WSU Teaching Performance Assessment (WSU_TPA)

School of Education
Master of Teaching (SECONDARY)

Owen Gates
18354629
WSU_Teaching Performance Assessment Guide M Teach Secondary 2
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 Case Study Report
Name: Owen Gates Student Number: 18354629 Content
 Situational Analysis
 Professional Goals
Name of school: Southern Highlands Christian School  Case Study Report
 Overview of Participants
Address of school: 22 Boardman Rd S, Bowral NSW 2576  Key Classroom Event 1
 Lesson Plan 1
 Pre-lesson Discussion Form 1
 Evaluated Lesson Plan 1
Phone number: 4861 1781  Lesson 1 Observation Feedback
Professional  Post Lesson Discussion Form 1
Experience School Principal: Mr Andrew Middleton  Key Classroom Event 2
Placement  Lesson Plan 2
 Pre-lesson Discussion Form 2
 Evaluated Lesson Plan 2
Mentor Teacher/s: Mr Bruce Barker (Head of Highschool, Science and Maths)
 Lesson 2 Observation Feedback
Mrs Karen Huxley (Science teacher)  Post Lesson Discussion Form 2
Mr Cameron Joyce (Science teacher)  Key Classroom Event 3
 Lesson Plan 3
 Pre-lesson Discussion Form 3
 Evaluated Lesson Plan 3
URL: https://opgates.weebly.com/  Lesson 3 Observation Feedback
 Post Lesson Discussion Form 3
 Summary of Impact
 Supporting Appendices
 Appendix 1: Caregivers’ consent forms
 Appendix 2: Investigation Plans
 Appendix 3: Body Systems and Reponses
Kahoot Data
 Appendix 4: Investigation Planning
Guides
 Appendix 5: Variables Worksheets

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  Appendix 6: Evaluations of Investigation
Plans
 Appendix 7: Investigation Evaluation
Rubrics
 Appendix 8: Rubric Assisted
Investigation Evaluations
 Appendix 9: Exam work samples

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 Situational Analysis
Classroom/School/Community Information - Sociocultural background Analysis/What does this information mean?

