Standard 2: Know the content and how to teach it
Resource 1
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This resource outlines the Year 11 Health curriculum that is to be taught over the year. It is helpful to use this resource when lesson planning as it enables you to refer to the topics and their appropriate VCE learning objectives that you are required to cover.
(Standard 2.3) |
Resource 2![]()
This resource is of extreme relevance and benefit when teaching a unit on mental health to adolescent students. As the unit concepts and substance can be quite heavy and confronting to the students, giving them a personal reflection activity to complete at the end of the lesson is an effective way for them to digest and reflect on the information that has been taught to them that lesson.
(Standard 2.1) |
Resource 3
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This assessment task is an example of a way to incorporate the use of ICT into the curriculum. This task gives the students the opportunity to use computers and the internet to research information, construct graphs and type a written report in order to practically applying the unit content.
(Standard 2.6) |
Resource 4
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This lesson plan demonstrates organising the lesson content into an effective and logical teaching sequence in order to improve learning outcomes in the classroom. The lesson was an introduction to a unit on nutrition and therefore it was important to first use a good 'hook' to engage the students in the topic, explain the broad concept of nutrition and healthy eating, and then move on to more specific areas of the topic
(Standard 2.2) |
Resource 5
This resource is an example of
how I would demonstrate my knowledge and understanding of Aboriginal and Torres
Strait Islander culture when teaching a Year 11 Health unit on nutrition. The
curriculum followed the VCE unit 3 + 4 study design and one of the focuses was
on the learning objective about the Australian Government's role in promoting
healthy eating and specifically the Australian Guide to Healthy Eating. This
resource can be incorporated into a lesson plan for the unit, especially if
there are Indigenous students in the class, as it is an adapted version of the
Australian Guide to Healthy Eating that is more relevant and specific to their
culture. Marzano suggested that students engage in more effective learning if
they are able to relate the lesson content to their own lives (Concordia Online
Education, 2015). The Indigenous students may not find the Australian Guide to Healthy
Eating as relevant to their diets as other students in the class. Therefore by
incorporating this version of the guide into the lesson, it provides these
students with a more relevant resource that they can reference and apply to
their daily lives. The inclusion of both versions of the guide not only
demonstrates and teaches all of the students about Aboriginal and Torres
Straight Islander culture, but it also will help engage all students in the
class as everyone should be able to personally use one of the two guides that
they can apply to their own lives. This will this help consolidate the theory
taught during the lesson, and also educate the students on how to make
healthier eating choices in their daily lives.
Furthermore, the Australian Government’s Department of Education, Employment and Workplace Relations (2010) suggests that in order to improve learning outcomes for Indigenous students in the classroom, a teacher should consider using strategies that have been supported by evidence such as increasing the cultural relevance of the materials taught. This resource is a prime example of a way to raise the cultural relevance of the curriculum material as it provides students a version of the Australian Guide to Healthy eating that is more relevant to their culture due to the inclusion of foods such as bush foods and seafood that are more specific and common to Aboriginal and Torres Straight Islanders. Therefore Indigenous students will be able to relate better to the course material and theory which will help them engage more and subsequently improve learning outcomes.
(Standard 2.4)
References
Concordia Online Education, (2015). Concordia University. Retrieved from http://education.cu-portland.edu/blog/curriculum-instruction/overview-of-robert-marzanos-model-of-teaching-effectiveness/
Department of Education, Employment and Workplace Relations. (2010). What Works. The Work Program: Improving outcomes for Indigenous Students. Victoria, Australia.
Furthermore, the Australian Government’s Department of Education, Employment and Workplace Relations (2010) suggests that in order to improve learning outcomes for Indigenous students in the classroom, a teacher should consider using strategies that have been supported by evidence such as increasing the cultural relevance of the materials taught. This resource is a prime example of a way to raise the cultural relevance of the curriculum material as it provides students a version of the Australian Guide to Healthy eating that is more relevant to their culture due to the inclusion of foods such as bush foods and seafood that are more specific and common to Aboriginal and Torres Straight Islanders. Therefore Indigenous students will be able to relate better to the course material and theory which will help them engage more and subsequently improve learning outcomes.
(Standard 2.4)
References
Concordia Online Education, (2015). Concordia University. Retrieved from http://education.cu-portland.edu/blog/curriculum-instruction/overview-of-robert-marzanos-model-of-teaching-effectiveness/
Department of Education, Employment and Workplace Relations. (2010). What Works. The Work Program: Improving outcomes for Indigenous Students. Victoria, Australia.