Integrated Studies
My Philosophy
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Every student we will have in class will learn differently. It is undoubtedly important to integrate units and include a broad range of inquiry based learning within the classroom. These units will include but not limited to, Science, Humanities, ICT Education, Art, Food Technology, P.E and Music Education. These forms of education play a cruical role in shaping the future generations and allowing students to participate in non mainstream learning.
“Give the pupils something to do, not something to learn; and the doing is of such a nature as to demand thinking; learning naturally results.”
― John Dewey
Global Learning
Coding
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​At Bellbrae Primary School they ran a program called 'Global Learning.' Whilst I was there, I was given the opportunity to participate in classes of Coding. This was integrated between grades and the grade 5's taught the younger grades how to do coding. Although I didn't plan or assess, I was able to observe these lessons and it was excellent to see so much collaboration and enthusiasm in a lesson. In a Century where teaching has become more progressive, It was great to be incorporated into ICT and digital teaching and learning.
Above: Frozen Elsa coding
By attending and participating in these coding sessions regularly, I am able to demonstrate my ability to achieve Standard 3.4 Select and use resources by the students using their indiviudal iPads for the Coding. I was also able to assist students logging into the computer if there were iPad issues. I was also able to display my capability of Standard 4.5 Use ICT safely, responsibly and ethically by monitoring the students web progress and ensuring they know their rights and responsbilities as students.
Cross Curriculum Links
Victorian Curriculum (2016)
The benefits of imbedding coding in the curriculum can be evidently seen throughout practice. It promotes social skills, collaboration and addressed multiple cross-curriculum standards including;
technology, mathematics, science and literacy. It also addressed the capablities of critical and creative thinking.
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During this unit, I aimed to demonstrate my ability of numerous AITSL Standards. I have shown my capacity of Standard 3.2 Plan, structure and sequence learning programs by collaboratively planning and implementing a clear and concise learning sequence. Through this unit, I have demonstrated my ability of 3.4 Select and use resources by carefully selecting the resources chosen to support the students needs and their economic backgrounds. I have also achieved Standard 3.7 Engage parents/ carers in the educative process by creating informative letters to send to the parents to inform them about the learning their students will be undertaking. Lastly, I have displayed my competence of Standard 6.3 Engage with colleagues and improve practice by seeking feedback from the classroom teacher about the lesson approach and planning accordingly.
Science
Floating and Sinking
At Oberon Primary School, I planned in a team setting using collaboration an authentic and hands-on science unit on 'Floating and Sinking' for a grade 1/2 classroom. The science unit was based around the 5E's model and was student centered and tailored their each student's learning needs. As a team we decided to use the cross curriculum link of art to create boats and allow the students a visual representation of the floating and sinking concept.
Above: Students testing items for floating and sinking
Below: Students testing plasticine objects
Above: Students data recording
Science
Edible Experimentation
(Making Sherbet)
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On completion of my fourth round of professional development, I created a fun and engaging lesson based on the students sweet tooth to make sherbet. The students were absoultely thrilled!
It was a very messy lesson but extremely engaging and successful lesson. Although the lesson was science-based, it also incorporated literacy concepts by having the students write up basic scientific reports.
These reports included:
*Method
*Ingredients
*Hypothesis
*Results
*Any alterations they made
During the Science experiment, I aimed to display the Standard 4.1 Support student participation by planning the lesson based on the students' interests ensuring all students were willing to participate. I have also selected Standard 4.2 Manage classroom activities by providing a well thought-out and consice activity. The instructions were written clear and legible across both whiteboards and a discuss of rules were had at the beginning. Lastly, I specifically chosen to address Standard 4.4 Maintain student safety by considering the safety hazards associated with the activity and minimising these
Above: Ingredients used to make Sherbet
Below: There were certainly some sore stomachs after excess consumption!
"This is the best Science lesson ever Miss S!"
-Grade 5 student
Technology Education
Sewing
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At St Patricks Primary School in the grade 2 classroom, I participated in their sewing classes assisting the students and creating my own stuffed owl. It was an excellent experience and it clearly showed students shining. It was great to see the students enthused in differing classes and integrated learning. It was a great experience to work closely with students with all abilities and allowed them to be incorporated without any differeniating.
By attending and participating in these technology education-sewing classes, I was able to display my ability to achieve Standard 3.1 Establish challenging learning goals. Each students goal was to finish the owl in the set time frame for presentation. I have also effectively demonstrated Standard 3.5 Use effective classroom communication by effectively communicating my instructions to the students in the class to complete their owls.
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Physical Education
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At Kardinia International College, the students were practising their little athletic skills. These events included hurdles, shot-put, discus, long jump and triple jump.
I assisted students in the rotations to achieve their personal goals within their chosen event using the sporting knowledge I have. During these sporting lessons, it was an excellent opportunity to work with two specific students who have Autism. It was great to see these particular students shine.
By assisting the students in their out of class activities and promoting a healthy well-being, I displayed capacity of Standard 2.1 Content and teaching strategies of the teaching area by coaching the students in their areas event using the correct techniques. I have also achieved Standard 4.1 Support student participation by encouraging and supporting students to all participate and 'have a go.'
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Reconsilliation Week
& Sorry Day
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Whilst on practicum at Bellbrae Primary School, I was involved in the planning for, and discussion of the importance of Reconsilliation Week. Using ICT, the students viewed the appology from the Prime Minister, had a discussion and then proceeded to write a seed based on their feelings.
It was excellent to see the students personal responses and gratefulness of our ancestors.
By planning and implementing various lessons through the week of National Reconsilliation Week and Sorry Day, I have achieved Standard 2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians. Through this lesson I have also achieved I have also achieved Standard 4 Create and maintain supportive and safe learning environments. I have done this by developing a strong rapport with the students providing them with the opportunity to feel safe in voicing their opinions and supported of their learning.