Level/Subject Area: Urbanisation and Engagement

Situation: Action: Outcome

I used text preview by showing students before Students were able to identify why urbanisation
As a part of the geography unit, students are and after photos of a developed rockingham happens
expected to examine urbanisation and push/pull foreshore. Asked them what had changed and
factors of migration why it had improved. (Literacy strategy) They were able to identify push/pull factors

To engage the students I decided to offer a tactile Students had fun

learning experience.
Students were to create megacity as a class
Before creating a city we held an election (link to
Civics and Citizenship- voting) where the class
had to elect a prime minister. The Prime
Ministers role would
Students then placed in groups and chose a pull Students stated they were excited to come to class
factor (healthcare, education, recreation, essential to complete the project
services)
School Priorities
Group work encouraged accountability and
provided students with safety and inclusivity. High Engagement
Literacy Strategies
We promoted sustainability by using recycled Safe and stimulating environment
objects from home (toilet rolls and cereal boxes)

We created a megacity
Supporting Evidence: e.g. Planning Documents- Short Mid & Long term /IEPs/IBMPs/ Data/ Work samples/ Emails/ Photographs/Certificates

Photo of Megacity
ICT

Professional Knowledge Professional Practice Professional Engagement

Standard 1 Standard 2 Standard 3 Standard 4 Standard 5 Standard 6 Standard 7
Know students and how Know content and how to Plan for and implement Create and maintain Assess, provide feedback and Engage in professional Engage professionally with
they learn teach it effective teaching and supportive and safe report on student learning learning colleagues, parents/carers
Physical, social and learning learning environments and the community
intellectual Content and teaching Assess student learning Identify and plan
development and strategies of the teaching Establish challenging Support student Provide feedback to professional learning Meet professional ethics
characteristics of area learning goals participation students on their learning needs and responsibilities
students Content selection and Plan, structure and Manage classroom Make consistent and Engage in professional Comply with legislative,
Understand how organisation sequence learning activities comparable judgements learning and improve administrative and
students learn Curriculum, assessment programs Manage challenging Interpret student data practice organisational
Students with linguistic, and reporting Use teaching strategies behaviour Report on student Engage with colleagues requirements
cultural, religious and Understand and respect Select and use resources Maintain student safety achievement and improve practice Engage with the
socioeconomic Aboriginal and Torres Use effective classroom Use ICT safely, Apply professional parents/carers
 backgrounds Strait Islander people to communication responsibly and ethically learning and improve Engage with professional
Strategies for teaching promote reconciliation Evaluate and improve student learning teaching networks and
Aboriginal and Torres between Indigenous and teaching programs broader communities
Strait Islander students non-Indigenous Engage parents/carers
Differentiate teaching to Australians in the educative process
meet the specific Literacy and numeracy
learning needs of strategies
students across the full Information and
range of abilities. Communication
Strategies to support Technology (ICT)
full participation of
students with disability
EVIDENCE ANNOTATION

Standard 1 Standard 2 Standard 3 Standard 4 Standard 5 Standard 6 Standard 7

Know students and Know content and Plan for and Create and Assess, provide feedback Engage in professional Engage professionally
how they learn how to teach it implement effective maintain supportive and report on student learning with colleagues,
learning parents/carers and the
teaching and and safe learning community
Taught different I chose the learning environments
learning abilities activities based on
through tactile the content I selected all
learning resources used Students had
I used an (lesson plans, PPT, accountability as
interactive texts) they were
powerpoint to responsible for one
discuss Push and section of the city
Pull factors
Safety was created
through groupwork

Challenging
behaviour was
corrected through
engagement