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1 Know the content and how to teach it: Content and teaching
strategies of the teaching area
Graduate: Demonstrate knowledge and understanding of the concepts,
substance and structure of the content and teaching strategies of the
teaching area. For graduate teachers it is important for them to
understand the content that they are teaching. In the chosen lesson plan
the teacher provides questions that students must answer. These
questions revolve not only about the film but it is also self-reflective
questionnaire surrounding the concept of social responsibility. Evidently a
graduate teacher must demonstrate strong knowledge and understanding
of the content that is going to be taught to the students. Students have an
expectation on teachers to know the content that they are going to
deliver; thats why its important for teachers to know content of the topic
being taught in order to employ necessary teaching strategies to deliver
the lessons to their students.

1.1.1 Know Students and how they learn: Physical, social, and intellectual
development and characteristics of students
Graduate: Demonstrate knowledge and understanding of physical, social and intellectual
development and characteristics of students and how these may affect learning. As a graduate
teacher you are required to know students and how they learn. The questions regarding social
responsibility in part A of the lesson plan asks students questions about the film and also how
social responsibility is seen in the film and how this can be translated into their own lives.
Through asking reflective questions, this allows students to assess their lives and how they
themselves can be socially responsible for particular things in society. Also by watching a

film like Paying it forward and doing a reflection based task this could influence the way a
student learns and how it can also influence the way a student understands the world they live

Plan for and implement effective teaching and learning: Select

and use resources

Graduate: Demonstrate knowledge of a range of resources, including ICT,
that engage students in their learning. Evidently the lesson plan is visual
based with a mix of traditional note taking and scaffolding. By showing the
film the students are learning the concept of social responsibility through
a media resource. As a result students get to understand social
responsibility being put into action and also how an example of social
responsibility can be used in the world. After the students have answered
these questions they are then required to watch the YouTube clip
kindness of boomerang to show another example of how social
responsibility is seen throughout the world. By using other types of
resources to deliver the content this could in turn inspire and inform
students to know their own social responsibilities in their own lives.
5.1.1 Assess, provide feedback and report on student learning: Assess
student learning
Graduate: Demonstrate understanding of assessment strategies, including
informal and formal, diagnostic, formative and summative approaches to
assess student learning.
By discussing and answering questions this is a form of formative
assessment. This formative assessment challenges and assesses
students knowledge. The idea of this type of assessment is to know

students learning at this point in time and to also know what their
understanding of social responsibility is after they have watched the film
pay it forward. This type of informal assessment requires teachers to
collect students responses for future formal assessment purposes. By
assessing the students knowledge of social responsibility it demonstrates
a teachers diverse use of assessment strategies. By demonstrating this
informal type of assessment strategy the teacher is employing different
methods to collect data demonstrating their diverse use of assessment

Part B: Section 1
The first standard that will explored is standard 2.1 which requires a
graduate teacher to know content and how to teach it, with the specific
focus on content and teaching strategies of the teaching area. In a
classroom perspective students have an expectation on their teacher to
provide content and have strong knowledge of the topic being taught to
them. The national standards for teachers specifies that a graduate
teacher must undertake additional research to gain knowledge on the
topic being taught in order to effectively deliver the content to their
students (Australian institute for teaching and school leadership).
Knowing the content is also beneficial to students who have particular
learning needs. As mentioned in the previous paragraph a teacher is
required to do additional research to have expertise knowledge on the
subject being taught. However, as a graduate teacher not only is it
important to do further research in order to be prepared to give your

lesson, however it is also advised that the content that they know reflect
their teaching pedagogy. This is evident within the concept of Pedagogical
content knowledge (Cochran, DeRuiter and King, p. 263). Pedagogical
content knowledge is the practice of teachers relating their knowledge of
the subject to their teaching methods and how subject knowledge is a part
of pedagogical reasoning (Cochran et. Al. p. 263). With students with
diverse learning needs its important as a graduate teacher to know the
content that they are delivering but to also demonstrate it within their

