National Standard 3 – Plan for and implement effective teaching and learning. 

3.1 Establish challenging learning goals

3.2 Plan, structure and sequence learning programs

3.3 Use teaching strategies

3.4 Select and use resources

3.5 Use effective classroom communication

3.6 Evaluate and improve teaching programs

3.7 Engage parents / carers in the educative process

Artefacts:

As part of my Graduate Teacher Performance Assessment (GTPA), I designed a variety of lesson plans for a year 10 Business Studies class, as outlined in the unit overview Artefact 4 (3.2). The lesson plan specifically focused on the teaching strategy of the gradual release of responsibility model, aiming to equip students with the necessary content while fostering engagement and self-directed learning (Vic Government, 2019). The implementation of this model, annotated in Artefact 5, incorporates the I do, we do, you do strategies (3.3). Learning goals and success criteria were meticulously included in each lesson, providing students with targets to aim for and encouraging reflection on their achievement standards at the conclusion of each session (3.1).

Artefact 5, the lesson plan developed for the year 10 Business Studies class, demonstrates the use of explicit teaching and the gradual release of responsibility model (3.3). This model effectively aids students in expressing their views, opinions, and collaborating with others while leading their own learning (Vic Government, 2019). The lesson utilizes real-life examples to engage students in the learning process and incorporates ICTs, such as online search engines, for individual research (3.4). Collaborative sharing of ideas through the use of ICT provides students with enhanced learning opportunities, offering access to a range of resources, stimulus material, and learning tools (NSW Education, 2022).

The lesson plan incorporates a variety of formative assessment tools aimed at improving my teaching practice (3.6). Activities during the ‘you do’ part of the lesson gradually become more challenging and self-directed. The reflection period at the end of the lesson allows me, as the teacher, to gauge the students’ understanding of the content. This reflection period enables me to provide positive feedback, bridging any gaps between their current understanding and their desired goals (3.5) (DoE, 2022).