Note the focus area and standard Note the type of Describe the artefact / document and Describe

Describe how the artefact /

descriptor/s the artefact / artefact / document indicate the possible impact or result on document
document reflects teaching and/ or student learning meet the standard descriptors you
have identified.

3.3 Use teaching This artefact is a This artefact is a comment from my APST 3.3
strategies comment on my mentor teacher on my second My mentor teacher wrote:
Include a range of final practicum practicum where I taught a Zoe carefully planned lesson
teaching strategies report from my kindergarten and year one class. She sequences utilising a number
3.4 Select and use mentor teacher on provided me with feedback on how I of teaching strategies.
resources my second had successfully planned for and APST 3.4
Demonstrate practicum. implemented effective teaching and My mentor teacher wrote:
knowledge of a range learning. Throughout my practicum I Zoe provided hands on
of resources, including ensured that I taught a variety of activities for the students in
ICT, that engage lessons from all key learning areas, different teaching areas and
students in their also teaching a whole science and as part of the science and
learning technology unit of work where I had technology unit. She used a
3.5 Use effective the opportunity to teach using a range range of resources including
classroom communication of strategies and resources. I used the ICT to present engaging and
Demonstrate a range interactive whiteboard on a daily basis motivating lessons.
of verbal and non- as an ICT resource. I used it at the APST 3.5
verbal communication start of each day when did the day, My mentor teacher wrote:
strategies to support month, year, time, weather and Zoe has used both verbal and
student engagement. season. I also used the interactive non-verbal skills as part of
whiteboard in the majority of my her management and
mathematics lessons using different communication strategies
websites and activities that I made for that were appropriate for
the children to come up and use. As I younger students.
was teaching on the younger years I
had a number of verbal and non-verbal
communication strategies that I flicked
between such as; clapping rhythms,
gestures, songs, and using my voice to
gain attention.