2.1 Content and teaching strategies of the teaching area
2.2 Content selection and organisation
The Year 8 Narrative Unit comprised of group and individual activities. We followed through the PowerPoint for the unit where the students worked through all parts of the narrative structure. This enabled everyone in the class to be able to create their own narratives as their final assessment piece. Following this, students created really imaginative and complex narratives.
As part of the unit, students worked in groups to create group narratives which highlighted the need to have proper structure and planning for narratives.
2.2 Content selection and organisation
The Year 8 Narrative Unit comprised of group and individual activities. We followed through the PowerPoint for the unit where the students worked through all parts of the narrative structure. This enabled everyone in the class to be able to create their own narratives as their final assessment piece. Following this, students created really imaginative and complex narratives.
As part of the unit, students worked in groups to create group narratives which highlighted the need to have proper structure and planning for narratives.
2.1_narratives.pptx | |
File Size: | 3670 kb |
File Type: | pptx |
Narrative Group Task | |
File Size: | 1802 kb |
File Type: |
2.3 Curriculum, assessment and reporting
During 2021, we had a week lockdown where we did not see students due to the Delta variant of COVID-19. I utilised DayMap as a way of being able to keep in contact with my students and I also used memes to bring a bit of fun into an otherwise stressful and uncertain time. I used the ‘Group Conversation’ option on DayMap to do this as I could see who had interacted with the post and who had been online during that time. This enabled me to be able report to leadership who was interacting with the content and who may need some intervention/wellbeing assistance.
During 2021, we had a week lockdown where we did not see students due to the Delta variant of COVID-19. I utilised DayMap as a way of being able to keep in contact with my students and I also used memes to bring a bit of fun into an otherwise stressful and uncertain time. I used the ‘Group Conversation’ option on DayMap to do this as I could see who had interacted with the post and who had been online during that time. This enabled me to be able report to leadership who was interacting with the content and who may need some intervention/wellbeing assistance.
Contact during July 2021 COVID-19 Lockdown | |
File Size: | 1178 kb |
File Type: | docx |
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
Please see Standard 1.4 – Strategies for teaching Aboriginal and Torres Strait Islander students.
Please see Standard 1.4 – Strategies for teaching Aboriginal and Torres Strait Islander students.
2.5 Literacy and numeracy strategies
Please see Standard 1.3 – Students with diverse linguistic, cultural, religious and socio-economic backgrounds.
Please see Standard 1.3 – Students with diverse linguistic, cultural, religious and socio-economic backgrounds.
2.6 Information and Communication Technology (ICT)
During 2019-2021 I completed a Master of Education (Teacher Librarianship) and one of the subjects was ETL523 Digital Citizenship in Schools. Part of this unit, we created a platform that teachers and staff can access in order to increase their understanding of digital learning environments and digital citizenship. This was completed as a group assignment however, I completed all, bar two sections of the final website as well as completing the background web design.
As I mentioned in the video tutorial for my Google Classroom page, I chose to not show a ‘live’ Google Classroom in order to respect and protect the privacy of the staff and students that I work with and teach.
During 2019-2021 I completed a Master of Education (Teacher Librarianship) and one of the subjects was ETL523 Digital Citizenship in Schools. Part of this unit, we created a platform that teachers and staff can access in order to increase their understanding of digital learning environments and digital citizenship. This was completed as a group assignment however, I completed all, bar two sections of the final website as well as completing the background web design.
As I mentioned in the video tutorial for my Google Classroom page, I chose to not show a ‘live’ Google Classroom in order to respect and protect the privacy of the staff and students that I work with and teach.