Situational Analysis - Learners Content
Situational Analysis - Learners Content
Education sector: Good Shepard Primary https://www.sogsgpark.catholic.edu.au/Location: Melbourne, Victoria
Size: 357 students Demographics:
Student characteristics in this class:
Year/age Level: 2 Focus of learning sequence - Key Learning Area:
Maths https://v9.australiancurriculum.edu.au/Expected duration:
Rationale
Your rationale with reference to a situational analysis of the learning context and learner characteristics
Justify the focus with relation to the situational analysis and the scope and sequence.
Identify how the learning sequence and key focus/task are relevant to the learning outcomes as identified in the Scope and Sequence.
Explain how the learning content and learning experiences have been designed with the characteristics and interests of the class / learners.
Make connections with student prior knowledge relevant to the curriculum concepts of this learning sequence.
Curriculum Links
Year/Age Level description:
Achievement Standard:
Content Descriptors:
Learning Objectives
Learning Intentions: Success criteria:
Cross-Curriculum Priorities & General Capabilities
Cross-Curriculum Priorities:
1016413810000Aboriginal and Torres Strait Islander histories and cultures
Asia and Australias engagement with Asia
Sustainability General Capabilities:
8638414605000
Literacy
Numeracy
Digital Literacies
Critical and Creative Thinking
Personal and Social Capability
Ethical Understanding
Intercultural Understanding
Differentiation Strategies
How content, strategies + resources will be adapted/adjusted for Challenge and Modification; and for specific learners needs.
How will you ensure that all children can engage with and learn through their participation in the learning sequence? Support with academic references.
Assessment
Assessment: Description of assessment/s including evidence and data to be gathered
Assessment for:
involves teachers using evidence about students' knowledge, understanding and skills to inform their teaching. Sometimes referred to as formative assessment', it usually occurs throughout the teaching and learning process to clarify student learning and understanding.
When assessment will occur
Assessment as:
occurs when students are their own assessors. Students monitor their own learning, ask questions, and use a range of strategies to decide what they know and can do, and how to use assessment information for new learning.
Assessment of:
assists teachers in using evidence of student learning to assess achievement against outcomes and standards. Sometimes referred to as summative assessment', it usually occurs at defined key points during a teaching work or at the end of a unit.
STAGES OF TEACHING AND LEARNING
(Lesson Planning)
Stages of teaching sequence Learning intentions
& Success Criteria Key teaching strategies and learning experiences,
including opportunities for feedback for each stage
ICTs/Resources
Engage elicit students' prior knowledge, stimulate interest, and gather diagnostic data to inform teaching and learning.
Explore carry out hands-on investigations in which they can explore the concept or skill.
Explain continue to develop knowledge of concepts and demonstrate their developing understanding.
Elaborate apply what they have learned to new situations and develop a deeper understanding of the concept.
Evaluate an opportunity for students to review and reflect on their own learning, and on their new understanding and skills.
From the planned overview of a sequence of learning, identify evidence addressing each of the following APST descriptors: APST 2.1,2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4.
Annotations are crucial for demonstrating engagement with professional learning and development. According toAITSL(2017), they allow for reflection, improvement, identification, idea, clarification, enhanced information, sharing, and meeting registration requirements.
Task overview
Requires you to draw connections between your sequence of learning, identify evidence addressing each of the following APST descriptorsAPST 2.1,2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4
Annotate your learning sequence by writing approximately 100 words about each APSTSupport this evidence with reflections and academic references.
USE THIS WEBSITE https://www.aitsl.edu.au/Reflection and annotate evidence of attainment of the Australian Professional Standards for Teachers: Graduate level.
Evidence of annotated artefacts with reflection on the alignment for each of the 10 Australian Professional Standards. Current research supports annotations with reflections for all ten Australian Professional Standards. Conventional academic writing and APA in-text referencing are evident.
2:1 CONTENT AND TEACHING STRATEGIES OF THE TEACHING AREA. Demonstrate knowledge and understanding of the concepts, substance, and structure of the content and teaching strategies of the teaching area.
2:2 CONTENT SELECTION AND ORGANISATION. Organise content into an effective learning and teaching sequence.
2.3 CURRICULUM, ASSESSMENT, AND REPORTING. Use knowledge of curriculum, assessment, and reporting to design learning sequences and lesson plans.
2.4 UNDERSTAND AND RESPECT ABORIGINAL AND TORRES STRAIT ISLANDER PEOPLE TO PROMOTE RECONCILIATION BETWEEN INDIGENOUS AND NON-INDIGENOUS AUSTRALIANS. Demonstrate broad knowledge of, understanding of, and respect for Aboriginal and Torres Strait Islander histories, cultures, and languages.
2.5 LITERACY AND NUMERACY STRATEGIES. Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
2.6 INFORMATION AND COMMUNICATION TECHNOLOGY (ICT). Implement teaching strategies for using ICT to expand students' curriculum learning opportunities.
3.1 ESTABLISH CHALLENGING LEARNING GOALS. Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
3.2 PLAN, STRUCTURE AND SEQUENCE LEARNING PROGRAMS. Plan lesson sequences using knowledge of student learning, content, and effective teaching strategies.
3.3 USE TEACHING STRATEGIES. Include a range of teaching strategies.
3.4 SELECT AND USE RESOURCES. Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
Reference List
APA 7th Edition
Rubric
