Note the focus area and Note the type Describe the document / Describe how the document
how the document / artefact meets the standard descriptors you
standard descriptor/s the
artefact / document
reflects
1.5 Differentiate
teaching to meet the
specific learning needs
of students across the
full range of abilities.
Demonstrate knowledge
and understanding of
strategies for
differentiating teaching to
meet the specific learning
needs of students across
the full range of abilities.
2.6 Information and
Communication
Technology (ICT)
Implement teaching
strategies for using ICT to
expand curriculum
learning opportunities for
students.
3.3 Use teaching
strategies
Include a range of
teaching strategies.
of artefact / artefact and indicate the
document possible impact or result of
the artefact / document on
teaching and/ or student
learning
This artefact As this lesson plan was
is a developed for Kindergarten
Transitional students in their second
Daybook week of school. I had to
Lesson Plan create lessons that laid the
used during foundations for expectations
my final that were required for
practicum different learning and social
with situations. As Churchill (et
Kindergarten. al 2013, p. 519) states,
classroom rules are determine if the task is suitable.
established to set patterns
of acceptable behaviour to
each other, to ensure
teachers can teach and
learners can learn.
Set aside from the
curriculum, each lesson had
one or two key focus areas
which allowed students to
build the basic skills
required to complete
activities such as cutting
and pasting, colouring in
and writing. In light of this
have identified.
By providing selected students with a different set of instructions it ensured
they understood what was required of them. Extension activities were on
hand during all rotational group activities to cater for excelled students
(APST 1.5).
In my plan:
Differentiate the star game and dough activity for Jack. D by using numbers
beyond 10.
At the beginning of each rotational transition. Sit one on one with Tully,
demonstrate and re-explain the instructions. Monitor her success and
Supervising teacher wrote:
Careful consideration evident for differentiation strategies (L. Russel,
personal communication, 13 February, 2017).
The use of the Interactive Whiteboard (IWB) ensured students could explore
concepts in an engaging manner and provided several opportunities for
differentiation (APST 2.6).
In my plan:
Number recognition rotation 4: Interactive white board. Students take turns
playing the lady bug number recognition game. Use the gingerbread
number recognition activity for the orange group (top group) as it explores
numbers beyond 10 and provides extension activities.
Supervising teacher wrote:
Great to see interactive activities included the use of the IWB (L. Russel,
personal communication, 13 February, 2017).
 requirement, I had to
3.4 Select and use differentiate my teaching
resources strategies and assessments
Demonstrate knowledge to match the vast array of
of a range of resources, skills present in the
including ICT, that classroom.
engage students in their
learning. ICTs were noted within the
lesson plan and thus
implemented in order to
enhance engagement,
differentiate learning and
promote independence. A
vast range of resources
were also used to ensure all
students had the
opportunity to interact with
a given concept that
appropriately matches their
learning style (Marsh, 2010).
Using a variety of innovative teaching strategies allows students to explore
concepts further. Interactive activities help students visualise a concept and
thus enables them to broaden their understanding. The maths group
rotations ensured students had a range of activities available for them to
explore number recognition. Singing songs was also particularly useful when
students had to move into a circle formation (APST 3.3).
In my plan:
Students order the numbers using the number flowers (formative
assessment)
1. Making a collection of numbers using play dough.
2. Counting objects to 10 (stars wheel and sticky numbers).
3. Practice writing numbers 1-10 (tracing and free-hand)
4. Lady bug number recognition (IWB).
5. Matching puzzle for numbers 1-10.
Sing the round like a circle song to move students into a circle formation.
Supervising teacher wrote:
Good to see a variety of learning strategies including the students lining up
in order 1-10. Your group rotations were well planned and required the use
of a variety of skills (L. Russel, personal communication, 13 February,
2017).
Resources were varied to ensure students had a different learning
experience in each lesson. Students enjoyed tactile activities, as they were
able to explore the concept individually and then share their understanding
with their peers (APST: 3.4).
In my plan:
Using the letter c box, students pull an object out at random and say the
name of the object.
Tactile activity for the whole class so they can make connections between
the object, its name and the sound.
Supervising teacher wrote:
 Great to see you use objects to name, with a focus on the c soundThe
resources chosen were engaging for students. Tactile activities were very
appropriate for ES1 students (L. Russel, personal communication, 13
February, 2017).