The second standard that will be explored is standard 1.1 which requires a
graduate teacher to know their students and how they learn, with a
specific focus on the physical, social, and intellectual development of
characteristics of students. In a classroom perspective a graduate teacher
should always be willing to adjust their pedagogy in order to benefit the
needs of all students in the classroom. An example that can be used in
this lesson plan in order for a graduate teacher to understand how their
students learn is through working in groups. By using any this method, it
enables a graduate teacher to know their students and how they learn
specifically focusing on their interactions with students and how this can
impact on their intellectual development.
On an individual student perspective, its important to know how an
individual student learns. Alan Pritchard concludes in chapter 6 of his book
Ways of Learning That all students are different and that if the needs of
some students are not met, it could ultimately jeopardise their schooling

experience, and as a result they will not be able to academically progress

effectively or as efficiently expected (Pritchard, p. 64). A Graduate
teachers responsibility is to insure that these students particular needs
are met in order to ensure their academic progression be efficient and
effective as possible. Through incorporating these needs it can motivate
students who have learning needs and boost their self-esteem as students
who have learning needs most likely feel unhappy and frequently have
self-doubt over themselves (Clarke & Pittaway, p. 42).
The third standard that will be focused in this response is standard 3.4
planning and implementing effective teaching with the focus on selecting
and using resources. The chosen lesson plan includes incorporating the
use of other IT resources when conducting their lessons. The purpose of
using IT resources is to engage students in their learning. Blessinger and
Wankel (2015) make the statement that technology can be used to
enhance and transform the classroom, this would in turn make learning
more meaningful and interesting, and as a result it could increase
academic achievement (p. 4). Through incorporating IT resources in the
classroom it can be seen as a way to boost student morale and also gives
them a whole new resource to understand the content being taught.
In regards to individual learning the use of IT resources is an effective way
of engaging students. In regards to this chosen lesson plan learning
needs of students and the use of different IT resources such as YouTube
can be used to make students understand the task better than they had
before. According to Clarke and Pittaway (2014) IT resources provide
teachers and students opportunities for individualised learning and

provide easy access to resources that teachers can use in their classrooms
(p. 138). Using IT resources can effectively demonstrate students
individualised learning and can also provide them necessary feedback and
also presents another way to present content to them.
The fourth standard that will be explored is standard 5.1 which is to
assess, provide feedback and report on student learning. Specifically
focusing on the aspect of assessing student learning. A graduate teacher
is responsible for employing specific methods when assessing student
learning. Graduate teachers need to use different methods of assessment
which provides for and caters to the needs of all students, which takes
into account their different learning needs. Through assessing student
learning and collecting student data it can be seen as a way of improving
future lessons (Clarke & Pittaway, p. 309). Through assessing student
learning it allows graduate teachers to revise their own teaching
pedagogy in order to benefit classroom needs.
This use of an informal method of assessment it accommodates diverse
student learning needs through the concept of motivation. According to
Clarke & Pittaway (2014) Assessments can increase students motivation
depending on the individual learner as some students can feel motivated
with tests whereas others can experience stress and most likely become
de-motivated (p. 309). Different methods of assessment such as the use
of class discussion and reflective questions can be used to prepare
students for future formal assessment purposes and make them
comfortable and familiar with the topic. Also by using other forms of

assessment it allows student to become motivated and confident in their

abilities for future formal assessment purposes.

Part B: Section 2
The revisions made to the following standards have stemmed from the
feedback given during week 9. The primary feedback was that the initial
explanation of standards did not focus on student learning needs. As a
result, the report used two perspectives when exploring student learning
needs. The two perspectives were classroom and individual learning
needs. Reasons for splitting learning needs into two as the author of this
paper deemed it necessary in order to breakdown and explore the
concepts and standards within two perspectives. Other than that there
were no other criticisms according to the feedback.

Australian institute for teaching and school leadership. (2014). Australian
professional standards for teachers. Retrieved from

Blessinger, P., & Wankel, C. (2015). Creative approaches in higher
education: An introduction to using classroom mediated discourse
technologies, in increasing student retention using classroom
technologies: Classroom response systems and mediated discourse
technologies. Available at http://dx.doi.org/10.1108/S20449968(2013)000006E003
Clarke, M., & Pittaway, S. (2014). Marshs becoming a teacher. NSW,
Australia: Pearson Australia.
Cochran, K.F., Deruiter, J.A., King, R.A. (1993). Pedagogical content knowing: An
integrative model for teaching preparation. Journal of teacher education, 44 (4), 263-272,
DOI: 10.1177/0022487193044004004 retrieved from:
Pritchard, A. (2013). Ways of Learning: Learning theories and learning styles in the
classroom. Florence USA: Routledge, retrieved from http://www.ebrary.com