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Standard 2
Know the Content and How to Teach it

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Conducting Workshop (London, with Peter Fender): Bach cantatas

GRADUATE

Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.

PROFICIENT

Apply knowledge of the content and teaching strategies of the teaching area to develop engaging teaching activities.

HIGHLY ACCOMPLISHED

Support colleagues using current and  comprehensive knowledge of content and teaching strategies to develop and implement engaging learning and teaching programs.

LEAD

Lead initiatives within the school to evaluate and improve knowledge of content and teaching strategies and demonstrate exemplary teaching of subjects using effective, research-based learning and teaching programs.

2.1 Content and teaching strategies of the teaching area

2.1 Evidence and Annotation
PROFICIENT: Apply knowledge of the content and teaching strategies of the teaching area to develop engaging teaching activities.

ARTEFACT 2A: Template for Individual Oral Assessment Task (French B and Ab Initio)

A template I created for my students for the Individual Oral (Internal Assessment Task for IB French). This helped students engage with the task and the subject matter and address the requirements of the task efficiently and comprehensively.

 

My students were having trouble meeting the requirements of the international baccalaureate internal assessment task, which is an individual oral exam.

The students are required to speak uninterrupted for several minutes about a previously unseen image and, in this short time, must hit several targets (such as descriptions, links to one of five themes, clear links to the target culture, personal interpretations, etc).

I trained them to draw an outline of this temp late in the first few minutes of her planning time and then use the outline to structure their monologue.

GRADUATE

Organise content into an effective learning and teaching sequence.

PROFICIENT

Organise content into coherent, well-sequenced learning and teaching   programs.

HIGHLY ACCOMPLISHED

Exhibit innovative practice in the selection and organisation of content and delivery of learning and teaching programs.

LEAD

Lead initiatives that utilise comprehensive content knowledge to improve the selection and sequencing of content into coherently organised learning and teaching programs.

2.2 Content selection and organisation

2.2 Evidence and Annotation
PROFICIENT: Organise content into coherent, well-sequenced learning and teaching programs.

As subject coordinator for French B Year 11, I created the exams for Term 3 and Term 4 2023 and Term 1 2024 before organising the content into the term planner, using the principle of backward mapping.

ARTEFACT 2B: Reading Exam Texts

 

This piece of evidence shows the alignment with the term planne (shown) and unit planner (not shown, but the topics and themes are drawn from it).

ARTEFACT 2C: Term 1 Planner 2024

 

GRADUATE

Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.

PROFICIENT

Design and implement learning and teaching programs using knowledge of curriculum, assessment and reporting requirements.

HIGHLY ACCOMPLISHED

Support colleagues to plan and implement learning and teaching programs using contemporary knowledge and understanding of curriculum, assessment and reporting requirements.

LEAD

Lead colleagues to develop learning and teaching programs using comprehensive knowledge of curriculum, assessment and reporting requirements.

2.3 Curriculum, assessment and reporting

2.3 Evidence and Annotation
PROFICIENT: Design and implement learning and teaching programs using knowledge of curriculum, assessment and reporting requirements.

As subject coordinator for French B Year 11, I used knowledge of recent changes to the IB curriculum, first-hand experience of assessing students (in their IO) and details on external marking (and student results from my previous school) to guide students and tailor teaching programs in Term 3 and Term 4 2023 to help students reach the standard required for Year 12 next year. 

(Highly Accomplished: Being the only teacher in the European Language Department who has taught Year 12 French B, I am often consulted and frequently offer contemporary knowledge and understanding of curriculum, assessment and reporting requirements, directing colleagues (both peers and heads) to subject reports, supplementary assessment support material, Covid adjustments and grade boundary changes.)

ARTEFACT 2D: French B Final Exam Results

These de-identified result sheets show that both my French B students passed their exams and got their IB Diploma. This was despite a very low level of language in one of the students.

GRADUATE

Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander  histories, cultures and languages.

PROFICIENT

Provide opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.

HIGHLY ACCOMPLISHED

Support colleagues with providing opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.

LEAD

Lead initiatives to assist colleagues with opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander  histories, cultures and languages.

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

2.4 Evidence and Annotation

PROFICIENT: Provide opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. By starting the first lesson of the week with this slide in a powerpoint, I provided opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.