Artefact: SOUTHERN CROSS UNIVERSITY PROFESSIONAL EXPERIENCE III TRANSITIONAL DAYBOOK (2017): PRIMARY
KLA: Literacy, Numeracy, Date: 13/2/17 Day: 11 Class: Kindergarten School: Southern Cross
Visual Arts. PS

APST FOCUS AREA FOR THE DAY:

1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities.
Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across
the full range of abilities.
2.6 Information and Communications Technology (ICT)
Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
3.3 Use 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.
General Capabilities (for the day):
Literacy Numeracy Information and Critical and Creative Personal and Social
Communication Thinking Capability
Technology
Ethical Understanding Intercultural Understanding

Cross Curricula Perspectives (for the day):

Aboriginal and Torres Strait Islander Asia and Australias engagement with Sustainability
histories and cultures Asia
Timing Procedure Preparation / Differentiation Assessment
Considerations Strategies students
LESSON 1:Syllabus outcome / Descriptor: Recognise -Have the IWB turned on -Austin will most likely Diagnostic
and name all upper and lower case letters (graphemes) - Write the letter on the know what sound it observations:
and know the most common sound that each letter board. makes. Can he find two -Who has
represents (ACELA1440). -Students are seated on words that start with demonstrated
Objective / Learning intention: Phonics: introduce the their special spots on the the c sound? Get him to prior
letter c and its sound. floor. show his peers. knowledge of
5 mins Success criteria: Students identify the upper and -Have the letter c box -Listen for students who this sound?
lowercase, write and sound out the letter c. (contains objects with do not correctly Make note.
Introduction (O) objects that start with c) pronounce the c sound.
Introduce the topic- today we are looking at the out and close by. -Can Tully hear the
letter c and its sound. -Frequently refer to the sound and repeat it. If
Question: rules attached to the she struggles
Has anyone seen this letter before? (Write the letter back wall to reinforce/ demonstrate how to
on the board). remind expectations. say it by showing her
Can anyone tell me what sound this letter makes? E.g. Rule number 3: wait the movement of my
(Pointing to the letter). your turn, hand up to mouth (look for others
Students move into a circle. speak. who need this help). -Are students
5 mins Using the letter c box, students pull an object out --Tactile activity for the able to
at random and say the name of the object. Sing the round like a whole class so they can identify the
Body (G) circle song to move make connections object and
students into a circle between the object, its make the
Show students the c sound YouTube clip (Phonics
formation. name and the sound. correct sound?
C).
-Ensure to emphasis the -Pick two students who
Question:
C sound as students are successfully wrote the
Can you think of any other objects or things that
stating the object they letter in the air. Ask -Are students
start with the sound C? Have a look around the room
pull out. them to demonstrate in able to refer to
to help you.
10 mins the air then on the prior learning?
What book have we looked at recently that has an
board. Can they
animal that starts with a C sound?
-Have the YouTube clip -Pick two students who remember/
Point to the artwork of Pete the Cat.
prepared. Stop at 2.05 struggled with the recognise
Demonstrate the letter formation of C on the
mins. directionality to Pete the Cat?
board. -Sound the sound out demonstrate, and then
2-3 mins Students copy the movement with their finger in when the clip is playing. correct them. Formative
 the air, on the floor, on their palm and on a Encourage the students observation/
partners back. to copy the person on anecdotal
Body (E) the clip. -Note any students who notes:
As a group go through each picture on the work did not understand the -Are students
sheet and read the word attached to each image. -Explicitly state and connection between the demonstrating
Question: demonstrate the letter and the sound. the correct
Does the picture start with the c sound? If yes put a movement: Start at the directionality
circle around the picture, if no put a cross through the top corner and curve when writing
picture. down. C is a curly C?
Do a row of pictures as a group. Discuss each letter. -Can students
picture. make a
Conclusion (R) -Students return to their connection
Students return to the floor in their lines. desks. between the
Question: -Have a sheet pinned to letter and the
What does the C sound look like? Can you the mini whiteboard to sound?
demonstrate in the air with your finger? demonstrate.
Who can tell me, what is something that starts
with the c sound? Glue sheet into stencil
books.
Praise students work. Provide an example of
students work.