Community: Community:
Southern Highlands Christian School is situated in Bowral, NSW, Whilst the local community of SHCS stretches beyond Bowral the majority of students
approximately 120km southwest of Sydney in the Wingecarribee LGA. are drawn from Bowral. The community data indicates a region with an aging middle to
According to 2016 census data, Bowral has a population of approximately upper class population with higher levels of education, of predominantly Australian birth
12,949 with a median age of 54 (vs Australia’s 38). Children aged 0-19 drawn from primarily western European heritage. Diversity of the population whilst
account for 21.1% of the population (vs 24.8% nationally) whilst those aged more limited than other areas of Australia is still present and relevant. Community
>65 account for 35.5% (vs 15.8% nationally). In terms of education, Bowral members are likely to be older, educated, conservative and more anglicised with
has lower rates of individuals with a level of highest educational attainment corresponding cultural values and lower rates of EAL/D. When dealing with staff,
(HEAP) equal to Certificate level IV and below than the national average students and parents, consideration should be afforded to Christian and middle-class
(57.4% vs 66.4%), and higher rates of individuals with a HEAP equal to Western values that prioritise faith, independence and academic and personal
Diploma and higher than the national average (38.5% vs 30.9%). achievement – whilst also being mindful of less evident diversity that may be present in
Socioeconomically, Bowral has small pockets of slightly to significantly the school community.
disadvantaged areas, however, overall most of the population is categorised
as significantly advantaged. Higher than average employment rates are School:
observed for Professionals and Managers whilst lower than average rates for School data indicates a school that is primarily focused on fostering a safe and accessible
Labourers, Machinery Operators and Drivers. environment for all students to receive an education in both the national curriculum and
In terms of ethnic diversity: only 0.9% of the population identified as the Christian faith. The lower enrolment numbers across Years 7 to 12 enable a school
indigenous (vs 2.8% nationally); 74.7% are of Australian birth (vs 66.7% where all teachers are able to know all students and vice versa, enabling a healthier and
nationally) with the majority of immigrants being derived from European more aware community that looks out for one another. Staff are likely to be religious and
backgrounds (country of origin in order of frequency: England (7.0% vs 3.9% connect with their students through shared experiences of faith where possible. Students,
nationally), New Zealand (1.6% vs 2.2% nationally), South Africa (0.8% vs whilst permitted to be of varying beliefs, are enrolled more selectively according to their
0.7% nationally), Scotland (0.7% vs 0.5% nationally), Germany (0.7% vs personality rather than academic ability or faith, resulting in fewer students with
0.4% nationally)). behavioural difficulties. Academic programs are explicitly written through the lens of the
88.4% of the population speaks only English at home (vs 72.7% nationally) Christian worldview and lessons must be delivered with this in mind – personal views of
with 8.5% of population speaking an additional language at home (vs 22.2% the teacher should not be shared or impact teaching if they contradict with the school’s
nationally) – primarily Italian, Nepali, Greek, German and Mandarin (all mission. Overall, the school is accepting of all students, fosters their unique talents and
<0.6% each). celebrates diversity. To be a valued and integral part of the school one must be mindful
of the school’s values and mission, approach education in a collaborative and communal
School: manner and be personable and human with students – prioritising understanding and
Southern Highlands Christian School is a private, coeducational school support over punishment.
overseen by a board of directors drawn from local Christian families with the
express purpose of providing Christian centred education for the local Class:
community. Established in 1983 by local families, the school currently The Year 9 focus class provides an ideal case study group with a diverse array of
consists of ~363 students from prep to Year 12, with an even ratio of boys to students – with varied personalities, strengths, needs and interests – coupled with
girls. 2% of enrolled students are of Indigenous heritage and 6% of students behavioural difficulties limited to talkativeness. The existing positive nature of the class
WSU_Teaching Performance Assessment Guide M Teach Secondary 9
 have been identified as having a language background other than English. should be matched when teaching to maintain their positive attitudes and build a healthy
The school operates on a timetable consisting of six 50-55-minute periods a rapport with students. In order to accelerate rapport the class list will be learnt ahead of
day, starting with a 15-minute homeroom period from 8:45 am, and finishing our first lessons, allowing less time to be spent on learning students names in the class
at 3:10 pm. Due to small numbers Stage 4 classes are combined Years 7/8 and making students feel important. Rapport will be further developed through ice
and Stage 5 programs alternate each year with Years 9 and 10 in separate breaker introductions and positive humour. To manage the class existing school practices
classes following the same program. Classes are only streamed according to for proactive management will be maintained to reduce adjustment required from
ability for English and Maths from Stage 5 onwards. Students in Years 7-10 students – the class will line up and settle before entering, students will maintain their
are provided with Chromebooks whilst students in Years 11 and 12 generally seating arrangement to reduce distractions and off topic conversations, expectations will
have their own more powerful devices. The school follows their motto “know be clearly set in our introductory lesson and maintained throughout the practicum
God and serve Him” very closely, with all curriculum programs, through escalating management techniques – pausing whilst speaking, gentle rule
extracurricular activities and opportunities being planned and conducted with reminders, indirect requests (coupled with indication of consequences), direct requests
faith in mind. All staff are required to be of the Christian faith however (coupled with indication of consequences), consequences for actions (e.g. moving
student enrolments are open to non-Christians. student to new seat, brief timeout from the class). Any student that sufficiently
Discipline systems focus on prevention (positive learning environments, clear misbehaves should be spoken to privately to address concerns on a personable level that
expectations, staff training) and understanding – students with behavioural maintains respect between teacher and student. Detentions and further discipline should
difficulties and challenges are identified early and their situations are only be used as last resorts. To accommodate for class abilities most activities will be
discussed with parents to develop appropriate procedures and responses (e.g. scaffolded to maximise accessibility with progressive increases in difficulty – enabling
red-cards for students to remove themselves from the classroom if they feel students to develop mastery from their current capacities. More one-on-one time will be
they are unable to control themselves in the classroom). Detentions are dedicated to students of lower ability as required whilst advanced students will be asked
primarily informal and suspensions limited, with emphasis placed on to fulfil more stringent outcomes (i.e. more detail, greater precision etc.) or undertake
proactive prevention rather than penalisation of students. extension activities. For the student with dyslexia blue paper will be used for all printed
materials to optimise accessibility. Content will be taught through a combination of
Class: teacher and student-centred techniques using both ICT and traditional paper materials.
The focus class in question is a Year 9 mixed-ability Science class with 16 Understanding will be ensured through frequent pre and post lesson discussions to recap
students – 7 girls, 9 boys. Overall interest in science is typical of most classes previous lessons and lessons as they have been taught, improving continuity of learning
– variable levels with some students presenting high interest across all of through sequential lessons.
science whilst others are only interested in limited areas. However all
students express interest in at least one area of science. Average class mark is
a high C grade. All students are predominantly of an Anglo background (with
broader European heritage included) with English as their first language. No
students have been identified as EAL/D. The class has a set seating plan that
is revised on a term to term basis to optimise student behaviour. Behavioural
difficulties are primarily limited to talking out of term and inattention. One
student is advanced, with a keen interest for learning, particularly in the
sciences. One student has dyslexia. Student areas for improvement revolve
around Working Scientifically skills, problem solving and scientific literacy –
particularly terminology. Student interests outside of science cover literature,
art, music, skateboarding and sports.

