TEACHERS KNOW THEIR SUBJECT CONTENT AND HOW TO TEACH THAT CONTENT TO THEIR STUDENTS
* Designed learning sequences based on the NSW syllabus that demonstrate understanding of the central concepts and modes of enquiry in each KLA.
* Knowledge and skills in a wide range of ICT activities.
* Understanding of a variety of research-based pedagogies that form my attitude towards teaching and learning.
1. HSIE Lesson plan
* This lesson plan demonstrates my ability to use the NSW syllabus to design and implement effective and relevant lesson sequences. This lesson plan clearly outlines the syllabus outcomes as well as the main concepts and skills that the students will develop in this lesson.
* This lesson also highlights how I have integrated my knowledge of ICT into a classroom setting. I have utilised film clips from the internet to support my teaching, as well as encouraging students to use websites to assist their research. Alternative pedagogical methods are given if the internet is not readily available in the classroom.
* This lesson demonstrates good pedagogy as discussed in the Quality Teaching Framework: student direction, students’ self regulation, background knowledge, cultural knowledge, deep knowledge and higher order thinking.
2. Philosophy of Teaching
* My philosophy of teaching outlines my understanding of the pedagogies involved in teaching within a primary classroom. My philosophy is strongly influenced by the Quality Teaching Framework and the theoretical frameworks of Vygotsky (social-constructivist) and Gardner (multiple intelligences).