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Graduating Teachers use professional knowledge to plan for a safe, high quality teaching & learning environment.

a) Able to draw upon content knowledge & pedagogical content knowledge when planning, teaching and evaluating

This is a series of lesson plans that show planning of the sculpture project featured in 1d. Within each lesson plan there is included the relevant curriculum strand for the level. The range of tasks covered in the entirety of project shows a spectrum of content knowledge and skills.

Please refer to 2d for a unit plan designed round the New Zealand National Curriculum.

This unit plan considers and caters for learners based around Gardner's model of intelligences and Honey and Mumford's adaptation of learning personalities.

b) Use and sequence a range of learning experiences to influence and promote learner achievement

A four part project that took the students through, research, idea exploration, idea development and a final presentation using a range of media.

A plan of a 13 lesson project utilizing a range of skills which work well as a taster for NCEA level 1

For project outcomes refer to 1a

For a sample project lesson plans refer to 4a

c) Demonstrate high expectations, recognise and value diversity

In my assessment plan, I looked at using excellence only for the objective to demonstrate to the students that I expected the best from them. This was something I discussed in my justification.

 

 

When speaking to my learners in class, we often have conversations around what I expect and what I think the learners are capable of. I am positive in my approach and reassure learners of their abilities.

 

Please refer to 6d for evidence of recognising diverse learners

 

Please refer to 6e for evidence of recognising and valuing cultural diversity

 

d) Proficiency in oral and written language (Maori and or English,) in numeracy and in ICT. Use te reo Maori me nga tikanga-a-iwi appropriately in their practice
Language

 

My ability to communicate proficiently in English can be seen in 1d, with my CELTA and responses from ATs. I also have grade B at GCSE level in English Language and English Literature.

 

Evidence of practising using te reo Maori can be seen in 3b. I also intend to introduce different languages into my class environment.

 

Numeracy

In terms of my own personal proficiency in numeracy, I obtained a grade A at GCSE level, with an additional GCSE in statistics.

 

In DVC carrying out technical drawings requires learners to work to set scales. When designing a layout they must consider the specified spatial requirements, for example not exceeding an area on 60m².

 

An example of extending learners’ numeracy abilities can be seen in this surface development lesson where I encouraged more capable learners to work out surface lengths using Pythagoras Theorem and using Pi to calculate the surface length of the circumference of a circle. 

ICT (Computing)

During my time on practicum I developed and refreshed my skills and knowledge on a range of design programs typically used in schools.

 

I used Adobe Photoshop and Illustrator in both Visual Arts and DVC.

I learnt how to use Techsoft 2D Design which is a CAD program specially designed for schools.

 

I also used a laser cutter which along with MDF and Perspex, I cut Paua shell, which you can see to the right. >

 

 

These are helpsheets to support class tutorials.

This is a tutorial I recorded and edited for the Soft Technology teacher while on placement.

e) Able to promote and nurture the physical and emotional safety of learners
Physical Safety

A RAMs form completed for a hyperthetical event.

I filled this in after a discussion with my AT and seeing an existing example based on an out of classroom activity.

A lesson plan for a hard materials class demonstrating safety planning and drilling as part of the lesson.

Emotional Safety

I think that being able to nurture the emotional safety of learners comes in many forms. I think the starting point is to create an environment that they feel comfortable in and be approachable in your role as a teacher.

Freya Vokes   HMT Associate Teacher, Practicum 4

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