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 Professional Goals (4-6)
Goal 1: To develop students’ familiarity with and use of scientific Ongoing evaluation and reflection
terminology Date: 16/10/2020 – End of first week teaching
Proficiency with and frequency of use of terminology by students varies across the class
Strategies: as to be expected – diverse capabilities and highly variable frequency. Students are
In order to improve student familiarity with and usage of scientific responding well to guided deconstruction of new terminology and all students readily
terminology new terms will be introduced progressively to prevent contribute to deciphering the potential meaning for new terminology. Collective
overloading and alienating students. Initially, terminology will be introduced discussion of morphemes works well to maintain positive student engagement as it
in an explicit, teacher directed manner whereby a term will be shared with the enables useful interplay between students and me. Students are quite often able to
class and written on the board for students to visualise the word before asking deduce most of the meaning of new terminology simply by deconstruction without
the class if they are able to identify its meaning from prior knowledge. explanation. This strategy should continue to be used.
Students will then be asked to analyse the morphology of the term as a class,
ensuring all students are included when they raise their hand to avoid Date: 23/10/2020 – End of second week of teaching
alienation – collectively the class will frequently discern most of the meaning Students are continuing to enjoy the process of decrypting terminology via
of the term and the full definition can be clarified. Once accustomed to this deconstruction. More advanced students are readily adopting new terminology and
method of analysing scientific terminology via modelling, students will be require little prompting, the rest of the class is slowly adopting new terminology,
asked to individually analyse new terminology and independently search for however they require more prompting to ensure they use scientific terms over layman’s
definitions before sharing their newfound knowledge with their peers. terms. Having students share answers and asking them to replace any instances of
Usage of terminology will be consistently modelled through teacher read layman’s terms with scientific equivalents has begun to be utilised.
aloud and examples of use, repeatedly connected to student background
understanding – often students are familiar with concepts but not the precise Date: 6/11/2020 – End of fourth week of teaching
scientific terms, instead opting to use their own colloquialisms. Students will Students have continued to improve in their use of scientific terminology both in terms
then be consistently asked to use scientific terminology where possible. of frequency and appropriateness, however they still require more practice to consolidate
Questions both written and verbal will be phrased using scientific their knowledge and skills. Moving forward I think it would be advantageous to include
terminology alongside common language to better facilitate translation by more activities that require students to explain phenomena both verbally and in writing.
students. By having students draft and reiterate their explanations with a conscious goal of
improving concision and precision of language students should continue to progress.

