Artefact 3
Note the focus area and standard
descriptor/s the artefact / document
reflects
1.5 Differentiate teaching to meet
the specific learning needs of
students across the full range of
abilities
Demonstrate knowledge and
understanding of strategies for
differentiating teaching to meet the
specific learning needs of students
across the full range of abilities.
2.6 Information and
Communication Technology (ICT)
Implement teaching strategies for
using ICT to expand curriculum
learning opportunities for students.
3.3 Use teaching strategies
Include a range of teaching strategies.
3.4 Select and use resources
Demonstrate knowledge of a range of
resources, including ICT, that engage
students in their learning.
Note the type of artefact / Describe the document / artefact and indicate the
document possible impact or result of the artefact /
document on teaching and/ or student learning
This artefact is a The lessons in the transitional daybook show that
transitional daybook. planning has been made to cater for the three
dominant learning styles of visual, auditory and
The transitional daybook kinaesthetic (Farwell, n.d.), as well as specific
is planned for a year 3 differentiation to cater for individual needs, such
class and contains a lesson as Warren who is an EAL/D student and
for English, Mathematics, various other students to keep them engaged by
Science and Geography. involving them at particular moments in lessons.
The impact of doing this, is ensuring that lessons
are accessible by all students and are considerate
to the needs individuals have in order to learn
effectively. This is significant, as teachers must
be inclusive of all learning needs (Foreman,
2014).
The transitional daybook also shows that ICT has
been used in lessons to enhance learning
experiences. Teaching Teachers for the Future
(n.d.) state that effective use of ICT means that
the use of the technology in the classroom should
improve the learning experience in a way a
traditional method of teaching could not achieve.
This can be seen in the English lesson and the
Science lesson, where the IWB tools allowed for
activities and learning that otherwise could not
have been completed or achieved.
The transitional daybook also demonstrates use
Describe how the document / artefact
meets the standard descriptors you
have identified.
By planning lessons to incorporate
visual, auditory and kinaesthetic
learners as well as individual needs, I
have demonstrated that I can
differentiate teaching to ensure
lessons are accessible by all students
[APST: 1.5].
The lessons found in the transitional
daybook all contain elements of ICT.
The IWB is used to show videos,
interact with documents, show
PowerPoint presentations and access
online interactive classroom activities
relevant to the curriculum content to
enhance learning experiences [APST:
2.6, 3.4].
My mentor teacher wrote
(Goldfinch, 2015):
Found a great IWB activity (stand
up for g & sit down for kg) that
activated prior knowledge and
engaged.
Great preparation PowerPoint
was powerful and effective.
 Artefact 3
of a range of teaching strategies to enhance
student engagement. This includes the strategies
used in the Mathematics and Science lessons
which require students to get up out of their seats
during the lesson as movement increases
alertness (Weslake, 2015) as well as a group
work strategy during the Science lesson to ensure
everyone participates by having a Director of
each group (Primary Professional Development
Service, n.d.). It is important for teachers to have
a repertoire of strategies, as repetition of the
same teaching approaches over and over will
disengage students; lessons need to be interesting
(Marsh, 2010).
Good PowerPoint and videos that
reflected on content that students
need to know.
IWB enhanced student
participation.
Lessons in the transitional daybook
also demonstrate that a range of
teaching strategies were used to
manage and facilitate lessons and
learning [APST: 3.3].
My mentor teacher wrote
(Goldfinch, 2015):
Nice idea to have a director of each
group to ensure items were returned
and groups had some direction.
Students often require repetition and
by using different forums you were
able to reiterate without losing
interest.
 Artefact 3

SOUTHERN CROSS UNIVERSITY PROFESSIONAL EXPERIENCE III TRANSITIONAL DAYBOOK (2017): PRIMARY
KLA: English, Date: n/a Day: n/a Class: 3D School: Varsity
Mathematics, Science, College
Geography
APST FOCUS AREA FOR THE DAY:
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
2.6 Information and Communication Technology (ICT)
3.3 Use teaching strategies
3.4 Select and use resources

General Capabilities (for the day):

Literacy Numeracy Information and Critical and Creative Personal and Social
Communication Technology Thinking Capability
Ethical Understanding Intercultural Understanding

Cross Curricula Perspectives (for the day):

Aboriginal and Torres Strait Islander histories and cultures Asia and Australias engagement with Asia Sustainability

Timin Procedure Preparation / Differentiation Assessment

g Considerations Strategies students
60 Syllabus outcome / Descriptor
mins Create texts that adapt language features and patterns encountered in literary texts, for
example, characterisation, rhyme, rhythm, mood, music, sound effects and dialogue
(ACELT1791)
Objective / Learning intention
Students will be able to create a sense poem individually, incorporating the poetic
devices: alliteration, similes, onomatopoeia and, rhyme.
Success criteria
Students create a sense poem that uses three of the senses, each stanza consisting of a
couplet and incorporating poetic devices.
 Artefact 3

