FINAL PROFESSIONAL EXPERIENCE

PROFESSIONAL LEARNING PLAN: COMPLETED BY THE PRE SERVICE

TEACHER
A copy of this plan should be shown to your mentor, discussed and approved by Mentor Teacher

Pre-Service
Student ID: 2151189
Teacher
Marley Fairclough

Learning Area: Physical Education and History

Mentor
Chad Winstanley Secondary School

Date: 27th May

University Liaison
Craig Johncock

Please provide a list of your learning goals for the remaining weeks of this professional experience together with a brief
explanation of how you plan to achieve them (hand written or typed):

Creating a positive learning environment for all students

Creating a safe and supportive learning environment is primary for student learning and development, I wish for my
students to feel valued within the classroom environment. I will focus on further building positive relationships with all
students and focus to cater to each students individual learning needs, as established during my initial weeks of
placement.
Curriculum Knowledge
Emphasis will be placed on further developing my curriculum knowledge. I have been working in collaboration with
teachers to develop engaging and valuable content that ensure each student will effectively meet the achievement
standards required for both Summative and Formative assessment. The focus has placed on creating opportunities for
Optimal Challenge within each learning task; I do not wish to limit my students learning and development.
Curriculum Content
I wish to ensure the structure and design of my unit plans centered around students’ personal interests and learning profiles
preferences in order to target learning towards each students learning differences. Despite not having the ability to design
Formative Assessment, I have been given complete freedom with the design and implementation of subject material and
Summative Assessment. I wish to take this opportunity to implement differentiation strategies within classroom and practical
based learning settings. I plan to incorporate multiple opportunities for students to demonstrate knowledge, skills and
understanding through varied formats of communication, including film; multimedia and discussion based learning activities.
Catering for Students with Learning Requirements
I have been focusing on modifying learning tasks and activities to assist students with specialised learning requirements
in a flexible manner. I am working to modify curriculum content to make preference for the preferred learning styles of
students during instructional tasks, as a means to motivate and connect learning.
Increasing Intrinsic Motivation
Within my Year Nine Health and Physical Education, I am finding it difficult to motivate particular students to activity
engage in physical learning tasks. I am working to establish students sporting interests in the hope to enhance their
participation levels.
 FINAL PROFESSIONAL EXPERIENCE
SELF- REVIEW- PROFESSIONAL LEARNING
PLAN: COMPLETED BY THE PST
Please forward a copy of this review to your university liaison by the last date of your placement.

YOU WILL NOT BE ABLE TO ACCESS A COPY OF YOUR FINAL REPORT UNTIL THIS HAS BEEN SUBMITTED (If this
is not possible then please email it to mssprofexp@flinders.edu.au

Student ID: 2151189

Pre-Service Teacher Marley Fairclough

School
Date: 21/06/18
Henley High School

Please evaluate and review your personal learning plan:

Creating a positive learning environment for all students

As a new and unknown person entering their learning environment, I focused on them getting to know my teaching
principals. I believe this aspect was vital in building positive relationships and I was able to present myself as a role model
for students. As I was extremely fortunate on my placement to work in a school that highly values Physical Education and
have the opportunity to run the schools Specialised Sports Program in my specialization sports of Surf Life Saving and
Swimming; I wanted to present my self as an advocate for achieving academic and sporting success.

Located in with my year nine classroom, was a student with Autism. As I am highly aware each individual on the spectrum
poses differing characteristics; during interactions with the particular student I focused on my verbal and visual
communication. I did not wish to make him feel uncomfortable or that I was imposing on his personal space. I highly
believe this allowed me to establish a positive relationship with the student, whereby he felt comfortable communicating
with me on both a personal and intellectual level.