Goal 2: To develop students’ problem solving and critical thinking skills Ongoing evaluation and reflection
Date: 16/10/2020 – End of first week teaching
Strategies: When working in groups this week students were able to effectively trouble shoot their
Students will initially develop investigations in small groups according to planned investigations into plant responses both during planning and whilst undertaking
constraints provided by the teacher. These investigation plans will then be their investigations. Student derived solutions to practical problems were inventive,
discussed with the students using directed questioning to model analysis of however, students required significant prompting to begin identifying potential problems
investigations and prompt student problem solving of potential issues before either prior to or as they arose. Future activities should include reflective elements and
they arise. Students will then undertake their investigations and again be scaffolding to accustom students to habitually identifying problems.
prompted by the teacher using directed questioning to scaffold problem
solving in students. Date: 23/10/2020 – End of second week of teaching
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 Students will then progressively be asked to develop investigations more This week students were required to swap individually written investigations into human
independently and asked to evaluate their plans individually using scaffolded responses to exercise and then evaluate their peers investigation plans using a google
rubrics to assist analysis and problem solving. form. All students displayed lower than expected capacity for critical thinking and
problem solving. I suspect some responses were less serious than others and this
impacted the quality of student evaluations, however, even more advanced students had
difficulties appropriately troubleshooting their peers investigation plans. Next time
students will be provided with an evaluation rubric/scaffold that outlines clear criteria to
guide their assessment of their own investigation plans.

Date: 6/11/2020 – End of fourth week of teaching

Evaluation rubrics worked well to scaffold student analysis of their own investigation
plans through a series of simple and direct questions with yes or no answers. Students
were then able to appropriately complete a google form to suggest areas for
improvement. However, whilst students were able to identify areas for improvement
their ability to suggest improvements was limited. Future activities should focus on
further practice writing investigation plans and direct modelling of how to suggest
improvements and what they should be before requiring students to practice suggesting
improvements themselves.
Goal 3: To develop students’ knowledge and understanding of human Ongoing evaluation and reflection
body systems and responses - physiology Date: 16/10/2020 – End of first week teaching
Through pre-lesson discussions students collectively have fair background knowledge in
Strategies: the topic of body systems and responses when asked guiding questions that effectively
Student knowledge of body systems and responses will be taught through a scaffold their thinking. Students have been able to effectively build on this elicited
combination of explicit teacher directed teaching and student directed background understanding through teacher guided exploration of content using videos,
activities using both ICT and paper materials. Students will be frequently discussions and simple investigations. A concrete test of current knowledge and
engaged in discussions to elicit background knowledge and understanding understanding would be useful for data collection and analysis – Kahoot will engage
prior to delving into new content ensuring students are more readily students whilst also gathering the desired data.
assimilating new information into existing schemas. Explicit, teacher-directed
sharing of information will utilise engaging videos that the teacher will guide Date: 30/10/2020 – End of third week of teaching
students through and use questions/answers to provide clarification of In trying to teach students about organ systems of the human body this week I realised
understanding. Concepts will be diagrammed on the board to complement they had very limited understandings of body systems, their parts and their functions.
verbal explanations. Students will be asked to demonstrate and consolidate Despite selecting appropriate videos and creating scaffolded worksheets, a few students
understanding through their own diagrams and explanations utilising peer struggled to engage with the content designed to address weaknesses effectively.
teaching – students will form groups, research a topic, then swap partners and However I suspect this is due to the alteration in room from the norm rather than
share their findings. inaccessibility of content – videos selected and scaffolding were specifically selected for
their simplicity and it was the lower ability/distractible students that were disengaged. I
need to ensure I settle them more effectively before beginning the class and more closely
manage the class to minimise disruptions and inattention.

Date: 13/11/2020 – End of final week of teaching

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 Most lessons this week have been lost to camps or assemblies, preventing effective
teaching, and whilst I was able to mark student exams no question pertained to the
current topic of body systems and responses. Students did engage in group-based
research last week however, with half the class researching the endocrine system and the
other half focusing on the nervous system. Despite providing clear, direct questions and
website links to accelerate research, students again struggled to engage due to the room
change into the art room instead of the science lab. Unfortunately I didn’t settle the class
before entering and didn’t rapidly address disengagement sufficiently to ensure adequate
participation.
Goal 4: To develop students’ scientific investigation planning skills Ongoing evaluation and reflection
Date: 16/10/2020 – End of first week teaching
Strategies: Student planning of investigations this week was satisfactory. However, all groups
Investigation planning skills will be developed through guided planning of required at least some degree of guidance to ensure their investigations would be fair and
investigations in groups to provide scaffolding to how plans are made. effective tests. Student understanding of what constitutes a fair test, ability to develop a
Students will first be asked to draw out background knowledge to well-presented plan and diagramming skills are lacking across the class. This may be a
contextualise their investigations before developing a clear aim and/or result of the informal nature of the activity – the class discussed types of plant responses
hypothesis to direct how the investigation will proceed. Students will develop (gravitropism, hydrotropism, phototropism and thigmotropism), formed groups, selected
methods both written and visual to concrete their procedure before engaging a plant response type and designed their plan in their books with minimal scaffolding.
in discussion with the teacher to analyse and troubleshoot the investigation Further diagnostics will provide a clearer indication of student capability.
before conducting it. Following investigations students will reflect to identify
areas for improvement. Students will be asked to follow and review one Date: 23/10/2020 – End of second week of teaching
another’s investigation plans to understand firsthand the importance of a well The first TPA lesson this week has provided a clearer indication of student capabilities –
written plan/method. Students will be provided with investigation planning students were asked to create a plan to investigate human body responses to exercise
guides and evaluation scaffolds. using a google doc with basic scaffolding. Overall the class is significantly lacking in
basic investigation planning skills: students were unaccustomed to brainstorming
background knowledge; most were able to write an appropriate aim; almost all of the
class struggled with identifying variables (more advanced students relied upon google to
attempt familiarisation with concepts); hypothesis were mostly appropriate; risk
assessments were poor; and only one student included a method with numbered,
sequential steps.

