6.3.2 Contribute to collegial discussions and apply constructive feedback from colleagues to improve professional knowledge and practice.
2.2.2 Organise content into coherent, well-sequenced learning and teaching programs.
1.5.2 Develop teaching activities that incorporate differentiated strategies to meet the specific learning needs of students across the full range of abilities.
4.2.2 Establish and maintain orderly and workable routines to create an environment where student time is spent on learning tasks.
3.1.2 Set explicit, challenging and achievable learning goals for all students.
5.1.2 Develop, select and use informal and formal, diagnostic, formative and summative assessment strategies to assess student learning.
Mathematics program (with excerpts that included syllabus outcomes and indicators, explicit differentiation, lesson evaluation and assessment)
Lesson observation notes and discussion of observed routines
The program was developed for Year 1 for a one-week Mathematics unit. The outcomes and indicators are clearly stated, which ensures that I am clear about each lesson focus and student achievement. During planning, ideas and suggestions were discussed with my colleague teachers to inform and improve upon knowledge and practice (6.3.2), eg different strategies, resources, assessments and activity ideas. Content was then organised in a logical and well-sequenced manner to support student learning (2.2.2). Prior knowledge was activated as a foundation for the development of a new skill or understanding. Activities selected were based on the students’ current understanding and assessment results previously obtained. Activities used a variety of teaching strategies and resources that were well sequenced, hands-on and engaging for students (2.2.2).
Each session has a warm-up activity (whole class), main focus, group activities (differentiated based on students’ level of ability) and whole-class closure (1.5.2, 2.2.2). Due to this routine, students were able to move effectively, ensuring maximum time spent on tasks (4.2.2). The differentiated tasks ensured inclusivity and engagement. WALT (we are learning to), WILF (what I am looking for) and TIB (this is because) were discussed and written on the board for each lesson to provide a clear purpose and learning intentions for students (3.1.2), while encouraging independent learning and ensuring that students know how to achieve success in assessments (5.1.2).
A formal assessment was undertaken and informal observation notes were maintained on students’ progress. Groups were based on SENA (Schedule for Early Number Assessment). This supported teachers and parent helpers in assisting the group to specifically develop the required knowledge and skills. These group strategies encouraged teamwork, communication and problem-solving, while they increased participation and achievement (1.5.2).
Program strategies and student outcomes were evaluated at the end of each session and informed adjustments and planning for the next session.
A program is able to address a number of Standard Descriptors, but to provide a relevant focus it is important to not include excessive numbers of Standard Descriptors. (The How to Guide recommends between one and three.)
However, by using a range of detailed teaching and learning documents, this annotation does address each Descriptor that has been identified with explicit detail specific to the context described. It includes how the teacher developed the program in consultation with colleagues and ongoing assessment processes, which inform future planning and teaching practice.
Each stage is linked specifically to components of the Descriptors. By including the Descriptor number in the text, each one is individually addressed, showing that the teacher understands each of the Descriptors.
The students learning achievements are integrated into the annotations of a number of the Descriptors.