Meghann Bailey
Annotations
A succinct and thoughtful annotation of why each document demonstrates achievement of the standards is a significant feature of evidence. Each piece of supporting evidence
must be annotated by the teacher to demonstrate achievement of one or more standard descriptors of the Australian Professional Standards for Teachers at the level of Graduate
Teacher (BOSTES, 2015, p. 7).
Note the focus area and standard
descriptor/s the artefact / document
reflects
2.1 Content and teaching strategies
of the teaching area
Demonstrate knowledge and
understanding of the concepts,
substance and structure of the
content and teaching strategies of
the teaching area
2.2 Content selection and
organisation
Organise content into an effective
learning and teaching sequence
2.5 Literacy and numeracy
strategies
Know and understand literacy and
numeracy teaching strategies and
their application in teaching areas.
2.6 Information and
Communication Technology (ICT)
Implement teaching strategies for
using ICT to expand curriculum
learning opportunities for students
22231934
Note the type of artefact /
document
This artefact is a
Smartboard presentation
created to engage
students and teach
content in Mathematics
(Measurement- Area).
Southern Cross University
Describe the artefact / document and indicate the
possible impact or result on teaching and/ or
student learning
The Smartboard presentation was designed for
a Mathematics lesson sequence on
measurement (area) as outlined for stage 2 of
the NSW Mathematics Syllabus (NSW
Educational Standards Authority (NESA), 2014).
The sequences of slides were designed using a
lesson framework used at my placement
school. This sequence was selected to first
engage students and introduce the mathematic
skill of multiplication, that is used in finding
area. The intention of the lesson was displayed
and explained to students using a WILF
statements. The slides displayed some content
knowledge but also examples of squares and
rectangles where students were asked to find
the area. The interactive slides were designed
to engage students and develop content
knowledge, moving from direct instruction and
guided activities to exploratory activities where
students could apply their developing
understanding as a group and individually using
worksheets. Direct instruction is an effective
strategy for the teaching of new concepts and
Describe how the artefact / document
meet the standard descriptors you
have identified.
The Smartboard presentation was
used as a tool to guide the teaching
of the content for measurement:
area. I used the slides as a prompt
to discuss the concepts related to
area and relied on my
understanding of the content to
teach the concepts and
understandings around the topic
and engage students (APST: 2.1).
The content selection and
sequences was based on knowledge
of students current understanding
through discussions with my mentor
teacher and the New South Wales
Mathematics syllabus (NESA, 2014).
The sequence of the content was
important because students current
level of understanding in area had
to be engaged before building upon
and extending this knowledge
(APST: 2.2).
Meghann Bailey 22231934 Southern Cross University

mathematics vocabulary (Jorgensen & Dole, The Smartboard presentation was a

2011). To ensure students had an opportunity
to apply and consolidate their developing
understanding, the numeracy strategy of
problem-based learning was used (Jorgensen &
Dole, 2011). Activities that allow students to
use tools such as rulers, grid-paper and
newspapers are effective strategies to develop
understanding of area, and these were
incorporated both into the slide through
examples and interactive tools, and follow-up
activities (Jorgensen & Dole, 2011)
Using the Smartboard presentation allowed me
as a teacher to plan, organise, adjust and
present syllabus content, examples and
prompts for teaching.
combination of direct instruction
and problem-based learning.
Effective use of hands-on interactive
elements demonstrated an
understanding of the effective
strategies for numeracy skill
development (APST: 2.5).
The Smartboard presentation is an
effective way to incorporate ICT and
enhance learning, motivate, engage
and develop digital technology skills
for students (NESA ,2012) (APST:
2.6).

The presentation ensured students were

engaged and involved in the teaching and
discovering of content. Students were selected
to share and demonstrate their understanding
with other students, expressing different
opinions and different ways of understanding
(Marsh, 2010). Students were highly engaged
during the lessons and effectiveness of this
resources were demonstrated by students in
the successful application of their
understanding during individual and small
group activities.
Meghann Bailey 22231934 Southern Cross University

References

Australian Institute for Teaching and School Leadership. (2014). Australian Professional Standards for Teachers. Retrieved from
http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list

Jorgensen, R. & Dole, S. (2011). Teaching mathematics in primary schools (2nd ed.). Crows Nest: Allen & Unwin.

Marsh, C. (2010). Becoming a Teacher: Knowledge, skills and issues (2nd ed.). Frenchs Forest, NSW: Pearson Australia

NSW Educational Standards Authority. (2012). Integrating ICT capability. Retrieved from http://syllabus.nesa.nsw.edu.au/support-materials/integrating-ict/

NSW Educational Standards Authority. (2014). NSW Mathematics K-10 Syllabus. Retrieved from http://syllabus.nesa.nsw.edu.au
/mathematics/mathematics-k10/
Meghann Bailey 22231934 Southern Cross University