Date: 6/11/2020 – End of fourth week of teaching

Students had both their final TPA lesson and yearly skills exam this week. Students were
able to evaluate their previous investigation plans using the evaluation rubric effectively
but didn’t suggest improvements. Few students attempted the final practice exam
question which required them to plan an investigation. Students were however able to
appropriately remember the mnemonic “Cows Moo Softly, I Don’t Care, X Y” and
apply it to practice exam questions – I will definitely utilise the variables activities in
future. Students require further practice writing investigations and would benefit from
applying their investigation planning guides to build skills.

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 Case Study Report
Overview of Case Study Participants – All student names have been replaced with pseudonyms for ethical reasons.

Student 1 – Sama
Sama is a 15-year-old, Australian-born, Christian student of Western European descent and a native English speaker without any additional language background.
Sama’s advanced learner status results from a combination of a slightly higher cognitive capacity than her peers, strong self-discipline and an unusually positive
interest in learning. This keen interest in learning is her greatest strength, with Sama receiving A-grades across all subjects for the first half of Year 9: English,
Mathematics, Science, PDHPE, Geography, History, Drama and Japanese. During distance education Sama was commended for her self-motivation, completing all
work assigned to her as well as undertaking additional online science modules provided by universities targeted to Highschool students to satisfy her inquisitive
nature. In the classroom, Sama is always engaged with the lesson with a healthy respect for both her peers and her teachers, particularly in Science – her favourite
subject. When asked to share about herself in class she noted that her main interest in science was human biology and medicine. During classroom discussions
Sama eagerly participates in both answering and asking questions in a positive and polite manner. When encountering challenges Sama will always attempt to
complete the task independently but will routinely ask for clarification or assistance when needed without hesitation. Sama works well with all other students in
the classroom, getting along well with her peers and happily assisting others to understand activities or concepts. Outside of school Sama pursues independent
study of science, horse riding and gymnastics. Sama had 0 days absent in the first half of 2020.

Student 2 – Mei
Mei is also a 15-year-old, Australian-born, Christian student of Western European descent and a native English speaker without any additional language
background. Mei is an average to slightly above average student with a sharp intellect and fair work ethic, with elevated mastery of the English language – which
translates to greater comprehension within other subjects – due to one of her parents being an English teacher with the school. Mei’s intelligence and discipline
during the first half of 2020 earned her the following grades even whilst taking an additional elective: English – A; Mathematics – C; Science – B; PDHPE – B;
Geography – A; History – A; Commerce – A; Food Technology – B; Japanese – A. Whilst intelligent and disciplined enough to complete all required work, Mei has a
habit of disengaging in the classroom at times, participating in tangential conversations with her peers, and does not push herself to excel. Mei noted that whilst
she understands enough in the Science classroom she doesn’t hold any notable interest for the subject as a whole, instead holding limited interests in areas such as
biology and physiology. Mei is somewhat shy during class discussions, occasionally requiring prompting, however she almost always has an answer to questions
and is frequently correct. Mei, like Sama, also works well with her peers and successfully participates in group tasks, however, she does not actively take
leadership roles. Mei had 5 days absent during the first half of 2020.

