Note the focus area and standard

descriptor/s the artefact /

document reflects

Note the type of

artefact / document

Describe the document / artefact and

indicate the possible impact or result of the
artefact / document on teaching and/ or
student learning

Describe how the document /

artefact meets the standard
descriptors you have identified.

2.1 Demonstrate knowledge

This artefact is an
assessment task I
completed in my
second year in a
science unit.

Through reflection, I am able to

determine what works well when
planning a lesson sequence and what
doesnt. This artefact is a crucial piece
of evidence as it provides the
reflections of a learning sequence as
well as effective teaching and learning
strategies relating to literacy and
numeracy integrated into a series of
science lessons. It addresses the three
standard descriptors previously
mentioned to demonstrate the
knowledge and understanding I have
of such descriptors and how to
implement them into my teaching.

This lesson sequence

reflection demonstrates the
knowledge and
understanding I had of key
concepts, substance and
structure of the content
through my teaching and
learning strategies in a
science setting. (2.1)

and understanding of the

concepts, substance and
structure of the content and
teaching strategies of the
teaching area.
2.2 Organise content into an
effective learning and
teaching sequence
2.5 Know and understand
literacy and numeracy
teaching strategies and their
application in teaching
areas.

In this assessment
task I had to reflect
on the lesson
sequence I planned
for an early stage 1
group.

For this assignment I needed

to organise content into a
series of lessons also known
as a lesson sequence to be
present to a ES1 group of
approximately 4 children.
This required a thorough
thought process as well as a
initial assessment to see
where the children were at in
relation to this particular
topic. (2.2)

Throughout the learning

sequence there was also
literacy and bits of numeracy
teaching strategies used to
get the best possible
outcome of the students. By
integrating two key learning
areas it is evident that the
students get the best
possible outcomes (2.5).