Standard 2 – Know the content and how to teach it
2.1 Content and teaching strategies of the teaching area
Reflection and Evidence
Knowing the course content is vital to being able to successfully teach it. As a teacher, finding creative ways to share your knowledge is a valuable strategy to keep students engaged and finding ways to encourage students to question and analyse content and information.
I believe if teachers are genuinely interested in the subject they teach, they can enthusiastically bring extra and current knowledge to the students and ignite a passion for learning in that particular subject.
As a science and mathematics teacher, I endeavor to bring as many practical, tangible and contextual experiences to the classroom as I can to spark students interest and give them memorable and engaging lessons.
I include tangible experiences whenever I can and some examples include:
Year 10 science: Fruit demonstration of relative size of planets
Year 10 science: Show and tell of my name a star certificate as a wedding anniversary gift.
STAGE 1 Chemistry: Diamond stimulant earring, example of mineral/non mineral
STAGE 1 Biology: Vegetable demonstration of vegetables originating from mustard plant (selective breeding)
I also include role play whenever I can and some examples include:
Year 8 science: Students moving around as atoms undergoing physical and chemical changes
Year 10 science: Students as atoms in the core of our Sun and gases in the outer part of our sun emitting and absorbing light particles (starburst lollies) at the same wavelengths giving Fraunhofer lines in the sun’s spectrum.
I also include practical activities, experiments, demonstrations, quizzes, games, video and song clips and group activities wherever possible (3.4) to keep students engaged (3.3) and manage classroom activities (4.2) and behavior (4.3).
Year 8 science demonstration: Chemical change examples: Burning steel wool and mixing sugar and sulfuric acid.
Reflection and Evidence
Knowing the course content is vital to being able to successfully teach it. As a teacher, finding creative ways to share your knowledge is a valuable strategy to keep students engaged and finding ways to encourage students to question and analyse content and information.
I believe if teachers are genuinely interested in the subject they teach, they can enthusiastically bring extra and current knowledge to the students and ignite a passion for learning in that particular subject.
As a science and mathematics teacher, I endeavor to bring as many practical, tangible and contextual experiences to the classroom as I can to spark students interest and give them memorable and engaging lessons.
I include tangible experiences whenever I can and some examples include:
Year 10 science: Fruit demonstration of relative size of planets
Year 10 science: Show and tell of my name a star certificate as a wedding anniversary gift.
STAGE 1 Chemistry: Diamond stimulant earring, example of mineral/non mineral
STAGE 1 Biology: Vegetable demonstration of vegetables originating from mustard plant (selective breeding)
I also include role play whenever I can and some examples include:
Year 8 science: Students moving around as atoms undergoing physical and chemical changes
Year 10 science: Students as atoms in the core of our Sun and gases in the outer part of our sun emitting and absorbing light particles (starburst lollies) at the same wavelengths giving Fraunhofer lines in the sun’s spectrum.
I also include practical activities, experiments, demonstrations, quizzes, games, video and song clips and group activities wherever possible (3.4) to keep students engaged (3.3) and manage classroom activities (4.2) and behavior (4.3).
Year 8 science demonstration: Chemical change examples: Burning steel wool and mixing sugar and sulfuric acid.
Year 11 chemistry molecular shape models with jubes and toothpicks
ICT elaboration
A relevant and engaging learning activity for a topic such as acid rain in chemistry could be:
After learning theory and chemistry behind the phenomenon students could search the internet for recent relevant articles on the topic and see what the latest news/research/media about acid rain and prepare a short journalist news type filmed segment covering where, what, how (theory of acid rain) and the current media article to share with the students.
An example of a news article from last Nov about a lake in Canada becoming like jelly:
http://www.citylab.com/weather/2014/11/acid-rain-has-turned-canadian-lakes-into-a-kind-of-jelly/382922/
Students will see how relevant the topic is right now and will engage them to deeper learning.