LESSON 2: Syllabus outcome / Descriptor: Counts to -Students are seated on -When asking -Can students
30, and orders, reads and represents numbers in the the floor in their spots. questions, try to demonstrate
range of 0-20. MAe-4NA encourage the quieter evidence
Objective / Learning intention: Introduce rotations for -Count down to get students to participate against their
number recognition (0 to 10) and writing each number students moving. Hand (Scarlet, Jai, Miles). prior learning
and its word. out stickers to students of sequential
10 mins Success criteria: Students can identify most numbers 1 who are ready. numbers 1-
to 10 and attempt to write the number and word. -Give Ava number 8. 10?
Introduction (O) -Use the pop sticks to Can she remember the
Students are seated on the floor with eyes on me. select students. number from last -Can students
Look to the ceiling, look to the floor, look to weeks discussion? (Ava identify the
me. -Number flowers are will feel successful as number and
Discuss with students what numbers we have close by (Laminated she grasped recall where it
 been learning about. flowers with a number in understanding of this is on the
-Using number flowers, students are asked what the center, stuck to a number last week). number line?
25 mins number is presented to them. pop stick).
-Students order the numbers using the number
flowers (formative assessment). -Ensure Cooper, Ruby
As a class read out the number flowers. -Revision of the rotation and Jack are quiet while
Are they in the correct order? Lets count together process is essential to the teacher is speaking.
1,2 ensure the lesson runs
Body (G) smoothly. -If Cooper or Jack
Have groups presented on the board and what misbehave. They can
they will be doing. -Rotations are set up miss out on the
Demonstrate each of the stations and what before the lesson so activities and do a
students have to do at each station. when referring to worksheet at their
different activities they desks.
1. Making a collection of numbers using play dough. can be pointed out -If students show signs
2. Counting objects to 10 (star wheel and sticky directly. of confusion when -Using the
numbers). explaining the activity, matrix select a
3. Practice writing numbers 1-10 (tracing and free-hand). -Reinforce expectations explain a different way. group and
4. Lady bug number recognition (IWB). regarding number assess each
5. Matching puzzle for numbers 1-10. tracing. Refer back to the student
rules on the wall. Differentiate the star against the
1. Play dough- take turns to turn the number cards over. game and dough learning
When the card is turned over students divide the dough -Explain to students the activity for Jack. D by intention and
to match the numbers. rules associated when using numbers beyond outcome.
2. Star game: Students look at each section on the card. using play dough. 10.
Count the number of stars in each section and attach the -What are
5 mins matching number to the wheel. -Have the IWB activity At the beginning of students
3. Number tracing- using their number tracing sheet and organised and ready to each rotational struggling
a clear sleeve, students practice tracing their numbers. go. transition. Sit one on with? What
4. Interactive white board. Students take turns playing one with Tully, needs work?
the lady bug number recognition game. demonstrate and re- Who has
5. Students match the number puzzle pieces. There are 3 explain the instructions. grasped what?
pieces: a number, a picture representation, a tens frame Monitor her success Is extension
representation. and determine if the required?
Body (E) task is suitable. Where to
 Students engage with each of the activities for next? (Fill out
roughly 8-10 minutes. Use the Puzzle activity as a -Students are seated on matrix)
gage. the floor. Use the gingerbread
Conclusion (R) number recognition - Based on the
-Pack up. activity for the orange observational
-Discuss each activity and excite the students for group (top group) as it notes
tomorrows activities. explores numbers obtained, who
-Praise student efforts. beyond 10 and provides will require
extension activities. further
differentiation
?
-Does Jack.D
require further
extension?
LESSON 3: Syllabus outcome / Descriptor:
Demonstrates developing skills in using letters, simple
sound blends and some sight words to represent known
words when spelling Ene- 5A
Objective / Learning intention: Student will be
introduced to sight words I and A.
Success criteria: Students will identify the sight words
6 mins by completing a cut and past matching activity. -Ensure students are -Direct critical thinking
seated in the correct questions like 3 and 4
Introduction (O) places. to students like Austin,
-Gain students attention. Jack. H and Cooper.
-Read Rainbow Fish to the Rescue. -Reward student effort
-Discuss the key messages embedded in the text. with stickers.
1. The other fish werent very kind to the little
fish, what do you think they should have
done straight away? How should they have -Make use of the crisp -Can students
behaved? pointing finger. interpret the
2. Why do you think Rainbow fish changed his Demonstrate and make text and relate
mind to help the little fish? students aware of this. it to real life
3. How would you describe Rainbow Fishs situations?
20 mins actions when he rescued the little fish?
 4. Do we have a rule in our classroom that has
something to do with the way we play with Can students
our friends? identify what
5. What do you think you should do if you see would be
some of your friends on the playground Extension for quick expected
acting they way Rainbow Fishs friends did? finishers (Jack.D, Luca, when
Have cups prepared with Ruby, Jack. H): completing
Body (G) stickers under the focus -Count the Is and As this activity?
Play the cup sight word game. Students need to find the sight words I and A. present in the text.
words I and a. Refer to the word wall. - Choose a new book Can students
-Present students with the worksheet. from the box and count identify and
Pick students: Prompt students to look the words I and A. match each
Look at the sentence, do you recognise any around the room for (Linking to previous word?
of these words? Where have you seen or clues (e.g. word wall). lesson).
heard these words? - Phonics puzzle.
Find me a word that starts with the f
sound, find me a word that starts with a r Assist Jai and Oliver
sound. (Prior knowledge/ assessment). with their cutting out.
Look at the first word, what sound does this
5 mins word start with? Is Lani and Ruby on
-Emphasise each word in the sentence, especially I and Have a sheet pinned to task? Prevent Is Tully able to
a. the mini whiteboard to distractions and move if correctly
-Re-read the sentence fluently. refer to. required. match the
BODY (E): words?
-Students are sent to their tables. Observe and
-Write name on the sheet note areas of
-Re-read the sentence in your head then read together. concern.
-Cut out the word bank. Ask students how will they cut it?
-Match each word and glue down.
-Colour in the fish.
-Glue in book.
Conclusion (R)
Clean up.
-Books away.
-Seated on the floor to praise students work.
 -Select a student to show off their work.
LESSON 4: Syllabus outcome / Descriptor: Makes
simple pictures and other kinds of artworks about things
and experiences VAES1.1. Objective
/ Learning intention: Students will create an artwork of
Pete the Cats cool school shoes by practice their
5 mins cutting, colouring and pastings skills.
Success criteria: Students will produce a bright artwork -Have the clip on -Keep a close eye on
that has demonstrated neat cutting out and colouring in YouTube organised Jai, Tully and Oliver.
skills. Introduction (O) before the lesson. Assist them with their
-Encourage students to cutting out and remind
Capture students attention by showing the Pete sing along to the song. them to cut away from
the Cat and his Groovy School Shoes video. -Mud, strawberries and themselves.
blueberries (have these
coloured crayons ready
Discuss the key messages in the clip.
to go).
- What did Pete do when he stepped in the mud?
- Pete never got upset when his shoes got messy.
Why do you think he never got upset or angry?
25 mins
-What were the three things that got on Petes new
shoes? Can you remember in order? (Reference to
yesterdays activity).

