University Assignment: Planning for Teaching and Evaluating Learning

This assignment, prepared by a pre-service teacher, focuses on planning and evaluating learning within a classroom setting. It begins with preliminary information about the school, class, and students, including factors affecting student learning such as economic, educational, cultural, and special needs considerations. The student then analyzes what students are ready to learn, supported by assessment data, and outlines how they will help students learn, incorporating research-based teaching approaches. The core of the assignment involves outlining a sequence of 5-8 lessons, detailing overarching goals, lesson content, justification of teaching strategies, and the use of resources, including ICT. The lessons cover English vocabulary, storytelling, history, and social studies, with a focus on catering to diverse learners and creating a safe and supportive learning environment. Each lesson plan includes specific learning goals and strategies to engage students effectively. The assignment demonstrates a comprehensive approach to lesson planning and classroom management.

11351: ASSIGNMENT TWO TEMPLATE
Planning for teaching and EvaluatingLearning
(Total = 1500 words)
PRELIMINARY INFORMATION
Thistabled information must be completed (but is not included in the word count).
UNIVERSITY
Pre-service teacher’s
name
Student ID
No.
Name of
course/program
Specialisation(s) being
taught by the PST
Professional experience From / / to / / Total days
Name of School or
Centre
School or Centre
Website
Location
 Education Region
 Traditional lands of
Indigenous people
School sector E.g. Government|Catholic|
Independent
Enrolment
Relevant characteristics

SC
Hof school/centre context
CLASS
Name of Mentor
Teacher(s)
Year Level/Class/Group E.g. Year 6|Class 6B Student
Numbers
Gender Male Femal
e
Other
Description of the
physical spaces where
teaching occurs
Brief outline of any
classroom constraints or
issues that impacted this
task
E.g. Scheduling, planning restrictions, school camps, etc.

Who are mystudents?
1.
Describe the students in
your class and explain the
factors that may affect their
learning in thiscontext
APST 1.1, 1.2, 1.3
Approx. 150 words.
(Bullet points or prose)
Economic factors
Students coming from the rich backgrounds and with good
financial status usually do not have many tensions. Thus
they can concentrate on the classroom lessons without much
fear. However on the other hand, the students coming from
the poor economic backgrounds often have the tension of a
proper meal or any other basic necessities of life. These
students might witness many fights between their parent at
home and this naturally affects their concentration level at
classroom.
Parents’ education- Parents play a major role in educating
the children. Parents coming from a well to do and educated
background will naturally help their children with the
classroom lessons and will provide them the actual moral
support that they need. These students are often active
learners. However parents with less or no education will not
be able to help their children with any kinds of moral
support or additional support.
Students with special needs-The disabled or the especially
able students often tend to stay back at the classroom
sessions. Special efforts like ICT methods must be used in
order to help these students.
Cultural factors-Student coming from aboriginal or other
minority backgrounds often suffer from a feeling of

depression.
What are the students ready to learn?
2.
Using evidence, justify
what the students are ready
to learn using assessment
data
APST 5.4
Approx. 150 words.
(Bullet points or prose)
I realized that as a teacher have to understand the learning
capacity of each student. The first thing that is used for this
purpose to develop a two way or a horizontal form of
communication with the students. This has immensely
helped me to understand the learning capabilities o the
students. I have also taken weekly assessments in order to
evaluate the learning capacity of the individual students. I
have also made sure that is assigns the homework or the
assignments as per the capacity of the students I do not
believe in over burdening the students.
Parent-teacher meetings have also been an important aspect
to known about what the students need to learn. Parents
have actively supported me to know about the interest of
their students. It is evident from my assessment data that
children coming from non native English speaking
background have problems in speaking English with the
right pronunciations.
How will I help the students to learn?

3.
Incorporate your
knowledge of research into
how students learn, to
justify your intended
teaching approaches
APST 1.2, 1.3
Approx. 300 words
(Bullet points or prose)
I have seen that the mental factors play a major role in
understanding how the students learn. Often students
undergo poor mental health due to severe family problems.
They might also suffer from a huge distance from their
parents thus they tend o stay back at the classroom
activities. Thus I will use much group discussion kind or
group activities so that these students can b r encouraged
and in this way they will also get the support from their
peers.
The linguistic and cultural backgrounds of students also
play a major role. For an instance the children who came in
my class from the minority groups or from non native
English speaking backgrounds had difficulty in understand
the texts that are being taught in English, They often suffer
from the feeling of isolation . They tend to keep mostly
silent without responding as they feel that they will not be
able to converse properly. Thus I will focus on history and
English. History will help me to teach them about the
emergence of each social and cultural group. This will help
them to know that each and every cultural group is unique
in its own way and they must never feel discouraged
because of their cultural or social backgrounds. However at
the same time I will have to teach the English vocabulary to
the students so that they can interact with one another in
their classes. English as an Additional Language or Dialect
or EALD will be taught to the students so that they face no
issues in learning the English words with the right kinds of

pronunciations.
Studies of Society and Environment (SOSE) will be used as
this will help me teach them the chronological emergence of
all the historic events. I feel that in order to develop a good
professional position in future each of the student must
know about their pas in a very nice and detailed manner.