A relevant and engaging learning activity for a topic such as acid rain in chemistry could be:
After learning theory and chemistry behind the phenomenon students could search the internet for recent relevant articles on the topic and see what the latest news/research/media about acid rain and prepare a short journalist news type filmed segment covering where, what, how (theory of acid rain) and the current media article to share with the students.
An example of a news article from last Nov about a lake in Canada becoming like jelly:
http://www.citylab.com/weather/2014/11/acid-rain-has-turned-canadian-lakes-into-a-kind-of-jelly/382922/
Students will see how relevant the topic is right now and will engage them to deeper learning.
2.2 Content selection and organization
Reflection and Evidence
It is important to select and organize course content depending on student’s prior knowledge, perceived ideas and interests. This ensures they will be fully engaged and will help behavior manage by proving interesting and relevant material (3.3).
Content must be well sequenced for students to make connections and links between concepts and appreciate content in a global, contextual way.
This standard is the link between curriculum (Australian Curriculum, IBMYP, SACE subject outline or school based curriculum) and presenting meaningful, engaging units and lessons for student learning.
As a school, curriculum teams often meet to discuss things such as unit planning, assessment tasks and content selection.
I attended a Professional Development day at Blackwood High School where curriculum teams worked on collaboratively developing IBMYP unit plans and common assessment tasks (5.1) aligned to the Australian Curriculum (2.2, 2.3).
I put great effort into planning lessons from the corresponding curriculum for my classes and selecting relevant and current content and learning activities. I organise it in such as way that it sequenced with the learning outcomes for the unit and always review the previous lesson and try to constantly refer to the ‘bigger picture’. I also made key ideas summary handouts and concept flowcharts for students for revision purposes and to show connections between concepts.
Evidence:
Lesson plans with relevant key ideas/learning outcomes for the following units:
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
science_ibmyp_year_8_chemical_change_unit_plan.doc |
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
maths_ibmyp_year_8_linear_equations_lesson_plans.docx |
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
maths_ibmyp_year_8_percentages_lesson_plans.docx |
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
year_10_astronomy_unit___lesson_plan_christine_kusznir.docx |
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
stage_1_biology_genetic_engineering_unit___lesson_plan_cak.docx |
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
stage_1_biology_-_cellular_biology_unit_plan.doc |
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
stage_1_chemistry_metal_and_metal_extraction_unit___lesson_plan_cak.docx |
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
stage_2_chemistry_topic_3_unit_plan.doc |
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
key_ideas_summary_and_need_to_know_list.docx |
![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
stg2chem_unit_and_lesson_plans_cak16.pdf |
![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
11_chem_unit_and_lesson_plans_sem_1.pdf |
Professional Development day at BHS Flowchart summary of production of Aluminium student handout
![Picture](/uploads/4/8/6/7/48679241/1446288287.png?250)
IIICT elaboration
One way to assess student’s foundation knowledge is to introduce a new topic with a brainstorming session of what they might think or know about the topic and to scaffold their answers by asking a few open questions if they become off track or run out of ideas. Then you can select and organize content according to how well the brainstorming session goes.
One way this can be done is using a site called Bubbl.Us https://bubbl.us/which creates mind maps which can then be shared with the students as a summary
This is a great way to introduce the topic of chemical industry to see what students already know and by the teacher scaffolding the brainstorming, it will most likely cover majority of the key words in the topic so the students are already familiar with them and can see a big picture of the topic before learning the specific content.
Professional Development: SACE Stage 1 Science Implementation workshop 2016
2.3 Curriculum, assessment and reporting
Reflection and Evidence
Assessment is paramount to any learning task to ensure the students have grasped key concepts and ideas outlined in the curriculum and so teachers may provide feedback to students and their learning (5.2).
Assessment must be relevant (from the curriculum), challenging yet achievable, reflect the learning outcomes and give evidence for the teacher to report on the students learning and progress.
