Annotations
Note the focus area and standard
descriptor/s the artefact /
document reflects
Standard 3 Plan for and
implement effective
teaching and learning
3.1 Establish challenging
learning goals
Set learning goals that
provide achievable
challenges for students of
varying abilities and
characteristics.
3.3 Use teaching
strategies
Include a range of teaching
strategies.
Note the type of Describe the artefact / document and
artefact / document indicate the possible impact or result on
teaching and/ or student learning
This artefact is a This lesson plan is one in a series of
lesson plan and lessons in a unit of work. At the
photo of my beginning of each lesson I articulated
learning intention to students in addition to writing on
and success criteria the whiteboard the learning intention
from my and success criteria. This ensures that
professional students are able to refer to it during
experience the task. The success criteria can be
placement in 2016 used by learners for self or peer
on Stage 3, Year 6. assessment promoting greater learner
autonomy (Crichton & Mcdaid, 2015).
At the end of the lesson the success
criteria is used as a reflection tool to
go over if we have achieved what we
set out to do in the lesson (learning
intention).
During this lesson I incorporated a
variety of teaching strategies to
engage all students. A strategy that
was effective in this lesson was the
coding key (? = I dont understand,! =
Wow information ,* = I already knew
this, O = This is new information to
me) as students were more engaged
Describe how the artefact /
document
meet the standard descriptors you
have identified.
Able to identify clear and
appropriate learning
intentions and success
criteria in respective to the
NSW English Syllabus (APST
3.1).
Sets challenging, yet
achievable learning
intentions and success
criteria for all students (APST
3.1).
Able to identify if students
have or have not achieved
their success criteria, as it is
displayed throughout the
lesson and is reflected on at
the end (APST 3.1).
My mentor teacher wrote:
All students were able to
achieve at their level not
everyone finished but
everyone learnt something
 reading the article using the key as
opposed to just reading and
highlighting key points. By presenting
a unique way of doing a basic task
students were able attain more
information, helping them with their
responses and also giving me an
assessment tool to see what the
students found interesting and what
they do not understand.
new.
Uses a recall of pedagogical
knowledge to adapt and
improvise a range of teaching
techniques to enhance
teaching strategies in order
to engage all students (APST
3.3).

References

Crichton, H., & Mcdaid, A. (2015). Learning intentions and success criteria: Learners' and teachers' views. The Curriculum
Journal, 1-14. Retrieved from http://www-tandfonline-com.ezproxy.scu.edu.au/doi/full/10.1080/09585176.2015.1103278?
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