Standard 2

Professional Knowledge
Know the content and how to
teach it
Some of the most significant learning experiences I
have had whilst on practicums are practicing
selecting content, organising it and applying
teaching strategies and designing learning
activities. These learning experiences address
standard 2.1 Content and teaching strategies of
the teaching area and 2.2 content selection and
organisation. When addressing standard 2.1
teachers are to Demonstrate knowledge and
understanding of the concepts, substance and
structure of the content and teaching strategies of
the teaching area. (AITSIL, 2011) Addressing 2.2
teachers Organise content into an effective
learning and teaching sequence. (AITSIL, 2011)

Standard 2 Artefact
Lesson One
KLA: mathematics

SOUTHERN CROSS
Date:
Wednesday 17
February 2016

UNIVERSITY PROFESSIONAL EXPERIENCE III (2016)

Time: 12:25
Class: Kindergarten
School: Wangi
1:05
Wangi PS
40 minutes.

APST FOCUS:
4.2 Manage classroom activities
3.1 Establish challenging learning goals
Outcome / Standard:
Mae-3WM

Uses concrete materials and/or pictorial representations to support conclusions.

Mae-9MG

Describes and compares lengths and distances using everyday language.

Objective / Learning Intention:
Diagnostic Assessment:
Assess what students know and understand about measurement (length; long and short)
Sorting activity:
Students sort a range of objects into short and long groups.
3.1 & 3.2 Background / Cultural / Prior Knowledge:
Diagnostic assessment will be implemented in this lesson to determine students knowledge and understanding of
measurement (length; long and short)

3.3 Knowledge integration:

SCIENCE & TECH
CA
3.4 Inclusivity
3.5 Connectedness
3.6 Narrative
Timing

HSIE

1.1 Deep
Knowledge
1.2 Deep
understanding
1.3 Problematic
knowledge

ENGLISH
1.4 Higher order
thinking
1.5 Metalanguage
1.6 Substantive
communication

Procedure

F/A
INTRODUCTION (O):
5 minutes
Diagnostic assessment for length:
Propose this to the students, if you think you have long
hair, stand up and go and stand at the red hula hoop. If
Intro
you think you have short hair stand up and go and stand
8 mins
at the yellow hula hoop.
These people in this group have long hair and these
people have short hair.
Today we are going to have a look at long things and
short things.
But first I wonder if you know any words that could also
mean Long and short lets start with long (ask students
individually)

MATHS

PDHPE

2.1 Explicit quality

criteria
2.2 Engagement
2.3 High
expectations
Considerations
Resources:
Hula hoops.
Signs.
Charts ready
made.
Short and long
resources to
sort.

2.4 Social support

2.5 Student self regulation
2.6 Student direction

Assessment
students
Diagnostic
assessment:
Are students
able to
recognise the
difference
between long
and short?

Differentiation
Strategies
Explicit sharing of
learning intentions:
Grouping things into
long and short.
Stimuli:
Visual, written and
hands on
engagement.
HOT:
Knowledge: recall
hair colours.
Comprehension:
students
understanding their
own hair colour.
Apply: demonstrate

2 mins

Long: high, tall and big. (key words)

Short: low, little, small. (key words)
BODY (G):
Today I have some objects some are long, high, tall and
big and some are short, low, little and small.
Theyre all mixed up and I want to make them into two
groups. One group will have long things and the other
will have short things. Kindergarten do you think you
could help me make these groups?
BODY (E):

10
minutes

Students sort the items into their groups.

CONCLUSION (R):
10
minutes

Make a chart to display some of the long and short

items.
Supervising teacher:

hair colour on stencil.

Management.
Students are to
sit in their
allocated spots
for the
introduction.
Students are to
sit in a semi
circle for the rest
of the lesson.
Ensure that
every student
has a turn.
Have students
place the items
on the chart.