Evidence linking all together
Curriculum: Key ideas and intended student outcomes on unit plan (from Australian curriculum content strands which form the basis for school based curriculum)
Assessment: Test based on key ideas and intended student outcomes from unit plan and oral presentation on allocated topic in unit
Reporting: Student record of achievement to be used in reporting purposes.
Reflection and Evidence
Assessment is paramount to any learning task to ensure the students have grasped key concepts and ideas outlined in the curriculum and so teachers may provide feedback to students and their learning (5.2).
Assessment must be relevant (from the curriculum), challenging yet achievable, reflect the learning outcomes and give evidence for the teacher to report on the students learning and progress.
Evidence linking all together
Curriculum: Key ideas and intended student outcomes on unit plan (from Australian curriculum content strands which form the basis for school based curriculum)
Assessment: Test based on key ideas and intended student outcomes from unit plan and oral presentation on allocated topic in unit
Reporting: Student record of achievement to be used in reporting purposes.
ICT elaboration
A website suggesting ideas about assessment by Education Services Australia meaning it is highly relevant to the curriculum and can search by individual state.
http://www.assessmentforlearning.edu.au
In particular a great assessment for a year 9 maths class
Students are required to design and produce a scale diagram of the renovation and to make choices about furniture and other items. The cost of renovation is evaluated in terms of available budget.
Here students are focusing on a task that’s highly relevant and allows them to research items and prices online and even present the final data on an excel spread sheet which the teacher could help set up formulas and interpret data. It could even be done as a group to support student participation (4.1)
http://www.assessmentforlearning.edu.au/assessment_tasks/roomchanges/room_changes_-_1_description.html
Students plan and cost the renovation of a lounge room.
Students are required to design and produce a scale diagram of the renovation and to make choices about furniture and other items. The cost of renovation is evaluated in terms of available budget.
The task as outlined concerns the renovation of a lounge room of specified dimensions. Teachers might choose to vary this. For example, students could be given the opportunity to focus on a room of their own choice, a selected room or rooms from a given house plan.
The success criteria for the completed assessment task are:
A website suggesting ideas about assessment by Education Services Australia meaning it is highly relevant to the curriculum and can search by individual state.
http://www.assessmentforlearning.edu.au
In particular a great assessment for a year 9 maths class
Students are required to design and produce a scale diagram of the renovation and to make choices about furniture and other items. The cost of renovation is evaluated in terms of available budget.
Here students are focusing on a task that’s highly relevant and allows them to research items and prices online and even present the final data on an excel spread sheet which the teacher could help set up formulas and interpret data. It could even be done as a group to support student participation (4.1)
http://www.assessmentforlearning.edu.au/assessment_tasks/roomchanges/room_changes_-_1_description.html
Students plan and cost the renovation of a lounge room.
Students are required to design and produce a scale diagram of the renovation and to make choices about furniture and other items. The cost of renovation is evaluated in terms of available budget.
The task as outlined concerns the renovation of a lounge room of specified dimensions. Teachers might choose to vary this. For example, students could be given the opportunity to focus on a room of their own choice, a selected room or rooms from a given house plan.
The success criteria for the completed assessment task are:
- an ability to produce a geometric representation of the room and its contents
- an ability to organise and present measurement problems
- an ability to select and compare financial options
- an ability to communicate and evaluate results
2.4 Understand and respect Aboriginal and Torres Straight Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
Reflection and Evidence
It is vital to promote the recognition and reconciliation between Indigenous and non-Indigenous Australians in the classroom and encourage students to respect and value the contributions and perspectives of Aboriginal and Torres Straight Islander people so they become caring, compassionate and global citizens.
An opportunity for students to develop an understanding and respect for Aboriginal and Torres Straight Islander culture in my year 10 science class was during the astronomy topic.
