National Standard 2: Know the content and how to teach it

2.1 – Content and teaching strategies of the teaching area

2.2 – Content selection and organisation 

2.3 – Curriculum, assessment and reporting

2.4 – Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians. 

2.5 – Literacy and numeracy strategies

2.6 – Information and Communication Technology (ICT) 

Artefacts

While completing a placement in a non-government Catholic independent all girl’s secondary school with around 400 students, 8% of whom were Indigenous students, and 7% were EAL/D students. This school also had boarding students from around the region. Whilst completing this placement, I had the opportunity to teach two Year 11 Biology classes, both covering the same content. This required me to have professional knowledge of the curriculum while also being able to improve and differentiate content between the classes (2.2). This necessitated presenting a learning sequence that covered diseases, infection control, and treating diseases. The lesson followed a science inquiry-based approach to learning (2.1). With many gifted and talented students in both classes, I was able to create extension lessons to cater to these students needs by encouraging them to investigate, problem-solve, ask questions, and use their critical thinking skills (Bulla, 2015).

Artefact 2 shows the lesson sequence that was designed and used as part of my placement. The lesson sequence was developed with its focus on inquiry-based science learning while implementing formative assessments to build on the information and strategies needed for students to achieve an understanding of their summative assessment piece (2.3). Inquiry-based science is needed to excite and engage students’ attention, so they want to investigate a new topic (2.1). This topic, in particular, I was able to share real-life experiences to spark student curiosity and allow for questioning (Bulla, 2015).

With a deep understanding of the curriculum and the content, I was able to link the learning to Aboriginal and Torres Strait Islander Histories and Cultures (2.4). Artefact 3 is an example of content that was included in the lesson sequence that focuses on indigenous history. This information has acknowledged how Aboriginal and Torres Strait Islander peoples have worked scientifically for millennia and continue to contribute to contemporary science (ACARA, 2020).

Artefacts 2 and 3 also include literacy and numeracy skills throughout the lesson sequence (2.5). This has been achieved through being able to develop research questions and hypotheses and working with science-based language concerning the content. Numeracy has been included by working on the calculation of mortality and case fatality rates. While also being able to observe and record the growth of their bacteria cultures.

Inquiry-based science allowed the students to be highly accomplished in their learning with the support of teaching strategies and the sequence of content (2.2). Throughout the lesson sequence, formative assessment was implemented to fully prepare students with the knowledge and investigation skills needed to complete their summative assessment (2.3). By having greater knowledge and understanding of the content, it allowed me to confidently teach the content, expand on students’ questions, and ensure the students had an experience that was engaging in relation to the subject area. This also is an aspect that will help build and develop student inquiry and investigation skills and can more often reflect on how they’ve achieved their answers (NARST, 2018).