Introduction (O) Students

Recall the poetic devices and list them on board. seated at their
Display poem Our Tuckshop by 3 Jade on the IWB and read aloud. desks with Have a copy Diagnostic:
Using the IWB tools, identify with the class in the poem use of the poetic devices: their genre of the poem Note which
alliteration (red underline), rhyme (yellow highlight), onomatopoeia (blue text) writing books printed out for students are
and, similes (green text). out. Warren to correctly
Have poem follow along identifying the
already with his finger poetic devices
loaded on as the poem is in the example.
IWB prior to read aloud.
Body (G) lesson
Display Y chart on IWB created in previous lesson. Go through as a class. starting.
Using the Y chart, create a collaborative sense poem, with each stanza being a Have Y chart Visual
couplet. Prompt use of poetic devices. already learners: Y
loaded on chart display.
IWB. Engage Tom
by asking for
suggestions. Formative:
Body (E)
Visual Observe
Get students to create their own sense poem about an animal of their choice.
List learners: student work.
Explain that students need to use only 3 of the senses, with each stanza
instructions Animal Are students
consisting of a couplet. They must plan their poem by fist creating a Y chart.
on board for pictures on correctly
students to display. planning using
refer to. Early finishes: the Y chart,
Display make an making
pictures of illustration of rhyming pairs?
various the animal Formative:
animals at chosen that Collect sense
front of room matches poem. poems for
marking.
 Artefact 3

for Provide
Conclusion (R) inspiration. Auditory feedback using
Select a few students to read their sense poem to the rest of the class. Make learners: 2 starts and 1
link to Drama class (use expression, volume, etc.). After each poem is read, get Select Listening to wish.
class to identify which poetic devices were used. students that poems read
have aloud for Formative:
incorporated poetic devices. Observe if
plenty of students can
poetic correctly
devices. identify what
poetic devices
have been used
in the poems
shared.

60 Syllabus outcome / Descriptor

mins Measure, order and compare objects using familiar metric units of length, mass and
capacity (ACMMG061).
Objective / Learning intention
Students will be familiar with what 1kg feels like and also what lighter/heavier items
than 1kg feel like. Students will be able to identify if an item should be measured in
kilograms or grams.
Success criteria
Students will be able to identify if an object should be written in grams or kilograms.
They will be able to heft items and correctly determine if they are lighter/heavier than
1kg.

Introduction (O)
Create a brainstorm about different ways people measure items/substances. Students Diagnostic:
Introduce lesson on kilograms and grams. Recall that they are used to measure seated at their Observe which
mass, which is the amount of substance an object has. desks. students recall
different ways
 Artefact 3

of measuring.

Body (G) Have Have pictures Formative: Put

Play standing/sitting game by displaying a range of items on the IWB and reading PowerPoint of items on a tick next to
them aloud, getting students to sit or stand depending on whether they think the with pictures IWB and not students name
object should be measured in grams or kilograms. Extend students by asking of items just the name in class list if
questions such as, What would happen if I had double of the item shown? What already (Warren) students are
would happen if I had half of the item shown?. loaded on Kinaesthetic consistently
IWB. learners: identifying if
Sitting objects should
down/standing be measured in
up movement. grams or
kilograms
correctly.

Body (E)
Get class to draw table shown below in their book. Explain that they will be Have table Kinaesthetic Formative:
hefting items to determine if items in the classroom are lighter, about the same or drawn up on leaners: Observe if
heavier than 1kg. Model the task for a pencil by making an estimate, hefting the whiteboard. Hefting students are
item in comparison to a 1kg bag of flour, and then ticking the correct box, Ensure class objects. demonstrating
Lighter. Students will be working in groups of 3 or 4. Each group will be understands Use mixed the correct
designated a Director who is in charge of making sure every person in the group how to heft grouping hefting
gets a turn at hefting items and returning equipment at the conclusion of the before strategically technique.
activity. starting mix high Provide
activity achievers with corrective
1kg (model again low achievers. feedback
Item Estimate Lighter About the Heavier if necessary). immediately.
same Remind Formative:
1 Pencil Lighter students to be Collect one
2 gentle book from
3 handling the each group and
 Artefact 3

4 bags of flour. mark the table

5 (students from
6 each group
should have
Conclusion (R) the same
Have each group share 2 items they hefted with the rest of the class. Ask class if Ensure results).
they agree/disagree with judgements made about items (are they really lighter, Directors
about the same or heavier?). have packed
away all
items used
before ending
lesson.