Body (G)
Explain to students how we will create Pete the -Note students
Cat shoes. Thumb in the little - Has Zion, Lani and who require
Show a pre- prepared sample. This is what we hole, middle fingers in Oliver got access to frequent
are making! the big hole, tuck in left-handed scissors. assistance
Send students to their desk. arms, look down and with their
Body (E) chop chop chop cutting out.
Demonstrate each step. -Have a sheet of -Do they
1. Cut around the outside of your shoes. Make sure to coloured paper, and a require finger
cut around the black line, not on it. copy of shoe outlines gym activities
2. Cut around the top and bottom of the shoe (these placed on each students to strengthen
10 mins desk. their fine
 are separate and will remain white). -Students Stop on Top motor
3. Paste each shoe next to each other on your sheet. when they have muscles? Note
Leave a 3-finger gap. Refer to the expectation of completed each step. these
gluing around the edge with a cross in the middle. students.
4. Colour in the shoes with a crayon of your choice -Were
(red, brown or blue). students able
5. Paste the white top and bottom onto the shoes. to follow
Conclusion (R) instructions
Name on artwork correctly?
Pack up -Is further
Create a whole class sentence. Today we made scissor
Pete the Cats shoes. practice
required?

References

Australian Institute of Teaching and School Leadership. (2014). Australian professional standards for teachers.
Retrieved from: http://www.aitsl.edu.au/docs/default-source/apst-
resources/australian_professional_standard_for_teachers_final.pd

Churchill, R., Ferguson, P., Godinho, S., Johnson, N. F., Keddie, A., Letts, W., Mackay, J., McGill, M., Nagel., M.,
Nicholson, P., & Vick.,M. (2013). Theorising about teaching practice. In Teaching: Making a difference (pp.
508-547). Wiley: Australia.
Marsh, C. (2010). Becoming a teacher: Knowledge, skills and issues (5th ed.) Frenchs Forest, Australia: Pearson
Australia.