Student 3 – Jasper
Jasper is also a 15-year-old, Australian-born, Christian student of Western European descent and a native English speaker without any additional language
background. Jasper is an emergent learner with great potential but struggles with confidence and focus to independently achieve her potential in a self-directed
manner. With low self-motivation Jasper struggled significantly during remote learning in the first half of 2020, earning to following grades: English – C;
Mathematics – C; Science D; PDHPE – B; Geography – E; History – D; Drama – C; Music – E. Jasper is always a positive and polite member of the class, always
attempting all work assigned to her, however, her lack of confidence and self-motivation allow her to be easily disengaged in the classroom, usually talking quietly
with whomever is sitting next to her. With respect to Science, Jasper requires additional support and guidance to understand concepts during theory activities, but
relishes opportunities to participate in practical work. Jasper stated her favourite aspects of science were practical activities and human physiology. In class
discussions Jasper will pay attention and offer answers, but is often unsure and lacks confidence in her responses. Jasper had 14 days absent in semester 1 2020.
WSU_Teaching Performance Assessment Guide M Teach Secondary 14
Lesson 1:
Learning Area: Science Class /Stage: Mentor Teacher Signature:
Year 9/Stage 5 Cameron Joyce
Topic: Finishing behavioural vs physiological responses Date and Time: Period 5 (1:05pm), 19/10/2020
and testing planning skills and topic knowledge
Curriculum Outcomes:
SC5-14LW:
SC5-4WS:
SC5-5WS:
Content:
LW1: a, b.
WS4: a, b.
WS5.1: a, c
WS5.2: a, b, c, d
WS5.3: a, c, d.
Learning ▪ Students should be able to readily distinguish between physiological vs behavioural
Intention responses and explain how they differentiate between the two
▪ Students demonstrate their current investigation planning skills
▪ Students demonstrate their current knowledge of body systems and responses
Success Criteria ▪ Class discussions of animal responses videos
▪ Student investigation plan google docs (using premade scaffold)
▪ Student responses to Body Systems and Responses Kahoot
Differentiation ▪ Videos and class discussion is accessible for learners of all abilities
▪ Google doc scaffold for investigation plans and Body Systems and Responses Kahoot are
designed as diagnostic assessments of student capabilities
o Kahoot questions vary in difficulty, images provided to supplement questions
and prompt students
o Google doc scaffolded to be accessible for all learners but not provide
excessive support
▪ Differentiation to students limited as diagnostic elements are designed to assess student
capabilities prior to intervention – students will display varying levels of competence and
detail according to their ability
Classroom ▪ Classroom as per standard arrangement of desks (students sit at paired tables clustered
organisation towards the front of the classroom to maximise engagement)
▪ Students to sit in free seats – no seating plan
▪ Lesson activities/instructions are written on the board prior to students entering the
classroom
▪ Lesson begins with discussion recap of previous lesson, followed by whole class
observation of videos and discussion of content therein. Students then undertake
investigation planning individually followed by a whole class Kahoot to finish.
Stage of Lesson Engagement/ Introduction:
5 mins - As per routine, lesson activities are shared with the class verbally before entering and
written on the board to refer back to.
15 mins - Open lesson with discussion-based recap of previous lesson: introducing
physiological and behavioural responses. Ensure students can recall the distinguishing
features of the two forms of responses.
Continue watching the following videos and discuss the responses observed,
categorising each as behavioural or physiological, drawing on student background
knowledge and understanding through targeted questioning:
Chemotaxis
https://www.youtube.com/watch?v=ZUUfdP87Ssg
Basking
https://www.youtube.com/watch?v=cLFkWis2X7A
Desert lizard
https://www.youtube.com/watch?v=joR4OL_mQnE
Dog panting
WSU_Teaching Performance Assessment Guide M Teach Secondary 15
 https://www.youtube.com/watch?v=AiFSYyDd-58
Whale breaching
https://www.youtube.com/watch?v=LajBrMPY1jU

Learning experiences:
15-20 mins – Pre-test – Investigation planning: Students are lead from animal responses to
the idea of investigating human responses whilst keeping the physiological vs behavioural
responses concept in mind. Direct students to access their google classroom and open the
most recently posted material: an investigation planning scaffold. Verbally explain that they are
to design the investigation around how humans respond to exercise, writing the topic on the
board and including written instructions in the google classroom that students can refer to.
As this activity is diagnostic, students are to be prompted to plan their investigations in
their own way and not be provided with substantial support.