60 Syllabus outcome / Descriptor

mins A change of state between solid and liquid can be caused by adding or removing heat
(ACSSU046).
Objective / Learning intention
Students will review and develop their understanding of states of matter, the properties
of solids and liquids and also changing states of matter (melting and freezing).
Success criteria
Students will be able to use their knowledge of solid and liquid properties to identify if
an object or substance is a solid or a liquid. Students will be able to identify the cause
of a solid and a liquid changing state (adding and removing heat).

Introduction (O)
Play
http://studyjams.scholastic.com/studyjams/jams/science/matte Students Visual and Diagnostic:
r/solics-liquids-gases.htm on IWB. seated at auditory Question
Recall with students the states of matter, properties or solids and liquids and desks. learners: students on the
changing states of matter (adding/removing heat). Have link Viewing and properties and
already listening to changing states
 Artefact 3

loaded on video. of matter.

IWB prior to
lesson
Body (G) starting.
Go through http://www.abcya.com/states_of_matter.htm. Complete Have links Engage Tom,
sorting activity that follows. loaded on Stella, Jayden
Complete activity as class: IWB prior to and Aidan by
http://www.bbc.co.uk/schools/scienceclips/ages/8_9/solid_liquid lesson calling on
s.shtml. Complete quiz that follows reading out the explanations for each starting. them.
answer. For both Visual
activities, learners:
call on Presentation.
students to Kinaesthetic
come up and learners: IWB
click the activity.
answers
using the
IWB
touchscreen.
Self-
Body (E) Have enough Sit on carpet assessment:
Get students to complete Solids and Liquids Crossword. Go through answers as crosswords and allow mark
a class at end of activity. printed out students crosswords and
Have students perform a self-assessment by colouring either a red, yellow or for entire having trouble review student
class. to join me and self-
green circle on the corner of their page (traffic light method) and colour the
solve the assessment,
questions/statements that they feel are red/yellow.
noting the
Collect crosswords. crossword
together. students who
Ensure Warren had red/yellow.
Do an is here and
example provide him
before with a Formative:
 Artefact 3

beginning dictionary. Tick students

play. off on class list
Conclusion (R) Ensure area if they
Play the Solids and Liquids game with class. Allocate one side of the classroom is free of Kinaesthetic consistently
Solids and the other Liquids. Students start in the middle. Statements about obstacles. leaners: make the
solids and liquids are called out and students move to the side of the room they movement correct
think the statement is about. game. judgement.

60 Syllabus outcome / Descriptor (Sustainability)

mins The similarities and differences in individuals and groups feelings and perceptions
about places, and how they influence views about the protection of these places
(ACHGK018).
Objective / Learning intention
Students will understand the importance of protecting the Great Barrier Reef and
devise strategies for future protection.
Success criteria
Students will design a sign that would explain to a tourist how they can protect the
Great Barrier Reef when visiting and why it is important.
Diagnostic:
Introduction (O) Observe which
Recall previous lessons on significant places. Recall learning of the Great Students students are
Barrier Reef by creating a brainstorm on board about how it is protected seated at recalling
currently. their desks. learning from
the previous
Body (G) lesson.
Go through PowerPoint presentation showing before and after photos of the Have Visual
Great Barrier Reef being exposed to risks. Looking at the photos, why is it PowerPoint learners:
important to protect the Great Barrier Reef? Prompt students to recall previous loaded and Photos
Great Barrier Reef learning. Who is the Great Barrier Reef important to ready prior to showing
(Aboriginal and Torres Strait Islanders, tourism industry, etc.)? What are the lesson impact.
environmental factors? starting. Auditory
learners:
 Artefact 3

Discussion of
impact.

Body (E)
Recall with students the Great Barrier Reef tourism industry. Is there a way to
raise awareness of how and why tourists should take care of the Great Barrier List on board Leave
Reef? Show signs students from previous years have designed to inform what example Formative:
tourists about what they can do. Discuss with class what makes the signs students posters Observe if
effective for inspiration and list the ideas on the board. Get class to design their identify displayed as students are
own sign. makes the well as the list using aspects
examples on board of an effective
effective. (Warren) poster listed on
Leave the board.
examples on Formative:
display at Collect posters
front of and mark
room. according to
Conclusion (R) whether the
Select a few students to share their work with the rest of the class. Discuss how At the end of poster
each sign communicates why the Great Barrier Reef is a significant place and the lesson communicates
how people can protect it. students need how and why
to stack their tourists should
chairs and protect the
clear their Great Barrier
desks. Reef.

Supervising teacher: Date: