standard 2

Standard 2


2.3 Curriculum, assessment and reporting

GraduateProficientHighly AccomplishedLead
Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
Design and implement learning and teaching programs using knowledge of curriculum, assessment and reporting requirements.
Support colleagues to plan and implement learning and teaching programs using contemporary knowledge and understanding of curriculum, assessment and reporting requirements.
Lead colleagues to develop learning and teaching programs using comprehensive knowledge of curriculum, assessment and reporting requirements.

Evidence: excerpt of our weekly timetable, our science unit and a GTMJ.


    At what career stage am I demonstrating the standard? 
    I believe I am proficient but on the cusp of becoming highly accomplished. Collaboration is encouraged and nurtured at our school with opportunities to plan together on an allocated day each term with input from our Curriculum teacher and APRE and Librarian who is a wealth of knowledge in sourcing books and resources to complement our units..  On a micro level, the year one teachers collaborate on a number of scales.  We plan every Friday afternoon  to plan the following week's teaching and we reflect daily on how the day's teachings went and whether or not we need to revise or roll over a lesson or part of it because of time restrictions or other school-based interruptions. We each are responsible for different learning areas and, during the holidays, we revise our unit plans. Since going on the IBL journey, we have made time in our busyness to give ourselves time to reflect at the end of each unit whilst it is fresh and make the changes as required..

    What is my evidence and how has it been used to demonstrate the standards? 

    The excerpts above demonstrate the knowledge and sound planning practices required to teach. This IBL journey has been useful in consolidating my knowledge on how to effectively put together an engaging unit of work and the subsequent assessment task/s including the GTMJ/s.  It has crystallised how to make the assessment process fair, valid and clear based on the 'big picture using the Curriculum Content Descriptors and on a smaller scale, how to use the standard elaborations to design and implement the assessment/s.  

    1 comment:

    1. You've presented powerful evidence here, Annette, of your collaborative and high quality planning for student engagement, learning and achievement.