After critically reflecting on the following unit plan and the additional material that was developed for a school in western Sydney I was able to identify a number of issues with its development and the final product. The Stage 5 year 9 unit “self and relationships” had a number of areas that when reviewed were found to be lacking in the depth required for an effective unit outline that would promote students to meet the set outcomes of the unit. In order for students to get the most out of the unit, a number of changes have been suggested. These changes do not address every aspect of the unit plan that may need adjusting but look at some of the key issues that arose while reviewing this unit of work. This report will look at a few of the
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While PDHPE is yet to have it curriculum updated to a national curriculum it’s important that teachers are preparing for these changes as numeracy is an essential skill for students for school and life beyond school (MCEETYA 2008). The recent changes have seen Literacy and numeracy become important parts of all schools and teachers (Carter, Klenowski, and Chalmer, 2015) as well as addressing the Quality Teaching Elements. The issue that some schools face is they do not understand the difference between numeracy and mathematics (Hughes-Hallet, 2001). Hughes-Hallet (2001) outlines that mathematics is where students learn math is a very contrived manner whereas numeracy involves having students focus on the practical application of their mathematics skills in situations they would naturally arise in and. This particular unit outline some numeracy skills that would be covered in the outline, however, these skills did not match the intended outcomes nor did they show how this would be accomplished in the provided lesson …show more content…
As part teaching indigenous students is to build connections with the students, Indigenous Teaching (2012) state that teachers will be more effective and better equipped if they understand the students past experiences and culture. In this unit, there was little or no incorporation of indigenous culture or evidence of pedagogy that would assist in their learning. In order to better suit this lesson to all students, it is advisable to adapt an 8Ways pedagogical approach to unit and lesson development Price, 2015). The 8Ways approach involves 8 interconnected pedagogies that revolve around lessons that have “narrative-driven learning, visualised learning processes, hands-on/reflective techniques, use of symbols/metaphors, land-based learning, indirect/synergistic logic, modelled/scaffolded genre mastery, and connectedness to community.” (8Ways, 2015). In this unit, the lesson has been modified to include the 8Ways approach to better cater for student learning as well as meeting the Aitsl (2014) teaching standard (1.4: have multiple strategies for teaching Aboriginal and Torres Strait Islander
While PDHPE is yet to have it curriculum updated to a national curriculum it’s important that teachers are preparing for these changes as numeracy is an essential skill for students for school and life beyond school (MCEETYA 2008). The recent changes have seen Literacy and numeracy become important parts of all schools and teachers (Carter, Klenowski, and Chalmer, 2015) as well as addressing the Quality Teaching Elements. The issue that some schools face is they do not understand the difference between numeracy and mathematics (Hughes-Hallet, 2001). Hughes-Hallet (2001) outlines that mathematics is where students learn math is a very contrived manner whereas numeracy involves having students focus on the practical application of their mathematics skills in situations they would naturally arise in and. This particular unit outline some numeracy skills that would be covered in the outline, however, these skills did not match the intended outcomes nor did they show how this would be accomplished in the provided lesson …show more content…
As part teaching indigenous students is to build connections with the students, Indigenous Teaching (2012) state that teachers will be more effective and better equipped if they understand the students past experiences and culture. In this unit, there was little or no incorporation of indigenous culture or evidence of pedagogy that would assist in their learning. In order to better suit this lesson to all students, it is advisable to adapt an 8Ways pedagogical approach to unit and lesson development Price, 2015). The 8Ways approach involves 8 interconnected pedagogies that revolve around lessons that have “narrative-driven learning, visualised learning processes, hands-on/reflective techniques, use of symbols/metaphors, land-based learning, indirect/synergistic logic, modelled/scaffolded genre mastery, and connectedness to community.” (8Ways, 2015). In this unit, the lesson has been modified to include the 8Ways approach to better cater for student learning as well as meeting the Aitsl (2014) teaching standard (1.4: have multiple strategies for teaching Aboriginal and Torres Strait Islander