Note the focus area and standard Note the type of Describe the artefact / document and indicate
indicate Describe how the artefact / document
descriptor/s the artefact / document
reflects
Focus Area: Standard 2 Know
the content and how to teach it.
2.2: Organise content into an
effective learning and teaching
sequence.
2.6: Implement teaching
strategies for using ICT to expand
curriculum learning opportunities
for students.
SMART GOALS for lesson:
1.5: Demonstrate knowledge and
understanding of strategies for
differentiating teaching to meet
the specific learning needs of
students across the full range of
abilities.
4.3: Demonstrate knowledge of
practical approaches to manage
challenging behaviour.
artefact / the possible impact or result on teaching and/ or
document student learning
This artefact is This document contains a lesson plan and
a lesson plan its evaluation with the focus on explicitly
for an ICT teaching Grade 5 students coding skills. It
lesson on demonstrates how I scaffolded my
coding and the students by using clear, sequential steps
mentor to develop new computing skills by
teachers modelling and facilitating exploration of
evaluation of the coding program Scratch.
the lesson. This lesson, despite having an ICT focus,
developed skills transferrable across other
KLAs. Literacy skills such as procedure
reading and sequencing were enhanced
through the step-by-step instructions
given. Mathematical thinking skills such as
problem solving, ordering and patterns
were also developed when students
needed to trouble shoot their own
creations for errors.
A wide range of abilities was catered for
through scanning and working with
individuals after group modelling each
step.
Students felt confident enough of their
new coding skills and ability to operate
Scratch independently that many of them
meet the standard descriptors you have
identified.
This document highlights my ability
to understand the content of my
lesson and implement it in a logical,
effective teaching sequence. Explicit
language and clear steps
demonstrates how I can effectively
scaffold new material for a range of
students to achieve success (APST
2.2). By modelling instructions to
the whole group on the computer
projector, students had a visual
reference to refer to, in addition to
their written steps, thus further
strengthening their understanding
of the lesson expectations. Students
with any difficulties following a step
could then be scanned for and
addressed promptly, while more
capable students continued to work
(APST 1.5). Pausing and waiting for
students attention, combined with
explicit instructions, allowed for the
successful management of any
challenging behaviour in the
classroom (APST 4.3). A high level of
utilised their lunch time to explore the
program more.
The successful implementation of this
lesson gave me confidence to explore
more coding in the future and reaffirmed
my ability to teach new skills and be an
innovative teacher.
engagement throughout the lesson
supported the students likelihood
for success and extended many
transferrable skills for other KLAs,
such as problem solving and
sequential thinking (APST 2.6).