5-10 mins – Pre-test – Body Systems and responses Kahoot quiz: direct students to save their
work, close their google docs and follow the link on their google classroom to the assigned
Kahoot. Students are to use their own names as IGNs. Run the Kahoot without providing
clarifying answers to students or validating their guesses.

Closure:
5 mins – Close the lesson through a recap discussion in the last 5 minutes, asking students:
What have we covered this lesson?
What is the distinction between behavioural and physiological responses?
What are some examples?
How do we expect humans to respond to exercise?
How will we investigate these ideas?
Ask students to stand quietly behind their desks and ensure their area is clean 2 minutes
before the bell to allow them to settle sufficiently before releasing them to their next class.
Resources ▪ Student Chromebooks
▪ Projector
▪ Google classroom and associated materials (assigned Kahoot and investigation planning
scaffold)
Questions What questions can I plan to support student learning and encourage discussion of big ideas?
How will I encourage students to ask questions?
What is the distinction between behavioural and physiological responses?
What type of responses are we seeing in this video? Why is it this type of response and not
the other?
How do we expect humans to respond to exercise? What happens when you exercise?
How can we investigate human responses to exercise in a controlled and scientifically valid
manner?
Reflection Students are encouraged to reflect on learning through directed informal questioning to
challenge their current understandings.
Student responses inform clarifying statements by the teacher and follow up questions
Student data will be used to inform future lesson designs
Assessment ▪ Students are informally assessed through discussions, questioning, recorded investigation
plans and recorded Kahoot responses

WSU_Teaching Performance Assessment Guide M Teach Secondary 16

 Pre-lesson Discussion 1
Teacher Education Student: Owen Gates
Completed by Teacher Education Mentor Teacher/ Observer: Cameron Joyce
Student and Mentor Teacher
Date: 20/10/20
Discussion Standard
Describe the class (ability levels, engagement, interests, etc.) Know your students and how
• 16 students they learn
• Mixed ability class
• Some students (~4-5) have high engagement with science, most of the rest of
the class has average engagement with science or have an interest in the
current topic of physiology – no students are entirely disengaged
• Whilst students do chatter in class they are usually discussing lesson content
o Some students require management to ensure they remain on task
however

What is the content or curriculum area you intend to cover? Know the content and how to
LW1 Multicellular organisms rely on coordinated and interdependent internal systems teach it
to respond to changes in their environment. (ACSSU175) Students:
a. describe some examples of how multicellular organisms respond to changes in their
environment
b. describe how the coordinated function of internal systems in multicellular organisms
provides cells with requirements for life, including gases, nutrients and water, and
removes cell wastes
• Body systems and responses focusing on how animals respond
• Observing and identifying animal responses
• Differentiating between physiological vs behavioural responses
• Investigating human responses to exercise

What is the lesson outcome or learning intention for this lesson? Plan for an implement
• Students will be able to identify a variety of animal responses effective teaching and
• Students will be able to define and differentiate between physiological and learning
behavioural responses
• Students will plan for an investigation into human responses to exercise

What classroom routines will you use to encourage engagement and manage behaviour? Create and maintain a
• Maintain adopted classroom management techniques already in place to supportive and safe learning
facilitate routine: environment
o Line up and settle outside of classroom prior to lesson start
o Outline lesson prior to entry to familiarise students with the impending
lesson
o Lesson activities written on board for students to be able to refer to
o Link to previous lesson to through questioning to engage students’
memory and thinking
o Lesson is pre-planned to maintain pacing to keep students engaged
o Use positive feedback to student questioning and responses
o Provide guidance as students undertake activities to maintain
engagement and focus – utilise discussion around video observations
o Respond to student disengagement through escalation: positive
affirmation of engaged students, then rule reminders, warnings and
subsequent direct and immediate consequences (i.e. moving students)

