Appendices

Appendices 

 Appendix B

These photographs show how students were able to demonstrate their conceptual knowledge of how a waterwheel/paddlewheel can be integrated into a larger machine through creation of a small scale model using recycled materials. (2.1.2, 2.1.3, 2.1.4).

 

 

 

 

 

Appendix F

The comments below demonstrate how I have been able to provide constructive feedback to students both orally and in written form. I have also sought to provide clear directions to students about learning goals and conducted meaningful classroom discussions that seek to enhance student understanding about concepts. (3.1.7 4.1.1, 4.1.2, 4.1.3)

Appendix G

This document demonstrates how I have always sought to develop a supportive and safe learning environment for students where their opinions are valued and their participation encouraged. (5.1.1, 5.1.2, 5.1.3, 5.1.4).

Appendix H

The document below is from a HSIE excursion risk assessment that demonstrates how I am aware of the legal obligation for teachers to ensure the safety of students in schools. (5.1.7).

Appendix I

I always seek to reflect upon every lesson I have planned and implemented whilst undertaking my professional experiences over the past four years. Doing so has brought to attention areas of improvement, strategies that have worked well or unexpected incidences. (6.1.1).

 

 

Appendix L

The comments provided below in section 6 from a practicum report in 2008 demonstrate how I always strive to reflect upon my teaching practice both individually and in consultation with my teacher mentor. I have always taken the advice given by my teacher mentor after each debriefing session and used it to inform my teaching practice. (6.1.5).

Appendix M

 I have undertaken personal research into early childhood literacy in response to my studies within the Special Education option. I have become interested in effective teaching practices that will assist students to become literate. The website address below links to a blog written by Professor Trevor Cairney from UNSW that has provided some insight and sparked some personal reflection about my own literacy practices. (6.1.7).

 http://trevorcairney.blogspot.com/

Appendix N

 I am aware of the many departmental policies the DET has implemented across all schools within NSW. I understand that teachers have an obligation to enact these policies within schools. The website address below provides a link to the latest policies. (6.1.8).

https://www.det.nsw.edu.au/policiesinter/category.do?level=Schools

 

Appendix P

These two courses that I participated in (Senior First Aid with St John Ambulance & Child Protection with Baptist Union NSW) demonstrate how I am aware of the moral and legal obligations teachers have as professionals towards their students. The skills and knowledge gained within these two courses will allow a better personal response when students are found to be in physical or emotional danger. (7.1.5).

 

Appendix A

 These documents demonstrate how I was able to identify the key ideas that I wanted students to know by the end of the unit on length within the measurement substrand of the NSW Mathematics K-6 Syllabus (2002). The lesson sequence provided a base upon which learning experiences were planned and linked to the assessment task (see Appendix E). Further, the homework task allowed students to develop the skills and concept knowledge learnt during lessons. (1.1.1, 1.1.2, 1.1.3).

Appendix B 

These documents highlight how students were able to use peer group and whole class discussion to create a small scale model of a water transport vehicle in response to a design task. All students were able to achieve a level of success as individual effort assisted the end group result. (2.1.2, 2.1.3, 2.1.4).

Appendix C 

This document demonstrates how I was able to cater for a student with an identified special need by using softer rubber balls and conducting a low impact aerobics session as a warm up activity. (2.1.5).

Appendix D 

 This document demonstrates how I catered for the literacy needs of students from a non-English speaking background by including visual aids and the necessary mathematical metalanguage that assisted in their understanding of the content. (2.1.6).

Appendix E 

 This document demonstrates how I have used different assessment strategies within an assessment task. It also highlights the explicit link between outcomes achieved by students during their learning experiences and the questions present in the assessment task. (3.1.5, 3.1.6).

Appendix J 

I am aware of the inherent link between the NSW Institute of Teachers' Professional Teaching Standards (2004) and the teaching profession. Along with the DET Quality Teaching Document (2008) the Professional Teaching Standards (2004) provide a framework upon which I am able to reference my progress as a teacher professional. (6.1.2).

Appendix K 

I have been able to develop a workshop program as part of a Special Education options course that will assist to enhance the collegial learning environment present within schools. Further, it demonstrates how teachers are able to assist fellow colleagues through informed discussion about effective teaching practices. (6.1.4, 6.1.6). 

Appendix O 

This document is a letter I sent home to parents and caregivers of students within my year 4 class outlining what students were undertaking at school and serving as a means to create worthwhile home-school partnerships that will enhance student learning. (7.1.1, 7.1.2, 7.1.3).