PROF: ARTEFACT 2E: Acknowledgement of Country This piece of evidence is a personal acknowledgement of country that honours all First Nations peoples in the places I have spent significant parts of my life, and reflects places in Australia that have special meaning to me. I use this acknowledgement of country whenever I make presentations and intend to use it in my classes as a teacher. I created this acknowledgement as part of a task for EDU716 (Aboriginal and Torres Strait Islander perspectives). The other part of the task was a test that reviewed Aboriginal histories, examined the ways in which white Australia has disrespected and devalued Aboriginal knowledge of land management (Pascoe, 2018), and required understanding of the compelling reasons for reconciliation (The History, 2020; Rowley, 2017). I scored 90% on this test. This task built on the volunteer work that I do to help protect sacred Aboriginal sites from exploitation and destruction and to help Aboriginal people be heard in our predominantly European society. The task also satisfies standards 1.1, 1.4, 6.3, 7.4. REFERENCES Pascoe, B. (2018). Dark emu. Broome, Australia: Magabala Books. The History of Australian Aborigines. (2020). Dreamtime. Retrieved from: http://dreamtime.net.au/indigenous/timeline/ Rowley, S. (2017). Guilty of being Aboriginal. NITV SBS. Retrieved from: https://www.sbs.com.au/nitv/feature/guilty-being-aboriginal-0

Acknowledgement poster.jpg

GRADUATE

Know and understand literacy and numeracy teaching strategies and their application in teaching areas.

PROFICIENT

Apply knowledge and understanding of effective teaching strategies to support students’ literacy and numeracy achievement.

HIGHLY ACCOMPLISHED

Support colleagues to implement effective teaching strategies to  improve students’ literacy and numeracy achievement.

LEAD

Monitor and evaluate the implementation of teaching strategies within the school to improve students’ achievement in literacy and numeracy using research-based knowledge and student data.

2.5 Literacy and numeracy strategies

2.5 Evidence and Annotation

PROFICIENT: Apply knowledge and understanding of effective teaching strategies to support students’ literacy and numeracy achievement.

ARTEFACT 2F: Correction Key French When students have to analyse the mistake they have made and correct it themselves, understanding the process and the grammar involved, they are more likely to learn literacy in grammar and sentence structure than if a teacher simply corrects it for them. This correction key I have created is designed to make students' grammar and literacy conscious.

ARTEFACT 2G: Numeracy Games in Language Learning I use a number of games in French and German to improve students' numeracy. These games include buzz (for multiples of five and/or seven) and au juste prix (a guessing game), which the students love and beg to play. The latter also improves memory and tests the complex numbers in French that require multiplication simply to say (eg: 95 = "4 20s 15")

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GRADUATE

Implement teaching strategies for using  ICT to expand curriculum learning opportunities for students.

PROFICIENT

Use effective teaching strategies to integrate ICT into learning and teaching programs to make selected content relevant and meaningful.

HIGHLY ACCOMPLISHED

Model high-level teaching knowledge and skills and work with colleagues to use current ICT to improve their teaching practice and make content relevant and meaningful.

LEAD

Lead and support colleagues within the school to select and use ICT with  effective teaching strategies to expand learning opportunities and content knowledge for all students.

2.6 Information and Communication Technology (ICT)

2.6 Evidence and Annotation

PROFICIENT: Use effective teaching strategies to integrate ICT into learning and teaching programs to make selected content relevant and meaningful.

ARTEFACT 2H: Organised OneNote (French B, 2024, Yr 11) and French B, 2023, Yr 11 with hyperlinks) These screenshots show the way I have organised: a. the term planner in OneNote (Term 4, 2023) and b. the sections and pages in the Notebook (2024). Since almost all the teaching at SMT is online, and the main point of contact is OneNote, one of the most important things to do as a teacher and subject coordinator is organise the Notebook so that students can find their way around. This includes putting links to pages on the term planner, deleting multiple copies of the task sheet, reducing overload and overwhelm by weeding out unnecessary information, and having clearly marked and logical sections and pages without double-ups. This is not how I found many of the Notebooks from which I had to teach, so I have attempted to set a better example and leave a different legacy. It can also be important to help colleagues reduce overwhelm by reminding them to use the myriad resources that we already have, rather than spending valuable time constantly finding new resources. I have had this conversation with my peers. NB: No criticism is implied of the teacher from whom I inherited French B subject coordination. That NoteBook was one of the better ones.

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