I endeavored to incorporate Aboriginal and Torres Straight Islander culture by making an oral presentation topic about Australian Indigenous Astronomy. Although I didn’t have lesson time to spend on discussing other perspectives in depth, a student had the opportunity to present individual research to their peers in a 3 minute oral presentation and the class collaboratively learn about the Aboriginal perspective (2.4).
On reflection, another facet to promote reconciliation between cultures could be added by inviting an Indigenous Australian in to talk about their cultural aspects of astronomy to promote awareness and reconciliation between Australians (2.4). This could be even further enhanced if there were any Aboriginal students in the class, they could share their perspective first hand and invite a family member in to talk to the class (3.7, 7.3, 7.4)
Reflection and Evidence
It is vital to promote the recognition and reconciliation between Indigenous and non-Indigenous Australians in the classroom and encourage students to respect and value the contributions and perspectives of Aboriginal and Torres Straight Islander people so they become caring, compassionate and global citizens.
An opportunity for students to develop an understanding and respect for Aboriginal and Torres Straight Islander culture in my year 10 science class was during the astronomy topic.
I endeavored to incorporate Aboriginal and Torres Straight Islander culture by making an oral presentation topic about Australian Indigenous Astronomy. Although I didn’t have lesson time to spend on discussing other perspectives in depth, a student had the opportunity to present individual research to their peers in a 3 minute oral presentation and the class collaboratively learn about the Aboriginal perspective (2.4).
On reflection, another facet to promote reconciliation between cultures could be added by inviting an Indigenous Australian in to talk about their cultural aspects of astronomy to promote awareness and reconciliation between Australians (2.4). This could be even further enhanced if there were any Aboriginal students in the class, they could share their perspective first hand and invite a family member in to talk to the class (3.7, 7.3, 7.4)
ICT elaboration
An interesting science project could be to talk about and have students research and investigate how boomerangs work, discuss the scientific principles behind how they are designed and even have the students build one themselves. Research could be conducted on the internet and be presented on a power point presentation.
A website with a video clip students could watch and discuss.
http://entertainment.howstuffworks.com/boomerang1.htm
If any of the students are of Aboriginal or Torres Straight Islander background, the teacher could invite a relative or friend of the family to come into the classroom and talk about the role of the boomerang in their culture (3.7).
An interesting science project could be to talk about and have students research and investigate how boomerangs work, discuss the scientific principles behind how they are designed and even have the students build one themselves. Research could be conducted on the internet and be presented on a power point presentation.
A website with a video clip students could watch and discuss.
http://entertainment.howstuffworks.com/boomerang1.htm
If any of the students are of Aboriginal or Torres Straight Islander background, the teacher could invite a relative or friend of the family to come into the classroom and talk about the role of the boomerang in their culture (3.7).
2.5 Literacy and numeracy strategies
Reflection and Evidence
Literacy and numeracy is required to be ‘applied, adapted, strengthened and extended in other learning areas’ according to the Australian Curriculum, and not just taught in the natural teaching areas such as mathematics and English.
In year 10 science during an astronomy unit, I found a common gap in students learning manipulating calculations using scientific notation and applying index laws. This should have been covered in year 9 maths as described:
AC Yr 9 Content Descriptors
Students are assumed to have learnt about scientific notation prior to the task and are familiar with the use of indices.
Apply index laws to numerical expressions with integer indices (ACMNA209)
Elaborations: simplifying and evaluating numerical expressions, using involving both positive and negative integer indices
Express numbers in scientific notation (ACMNA210)
Elaborations: representing extremely large and small numbers in scientific notation, and numbers expressed in scientific notation as whole numbers or decimals
Achievement standard: Students apply the index laws to numbers and express numbers in scientific notation
I then gave an impromptu mathematics lesson and set homework for students to practise calculations and invited them to get additional help at lunchtime if they needed as I gave them a formative quiz the next lesson to ensure they had grasped the numeracy skills required in the science topic.
Similarly, a mathematics task I developed for year 9 mathematics contains an element of literacy in performing some research and communicating findings in written form to promote literacy.