Date:

Lesson Two
KLA: mathematics

SOUTHERN CROSS UNIVERSITY PROFESSIONAL EXPERIENCE III (2016)

Date: Thursday
Time: 12.25
Class: Kindergarten
School: Wangi
18 February 2016 1.05
Wangi PS

APST FOCUS:
4.2 Manage classroom activities
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities.
2.2 content selection and organisation.
Outcome / Standard:
Mae-3WM

Uses concrete materials and/or pictorial representations to support conclusions.

Mae-9MG

Describes and compares lengths and distances using everyday language.

Objective / Learning Intention:
Measurement:
Students are to complete a worksheet for sorting long and short pieces of card.
3.1 & 3.2 Background / Cultural / Prior Knowledge:
Students have basic knowledge and understanding of measurement Long and short.
Students have limited measurement vocabulary.

3.3 Knowledge integration:

SCIENCE & TECH
3.4 Inclusivity
3.5 Connectedness
3.6 Narrative

HSIE

1.1 Deep
Knowledge
1.2 Deep
understanding
1.3 Problematic
knowledge

Timing

Procedure

5-8
minutes

INTRODUCTION (O):
Review of yesterday.
Today is long and short.

2-5
minutes

ENGLISH

MATHS

PDHPE

CA
1.4 Higher order
thinking
1.5 Metalanguage
1.6 Substantive
communication

BODY (G):
How to complete the worksheet.
- 5 colours.
- Each colour has one short piece and one long
piece.

2.1 Explicit quality

criteria
2.2 Engagement
2.3 High
expectations
Considerations
Resources:
Worksheets
Cardboard
strips.
Glue sticks.

Management:
Students are to
sit in their
allocated spots/
seats.

2.4 Social support

2.5 Student self regulation
2.6 Student direction

Assessment
students
Are students
able to count
1-10?
Are students
able to revert
their thinking
from one
concept to
another?

Use the
worksheet as
an
assessment to

Differentiation
Strategies
Extension for fast
finishers/ high
attaining students
give them block
counters to measure
and count the
different lengths.
Stimuli:
Hands on
manipulative, visual
learning.
HOT:
Knowledge: matching
the lengths to the
words long and
short

25
minutes

Students need to sort each piece into short and

long.

BODY (E):

Students complete their activity.

Extension and
fast finishes.
- Put counting
cubes on the
long ones and
short ones and
see how many
cubes it takes to
fill your lengths.

report on
student
learning. If
students have
the worksheet
completed
correctly, its
time to move
them along in
measurement.

CONCLUSION (R):
3
minutes.

Other words for long and short.

Link into next lesson more measurement with
counting.
Supervising teacher:

Date:

Comprehension:
demonstrate
knowledge by
completing the
worksheet.

Standard 2 Annotation
Note the focus area and standard
descriptor/s the artefact /
document reflects

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

Note the type of

artefact / document

Describe the artefact / document and

indicate the possible impact or result on
teaching and/ or student learning

Describe how the artefact /

document
meet the standard descriptors you
have identified.

The artefact
includes two
consecutive lesson
plans.

These lessons plans were designed as

a miniature unit of work for
introduction to measurement - length
(long and short)

Demonstration of 2.1 has

been addressed by creating
teaching strategies that
demonstrate an
understanding of the content,
such as explicitly taught
words that mean long or
short.

A diagnostic assessment activity was

implemented in the first lesson to
assess students current knowledge
and understanding of the terms long
and short.
Learning activities were simple, explicit
and hands on. Each learning activity
had clear links to prior knowledge.

Demonstrating of 2.2 has

been presented by building
each lesson onto each other
by ensuring that revision of
students prior knowledge is
the basis of each new lesson/
learning activity.

References
Australian Institute for Teaching and School leadership. (2012). Australian Professional Standards
for Teachers. Australian Government.
New South Wales Board of Studies. (2016). Mathematics K-10 Syllabus. Sydney, Australia.