Integrated Learning
'Literacy is incorporated in every lesson with both written tasks and reading- Jenny Roberts, Mooroolbark College 2012.
Within my Visual Arts and Humanities classes, I always ensure that I integrate aspects of Literacy, Interdisciplinary learning and Personal and Social learning so students are equipped with the appropriate skills and behaviour to successfully particpate in their community both inside and outside of school.
VIT- Professional Knowledge 1; Teachers know how students learn and how to
teach them effectively
1.6- Be aware of how curriculum and assessment is structured to support learning.
VIT- Professional Knowledge 2; Teachers know the content they teach
2.5- Know how to integrate learning and student understanding across a number of content areas.
Literacy
I make sure that I focus on literacy within all my classes and incorporate written work, reading and verbal communication through simple techniques. These include getting students to copy notes and diagrams off the board, through internet research, analysis of artworks and questioning to address Literacy. It is necessary that students have the appropriate literacy and langauge skills to effectively communicate and express themselves, otherwise completing work and activities will be a challenge at school and in later life.
VIT-Professional Knowledge 2; Teachers know the content they teach
2.4- Know the importance of literacy and numeracy to their content area and can incorporate strategies to support literacy and numeracy in their teaching.
Interpersonal
Development
Building Social Relationships
I value a cooperative peer environment and have set expectations in regards to social behaviour when interacting with others, particularly when completing group work. I regularly combine group activities into my Humanities lessons and developed a task were students had to come to a group consensus based on the Ancient Egyptian Society. Students ranked the status of certain individuals as displayed in the picture. My priority for this task was to highlight the fact that each student has different opinions, however students need to respect and value each other to cooperatively complete the task.
VIT- Professional Practice 6; Teachers use a range of teaching practices and
resources to engage students in effective learning
6.3- Create opportunities for students to explore ideas and emerging understandings and to develop skills.
Development
Building Social Relationships
I value a cooperative peer environment and have set expectations in regards to social behaviour when interacting with others, particularly when completing group work. I regularly combine group activities into my Humanities lessons and developed a task were students had to come to a group consensus based on the Ancient Egyptian Society. Students ranked the status of certain individuals as displayed in the picture. My priority for this task was to highlight the fact that each student has different opinions, however students need to respect and value each other to cooperatively complete the task.
VIT- Professional Practice 6; Teachers use a range of teaching practices and
resources to engage students in effective learning
6.3- Create opportunities for students to explore ideas and emerging understandings and to develop skills.
Personal Learning
The Individual Learner
I understand the purpose of reflection and have personally set up metacognitive tasks in Visual Art where students present their final pieces to the class. They identify their strengths and weaknesses and discuss solutions to improve their techniques, processes and understanding for future learning and references.
POLT- Students are challenges and supported to develop deep levels of thinking
and application
4.4- Uses strategies that challenge and support students to question and reflect.
Communication
Listening, Viewing and Responding and Presenting
I factor in the needs of students communication skills and development by incorporating research projects and oral presentations within the Humanities curriculum. In Year 7 History, students were required to present information to their peers on their Ancient Egyptian God or Goddess. They were assessed using certain communication and behaviour criteria that are essential skills required beyond a school envionment.