Annotations- Standard 3
Note the focus area and standard
descriptor/s the artefact / document reflects
3.2
Plan, structure and sequence learning
programs
Plan lesson sequences using knowledge
of student learning, content and
effective teaching strategies.
3.3
Use effective teaching strategies
Include a range of teaching strategies.
3.4
Select and use resources
Demonstrate knowledge of a range of
resources, including ICT, that engage
students in their learning.
Note the type of artefact /
document
This artefact is segment
from a unit of work I
planned for HSIE:
Curriculum and Pedagogy.
The unit is called Map my
World and is for Stage 2.
It includes three lesson
sequences, resources and
teaching strategies linked
to HSIE pedagogy.
Describe the artefact / document and indicate the
possible impact or result on teaching and/ or student
learning
The artefact is a section from a unit of work called
Map my World which I was required to create for a
HSIE assignment. The three lessons are provided in
sequence, with the HSIE strategies and resources
included.
Intellectual quality has the potential to arise when
teachers have organised content and structured
programs (NSW DET, 2003). The artefact provides
outcomes and objectives, detailed content and
highlights opportunities for assessment. Planning
enables teachers to structure the delivery of
syllabus content and improve student learning
outcomes (NESA, n.d.). The unit included principles
of HSIE learning such as revealing new
understandings about students world, and deep
and authentic learning that has connectedness
beyond the classroom (Gilbert, 2014). In particular,
students participated in outdoor mapping activities
with a compass and also went on an excursion
through their town.
Different teaching strategies were used to ensure
each student could use their preferred learning style
during the lesson (Marsh, 2010). Strategies that
allowed for critical and creative thinking were
brainstorming, KWL, mapping, group work,
discussion, games and excursions. Students must be
able to construct the desired understandings in a
learning environment which allows them to do so
(Killen, 2006).
Describe how the artefact / document
meet the standard descriptors you have
identified.
APST 3.2
The activities provided were three
sequential lesson plans from a unit of
work. They follow a detailed structure
of introduction, body, and conclusion.
I have also included a where to next
component to assist with continuing
the learning program. Students will
remain engaged as the lessons are
logical with content progressing
throughout the unit.
APST 3.3
As part of the unit, the HSIE teaching
strategies are clearly stated. Some of
these include brainstorming, KWL,
mapping, group work, games, excursion
and presentations. They are interwoven
to create an interesting unit of work.
Student outcomes will be fulfilled
through a variety of engaging
opportunities to display their
knowledge of the unit.
APST 3.4
Resources specific to the unit are also
part of the artefact. ICT, such as iPads
and Google Earth are used with a
purpose of strengthen and engaging
students throughout the lessons. The
hands on resources such as globes,
Sustained interest and attention will arise from the maps and compasses allow students to
inclusion of a variety of quality resources that are be immersed in authentic experiences.
relevant and meaningful to students needs and
interests (NSW DET, 2003). Students got to use
iPads, Smartboard (Google Earth), globes, maps and
compasses. With these resources, students were
equipped to take part in inquiry learning (Gilbert,
2014).
References

Australian Institute of Teaching and School Leadership. (2011). Australian Professional Standards for Teachers. Retrieved from
http://www.aitsl.edu.au/docs/default-source/apst-resources/australian_professional_standard_for_teachers_final.pdf

Gilbert, R. (2014). Planning for student learning. In R. Gilbert & B. Hoepper (Eds.), Teaching Humanities and Social Sciences (5th ed., pp. 66-95). South
Melbourne: Cengage Learning.

Killen, R. (2006). Effective teaching strategies: Lessons from research and practice. Retrieved from https://books.google.com.au/

Marsh, C. (2010). Becoming a Teacher. Frenchs Forest NSW: Pearson Australia.

New South Wales Department of Education and Training. (2003). Quality teaching in NSW public schools. Retrieved from http://www.darcymoore.net/wp-
content/uploads/2012/02/qt_EPSColor.pdf

NSW Education Standards Authority. (n.d.). Programming. Retrieved from http://syllabus.nesa.nsw.edu.au/support-materials/programming/