Reflection and Evidence
Literacy and numeracy is required to be ‘applied, adapted, strengthened and extended in other learning areas’ according to the Australian Curriculum, and not just taught in the natural teaching areas such as mathematics and English.
In year 10 science during an astronomy unit, I found a common gap in students learning manipulating calculations using scientific notation and applying index laws. This should have been covered in year 9 maths as described:
AC Yr 9 Content Descriptors
Students are assumed to have learnt about scientific notation prior to the task and are familiar with the use of indices.
Apply index laws to numerical expressions with integer indices (ACMNA209)
Elaborations: simplifying and evaluating numerical expressions, using involving both positive and negative integer indices
Express numbers in scientific notation (ACMNA210)
Elaborations: representing extremely large and small numbers in scientific notation, and numbers expressed in scientific notation as whole numbers or decimals
Achievement standard: Students apply the index laws to numbers and express numbers in scientific notation
I then gave an impromptu mathematics lesson and set homework for students to practise calculations and invited them to get additional help at lunchtime if they needed as I gave them a formative quiz the next lesson to ensure they had grasped the numeracy skills required in the science topic.
Similarly, a mathematics task I developed for year 9 mathematics contains an element of literacy in performing some research and communicating findings in written form to promote literacy.
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
cak_stars_quiz_1.doc |
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
cak_stars_quiz_1_plus_answers.doc |
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
indices_folio_year_9_maths.doc |
ICT elaboration
More information about literacy and numeracy aspects of the Australian Curriculum can be found on the website:
http://www.australiancurriculum.edu.au
As a maths teacher, promoting fluency in maths could be difficult with the reliance on graphics calculators to perform many functions and students may lose the ability of fluency if not practiced – such as multiplying tables and simple additions and subtractions in their head. This might cause them to become reliant on technology and frustrated and disengaged in other subjects.
A quick game you could play is to create a power point presentation of tables, additions, subtractions, fractions, decimals and percentages and have it flick through with only a few second on each question so students need to write down as many answers as they can and at the end mark the answers and students with most correct answers wins.
I adapted a power point resource I found to play a game of ‘Who Wants to be A Millionaire’ as an end of term activity in year 8 mathematics about decimals, fractions and percentages.
More information about literacy and numeracy aspects of the Australian Curriculum can be found on the website:
http://www.australiancurriculum.edu.au
As a maths teacher, promoting fluency in maths could be difficult with the reliance on graphics calculators to perform many functions and students may lose the ability of fluency if not practiced – such as multiplying tables and simple additions and subtractions in their head. This might cause them to become reliant on technology and frustrated and disengaged in other subjects.
A quick game you could play is to create a power point presentation of tables, additions, subtractions, fractions, decimals and percentages and have it flick through with only a few second on each question so students need to write down as many answers as they can and at the end mark the answers and students with most correct answers wins.
I adapted a power point resource I found to play a game of ‘Who Wants to be A Millionaire’ as an end of term activity in year 8 mathematics about decimals, fractions and percentages.
2.6 Information and Communication Strategies
Reflection and Evidence
ICT is now an everyday part of life. Teachers use it to enhance their teaching (3.4), for student engagement (3.3) and a research and presentation tool for assessments (5.1).
Each site will have their own specific policy about ICT and its use in the classroom. This policy can usually be found in the staff handbook or induction documents
BHS Staff handbook
I endeavor to incorporate ICT whenever I can into lessons, both as a teaching strategy (3.3) and a resource (3.4).
Presenting content as a power point is useful as it can be printed for student to note take on or emailed to students who have missed the lesson or need extra help (1.6, 3.5). I will often use a short video or music clip to reinforce a concept or as a review tool.
Evidence: Power point presentations I adapted from the school with links to short video clips, music clips and websites.
I also use ICT in a range of activities and assessment tasks I developed or adapted from other resources:
Year 9 Mathematics folio task: Indices – is the classroom noisier than a jumbo jet?
