready to the basics needed for the lesson such as rays, line segments, angles,
to learn using assessment data parallel, types of angles in the last year. Revisiting some of these topics can
help them connect to the current topic. Therefore its not a bad idea to
APST 5.4 touch base some of them. So within the sequence of lessons planned here,
Approx. 125 words. students will be revisiting some of them along with the new concepts. The
(Bullet points or prose)
new topic can be a challenge for many because of the complexity involved
in it. Once they are taken through the basics, they can be easily moved on
to the next level of learning planned here.
How will I help the students to learn?
E1 – (3) As I have noticed some of the students struggle with their prior learning, so
Incorporate your knowledge of I will be revisiting some of the key terms in my lessons. By repeating and
research into how students learn, reviewing the previous learning, it can help students to comprehend at a
to justify your intended teaching better rate (APLnextED, 2019). By having increased number of exposures to
approaches the learning material, it helps with understanding and improving memory of
the material (APLnextED, 2019). This repetition strategy is a strategy I would
APST 1.2, 1.3 like to use within my teaching. I also like to follow the explicit, systematic
Approx. 250 words instructional approach to teach a specific concept or procedure in a highly
(Bullet points or prose)
structured and carefully sequenced manner. These skills are very important
in maths that can make students work efficiently. By doing this, I can
highlight the important details (Iriscenter, 2019). By using systematic
method in teaching a new material, the teacher present the material in
small steps, check for students understanding by pausing, which also
demands active and successful participation from all students (Good, 2007).
2
Visual representation is another evidence-based strategy that can help
students learns abstract mathematics concepts in a better way (Iriscenter,
2019). Students who learn world problems using visual representations are
more likely to solve the problems accurately (Iriscenter, 2019).
3
E1 – (4)
Following the steps below (4a-4f), outline a sequence of 5-8 lessons that you will teach the class. This tabled
information is not included in the word count for Element1.*
Ensure that you address APST 1.5, 2.1, 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 4.1, 4.4 and 4.5 in your responses.
E1 – (4a) The sequence of lessons aims to teach about different angles, its
Identify the overarching goal for the importance in constructing triangles using the conditions for
sequence of lessons congruence.
Repeating the basics about angles is a good start for the lesson so to
LESSON 1
Justify the teaching strategies make sure students are on the same page before starting on the new
E1-(4d)
Students get to watch YouTube videos about how to measure angle size
Justify complementary using a protractor, work on textbook questions in this lesson as it covers
E1-(4e)
4
I choose very trustworthy ICT resources in my class, as there is bulk of
materials available on the internet with no regulation. I tend to use
Explain strategies to support the online resources recommended by experienced teachers. Transum is an
E1-(4f)
safe, responsible and ethical use online website recommended by my mentor, which does not need
of resources (including ICTs)
signing up. I also make sure I carefully monitor student activity to ensure
they are not accessing any inappropriate material during lessons. I
verbally remind students to avoid unsafe material from internet.
LEARNING GOAL 3 Students learn about angles based on their location of intersection.
E1 (4b)
Images that can help students easily understand the concept will be
Justify complementary
used in this lesson. As the lesson progress, students may find it hard to
remember the different angles. So I try to include images or any
E1-(4e)
content (including curriculum Students learn about conditions for congruence SSS, SAS, ASA.
links)
Construct triangles using the conditions for congruence.
5
LEARNING GOAL 5 Students extend their understanding of angles to time zones.
Design a cumulative sequence
E1 (4b)
of lesson goals that align with
the overarching goal
VCMMG290 - Solve problems involving duration, including using 12-
and 24-hour time within a single time zone
Design sequenced lesson Sequenced lesson content:
content (including curriculum
links) The focus is to understand the relationship between lines of latitude
E1-(4c)
or longitude to the time zones.
Students practice calculating 12hr or 24 hour time
Justify the teaching strategies Integrating ICT and using PowerPoints are very essential for the lesson.
selected to challenge diverse
E1-(4d)
6
E1 – (5) My mentor teacher have mentioned to me in the past it is important students gets a chance to
Synthesise work by themselves. Otherwise too much explanation could make students run out of time to
mentor work. It is important to check on students work and identify any struggling students or students
feedback to who can do more challenging work.
support your
planned
learning
sequence
APST 6.3
Approx. 50 words
(Prose)
How will I know that the students have learned?
E1 – (6a - 6c) Explain your assessment plan, which includes formative, diagnostic and summative assessment,
opportunities for timely feedback, and assessment moderation.
E1 – (6a) To know if students understand the topic, formative and summative assessments will be used.
Explain a Students need to do an online quiz, where they could check answers immediately and need to
comprehensive show me the score. This may be designed for every two lesson.
assessment Checking on their homework book can help me to know how well their understood the topic. It
plan to also helps to identify any misconception or the part they are struggling.
monitor While the teacher do the roll, put up a question on the whiteboard for students to answer while
student waiting and do a quick check in their books to see the answer.
achievement There is a summative assessment planned at the end of the sequence of lessons, where
students will be tested to see the overall understanding about the topics covered.
APST 5.1
Approx. 100
words
(Bullet points)
E1 – (6b) During the lessons, timely feedback can be given to students by walking around the classroom and
Explain how checking their workbooks. Also, asking them to contribute to the classroom discussion can help to
you will make know how if they understand the teaching content. While marking their assignments either
opportunities written feedback on the test paper or overall feedback about performance in the assignment will
for timely be discussed.
feedback
APST 5.2
Approx. 50 words
(Bullet points)
E1 – (6c) The mathematics teachers teaching year 8 classes usually does a quick catch up after briefly going
Explain how through the test paper. If there are different elements within a question and they decide how
you will much weightage should be given to certain element and judge the students consistently across
incorporate that. Basically if students got any important concepts wrong, the teachers really wanted to
assessment penalise them for that, so the students realise their mistake. Students difference in ability is
moderation considered while designing the test papers so that part does not have to be considered at the
processes moderation stage. In mathematics, units and rounding is a very important criteria to consider in
marking. Teachers also think about what type of feedback can be given to students, what kind of
APST 5.3 reflection can be done by students and also decide about the time to finish correcting the paper.
Approx. 50 words
(Bullet points)
7
References
Iriscenter. (2019). What evidence-based mathematics practices can teachers employ?. Retrieved
from https://iris.peabody.vanderbilt.edu/module/math/cresource/q2/p05/#content
Victorian Curriculum. (n.d.). In Victorian Curriculum and Assessment Authority. Retrieved June 15,
2019, from
https://victoriancurriculum.vcaa.vic.edu.au/Curriculum/ContentDescription/VCMMG292