Following the steps below (4a-4f), outline a sequence of 5-8 lessons that you will teach
the class.
The lesson sequence is not included in the word count for element 4.
4.
Outline the sequence of 5-8
lessons that you will teach the
class
Approx. 300 words
(Bullet points or prose)
The lessons that I will be teaching are as follows-
 English Vocabulary learning-This will help in
teaching the students the right accent of words.
 English stories and poems-Engaging students in
group activities
 An introduction to ancient European History
with special emphasis on World War-,History of
aboriginals or Torres strait islanders. This will
help to teach the students in getting a proper
understanding of the different historic events
that took place. I feeling that it is very important
for the students to know about the changes that
took place in the society and how can they
actually use these learning in future.
 SOSE or the study of society and environment is
very important as this will help the students in
knowing the social oppressions that have been
done over the students earlier. Students will be
able to know the lessons better and comprehend
them in life when the ambiance is nice and very
interesting.
 Personalized learning session

4.a.
Identify the overarching goal
for the sequence of lessons
LESSON 1
E1 (4b)
LEARNING
GOAL 1
Design a
cumulative
sequence of
lesson goals
that align with
the
overarching
goal
Teaching English vocabulary to help the non native
English speaking students
E1-(4c)
Design
sequenced
lesson content
(including
curriculum
links)
I will start with simple and easy English vocabulary. I
will try to teach students from the non native English
backgrounds. I will not use the oxford Dictionary
teaching right at the first as this might be tough for the
students. Thus an easy English vocabulary book will be
helpful
https://syllabus.nesa.nsw.edu.au/assets/global/files/
english-k10-suggested-texts.pdf

E1-(4d)
Justify the
teaching
strategies
selected to
challenge
diverse
learners to
achieve the
lesson goals
In order to help the diverse learners I will incorporate the
reading, writing, speaking and listening skills.
E1-(4e)
Justify
complementar
y resources
(including
ICT) to
engage
students in
their learning
ICT tools like video recorders, internet access, speakers,
microphones will be used. I will take up words and utter
them through microphone so that it is audible to all the
students in classroom and they can also repeat the same
after me.
I will be able to hear them loud and clear and also correct
them if needed.
E1-(4f)
Explain
strategies to
support the
safe,
responsible
and ethical use
of resources
(including
ICTs)
Hire the Cyber security experts so that they can guide the
children from not getting any access to the bad internet
sites.
Arranging parent teachers meeting so that parents can
help children do safe handling of the internet sites.

LESSON 2
E1 (4b)
LEARNING
GOAL 2
Design a
cumulative
sequence of
lesson goals
that align with
the
overarching
goal
Teach reading and writing skills by teaching English
story book to all the students in general and the diverse
students in particular.
I will include story books like
 Mem FoxPossum Magic
 The ugly duckling
 Koala LouNorman Lindsay The Magic Pudding
 Beatrix PotterThe Tale of Jemima Puddle-duck,
The Tale of Peter Rabbit
 Maurice SendakWhere the Wild Things Are,
Outside Over There
https://syllabus.nesa.nsw.edu.au/assets/global/files/
english-k10-suggested-texts.pdf
E1-(4c)
Design
sequenced
lesson content
(including
curriculum
links)
This sequence will help me in teaching simple and short
stories for the students. I feel that taking up these stories
will be able to help the students in learning short, crisp,
colourful and important stories.

E1-(4d)
Justify the
teaching
strategies
selected to
challenge
diverse
learners to
achieve the
lesson goals
This will be helpful for the diverse learners as I can
relate their condition with the characters of the stories.
For an instance the burden coming from the minor
backgrounds like black skinned students or students from
the Aboriginal origin often feel abandoned.
I can use the example of the ugly duckling or the
tortoise(from the story of rabbit and tortoise) to show
them that they must not be demotivated
I will be able to encourage them and teach them to never
give up trying.
E1-(4e)
Justify
complementar
y resources
(including
ICT) to
engage
students in
their learning
ICT tools will be of great importance as I will be using
the DVD and the projector slides in order to show the
film adaptations or the cartoon versions of these stories
to my students.
I will be using the internet and the YouTube channels in
order to get access to the film adoptions.

E1-(4f)
Explain
strategies to
support the
safe,
responsible
and ethical use
of resources
(including
ICTs)
Precautions will be taken to teach students of the proper
handling of the internet sites
LESSON 3
E1 (4b)
LEARNING
GOAL 3
Design a
cumulative
sequence of
lesson goals
that align with
the
overarching
goal
Introduction to history in order to develop an
understanding of the ancient historic events
E1-(4c)
Design
sequenced
lesson content
(including
curriculum
links)
The simple and beginner history books. This will help
me to make the students associated with the important
historical events like world war
https://www.network-ed.com.au/secondary/history/
european-history-for-dummies-2e-9780470978184