Use of ICT to use a decibel app to collect data and to research information to answer a question.
Indices – is the classroom noisier than a jumbo jet?
Use of ICT to create a mind map of topic (1.2, 3.3).
STAGE 1 Chemistry: Concept map assignment
Reflection and Evidence
ICT is now an everyday part of life. Teachers use it to enhance their teaching (3.4), for student engagement (3.3) and a research and presentation tool for assessments (5.1).
Each site will have their own specific policy about ICT and its use in the classroom. This policy can usually be found in the staff handbook or induction documents
BHS Staff handbook
I endeavor to incorporate ICT whenever I can into lessons, both as a teaching strategy (3.3) and a resource (3.4).
Presenting content as a power point is useful as it can be printed for student to note take on or emailed to students who have missed the lesson or need extra help (1.6, 3.5). I will often use a short video or music clip to reinforce a concept or as a review tool.
Evidence: Power point presentations I adapted from the school with links to short video clips, music clips and websites.
I also use ICT in a range of activities and assessment tasks I developed or adapted from other resources:
Year 9 Mathematics folio task: Indices – is the classroom noisier than a jumbo jet?
Use of ICT to use a decibel app to collect data and to research information to answer a question.
Indices – is the classroom noisier than a jumbo jet?
Use of ICT to create a mind map of topic (1.2, 3.3).
STAGE 1 Chemistry: Concept map assignment
![](http://www.weebly.com/weebly/images/file_icons/xls.png)
cak_year_10_astronomy_-_stars.pptx |
![](http://www.weebly.com/weebly/images/file_icons/xls.png)
cak_year_10_astronomy_-_cosmology.pptx |
![](http://www.weebly.com/weebly/images/file_icons/xls.png)
christine_kusznir_topic_3_metals_and_metal_extraction_part_1.pptx |
![](http://www.weebly.com/weebly/images/file_icons/xls.png)
christine_kusznir_topic_3_metals_and_metal_extraction_part_2.pptx |
![](http://www.weebly.com/weebly/images/file_icons/xls.png)
christine_kusznir_topic_3_aluminium_extraction.pptx |
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
indices_folio_year_9_maths.doc |
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
sace_stage_1_chemistry_2015_-_concept_map_assignment.docx |
Sacred Heart College Senior Mentor Feedback, 2015
ICT elaboration
It is highly likely wherever students end up working will involve learning new programs specific to their area and I think teaching them how to learn new programs and exposure to new programs will prepare them for future life and further studies.
For example, in senior chemistry students are not expected to use structure drawing software such as chemdraw
‘The drawing tool of choice for chemists to create publication-ready, scientifically intelligent drawings for use in ELNs, databases and publications and for querying chemical databases.’
ChemDraw - CambridgeSoft
However, if they pursue further studies in chemistry they will need to use it so a classroom task could be to introduce and expose them to ChemDraw by collaboratively working through some simple drawings and instructions. Students could then work together in groups to drawing some structures and equations following some step by step instructions. If the teacher is fluent in the program they could also demonstrate other features of the program such as showing the students 3D models of the structures they have been looking at.
It is highly likely wherever students end up working will involve learning new programs specific to their area and I think teaching them how to learn new programs and exposure to new programs will prepare them for future life and further studies.
For example, in senior chemistry students are not expected to use structure drawing software such as chemdraw
‘The drawing tool of choice for chemists to create publication-ready, scientifically intelligent drawings for use in ELNs, databases and publications and for querying chemical databases.’
ChemDraw - CambridgeSoft
However, if they pursue further studies in chemistry they will need to use it so a classroom task could be to introduce and expose them to ChemDraw by collaboratively working through some simple drawings and instructions. Students could then work together in groups to drawing some structures and equations following some step by step instructions. If the teacher is fluent in the program they could also demonstrate other features of the program such as showing the students 3D models of the structures they have been looking at.