Throughout the initial stages of my teaching block, I spent time getting to further identify his social and learning
characteristics. I was aware I would have this student within both my History and Physical Education lessons so I focused
on recognizing differences in his behavior within each of these differing settings. Upon realization, I discovered that
certain behavior queues likely to cause him to feel uncomfortable in a learning environment, with these aspects being
evident both prior to and during a lesson. One pivotal finding was his ability to cope with change, with this being either
having a practical Physical Education changed to theory or having to complete a writing task in a book instead of on his
computer. I focused on finding ways to eliminate possible distressing situations, although I also wanted him to have some
responsibility towards dealing with his emotions during challenging situations. I was fortunate enough to have the
particular student during homeroom each morning, this provided me with the perfect opportunity to inform him of what
activities we would be completing during the days' lessons.
Curriculum Content

When designing and structuring my unit plans, as I was able to base the progression of student learning, along with
Summative Assessment Tasks around the achievement standards and target outcomes for each topics major Formative
Assessment task. Having this knowledge of key learning outcomes allowed me to focus on gaining an understanding of
where the students were and what core content and focus was required for learning. I personally believe this made it
easier to structure and design each of my lessons learning content and activities, as I knew what knowledge, skills and
understanding each student were required to achieve a academic

My unit of work for Specialised Sport focused on the environmental, personal and social elements of Physical Activity, and
Well-being. I aimed to address content in a manner that related to being a student-athlete. Content explored being
physically active in outdoor settings with students creating promotional presentations in their choice of multimodal
format. As this was a streamed subject with students ranging from year levels eight to eleven, groups were arranged
accordingly to have students from each year level located within every group. This proved to be a rather successful format
for grouping, allowing students from ranging year levels to work together to collaborate in both the planning and creating
process. A majority of students choose to present video presentations, this involved them exploring nature in a physical
format, with students performing activities and explaining the benefits of being physically active in an outdoor context.
Each student was able to demonstrate there knowledge, skills, and understanding effectively, with students being given
roles and responsibilities based upon there learning strengths and each student's individual learning preferences, this
included researching information, literacy skills of speech writing, communication and ICT capabilities.

Curriculum Knowledge

One of my subject areas was Stage One Girls Sports Studies; this class was meet with students with high academic goals
and achievement standards. I found it particularly challenging deconstructing assessment tasks for this lesson as they
where majority individual research and reflection based. I focused each lesson on working collaboratively with students to
discuss and further critically analysis their researched material. This allowed students to extend their reflective processes
and provided them with enhanced scope for discussion throughout each of their assessment tasks.

Catering for Students with Learning Requirements

I based my year nine History lessons highly upon group work and discussion; I believe that this method had significant
advantages to not only the student located within the class with Autism but also the entire class cohort as they were very
multimodal based learners. Although the student with Autism had difficulties with his literacy, his intellectual capability
and understanding were in line with all other students located within the classroom. By designing lessons that were
structured around collaborative activities it provided the student with sufficient opportunities to express his knowledge,
understanding, and opinions and feel valued within his classroom environment. I believe that through my process of
modifying class content addressed not only the needs of not only the student with Autism but further allowed all students
views and opinions to be made apparent.

I believe centering classroom learning on collaboration further established a positive connection to his peers when
performing activities in a practical Physical Education setting. When making adjustments to learning within Physical
setting I worked to ensure the student would be able to actively engage and participate in each learning activity, with
appropriate constraints being made accordingly to his physical ability. This involved proactively planning to adapt
movements, environment, equipment and rule constraints, along with providing clear and precise instruction.

Increasing intrinsic motivation

One particular achievement was within my year nine Health and Physical Education; this is a compulsory subject with
students with varied movement ability's and motivation to be involved in physical activity. I made it paramount during this
lesson to focus on maximizing student participation. Before commencing my teaching my mentor teacher made it
apparent the value of instilling intrinsic motivation with my students. From initial proceeding of this lesson I wished to
establish students sporting interests, I paid particular attention to the sports students that had been disinterested during
my lead in weeks, the plan was to design the unit around these student interests, as I was aware that all other students
were motivated to be involved no matter the sport or activity. This proved to have rather successful outcomes, with
disengaged students becoming highly enthusiastic towards participation and skill development.