2.2 Content selection and organisation
'Alex worked with all four mentor teachers to establish learning goals and sequence learning programs' (VHHS Report).
'Prioir to the practicum Alex met and discussed what was required and how he might sequence a series of lessons for a year 9 class in English and History' (Gleeson Report).
'His planning and preparation was exemplary providing students with a wide variety of learning activities that followed logically and appropriately' (Gleeson Report).
During all my placements I was required to teach an entire unit of work in different subjects and to different class groups. This required that I plan and sequence the content in an appropriate and effective manner.
It was important to select content that was in line with the relevant curriculum but also take into account the abilities of the student group. Below are some brief examples of organising the relevant content into a unit that flows.
'Prioir to the practicum Alex met and discussed what was required and how he might sequence a series of lessons for a year 9 class in English and History' (Gleeson Report).
'His planning and preparation was exemplary providing students with a wide variety of learning activities that followed logically and appropriately' (Gleeson Report).
During all my placements I was required to teach an entire unit of work in different subjects and to different class groups. This required that I plan and sequence the content in an appropriate and effective manner.
It was important to select content that was in line with the relevant curriculum but also take into account the abilities of the student group. Below are some brief examples of organising the relevant content into a unit that flows.
feudal_japan_unit_plan_.docx | |
File Size: | 125 kb |
File Type: | docx |
yr_10_english_unit_plan.docx | |
File Size: | 60 kb |
File Type: | docx |