WSU_Teaching Performance Assessment Guide M Teach Secondary 17

 How will you differentiate the learning to meet the needs of the three focus students Know your students and how
(case study participants)? How will you connect the learning for students? they learn
• Lesson 1 is designed as a diagnostic/pre-test lesson to gather clear student data
on their understanding of the body systems and responses topic and their
abilities to plan for investigations to inform future lessons
• All three case study students (and all students in the class) are being provided
with an investigation planning scaffold with clearly indicated sections, clear
instructions and minimal scaffolding. Students will be supported individual
through targeted feedback within the lesson as required to help them plan their
investigation.
• All three case study students (and all students in the class) will also undertake
the same Kahoot quiz as a diagnostic of their current understanding of the body
systems and responses topic to inform targeted lesson activities later. The
Kahoot has been designed with images to accompany the questions to provide
subtle hints towards answers to foster student thought.

Describe the teaching strategies you intend to use to share new information and give Plan for an implement
students the opportunity to demonstrate understanding (e.g. ALARM, group work, effective teaching and
project-based learning, etc.) learning
• Students will participate in class observation and discussion of videos of animal
responses to begin the lesson – linking to the previous lesson and completing
the associated material.
• Students will then access an assigned investigation planning activity provided to
them through google classrooms. Students are to complete the scaffolded
investigation into how humans respond to exercise – working individually
• To finish, students will participate in a Kahoot to test their background
knowledge of the body systems and responses topic

How will you ensure review of learning occurs? Assess, provide feedback and
To close, the lesson is recapped on what has been learnt via questioning for student report on student learning
responses and providing clear clarification of ideas. Subsequent lessons include
references back to this one via questioning and discussion.
Later lessons will include student evaluation of their investigation plans to both assess
and develop their problem-solving skills.
Student knowledge and understanding of responses consistently referenced in
subsequent lessons via questioning and Kahoot quizzes.
Student work samples and quiz responses evaluated to inform subsequent lesson
planning.

WSU_Teaching Performance Assessment Guide M Teach Secondary 18

 Lesson 1 Observation Feedback

Agreed focus area(s)

• Student use of scientific terminology
Teacher Education Student: Owen Gates

• Student knowledge and understanding of body systems and responses Mentor Teacher / Observer: Cameron Joyce
• Student scientific investigation planning skills Date: 20/10/20

What did the Teacher Education Student say/do? What did the students say/do? Evidence
Evidence
Explicit review of previous lesson content through questioning Students answer with whether the responses of the animals in the videos
are behavioural or physiological (new terms for the students - repetition to
Video snippets shown to class - paused - and then questions and answers solidify understanding)
with students
Students remember response from previous lesson (panting), and applied
Explicit stating of new terms in the video new terminology of behavioural and physiological responses

Prompts students for new behavioural response by giving first letter (B for Students filled out sheet - teacher roamed around to answer questions
Breaching)

Students given scaffolded google doc to see planning skills - students to do

at own pace

WSU_Teaching Performance Assessment Guide M Teach Secondary 19

 Post Lesson Discussion 1
Teacher Education Student: Owen Gates
Mentor Teacher Signature: Cameron Joyce
Completed by Teacher Education Student
Date: 21/10/20

Piece of Evidence Connections Next Steps and Suggested Strategies

(Graduate Teaching Standards; Best Practice; Research Based Methodologies)
Lesson plan 1 Teaching standards: 1.1, 1.2, 1.5, 1.6, 2.1, 2.2, 2.3, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, Future lessons should be targeted towards further
4.2, 5.1, 5.4, 6.3. development of investigative planning skills. In
Appendices 1a, b and particular students need a comprehensive guide to
c: Student For this initial lesson I had aimed to generate data that accurately indicate the ability assist them in understanding all elements of a well-
investigation plans level of my students whilst continuing the sequencing of lessons. The first activity designed investigation plan. Additionally students
viewing videos of animal responses to their environment was designed to be accessible wold benefit from focus learning around Variables
Appendix 2: Student for all students and collaborative – with a small class of 16 students, all of approximately – the three types, how to differentiate between them
Kahoot results 15 years of age in a small school, the use of interpersonal activities like discussions is when planning and why accounting for Variables is
ideal as all students know and get along with one another. I deliberately facilitate student so important.
participation through guided questions that draw students towards conclusions in a
stepwise manner, asking upon students across the classroom to share their answers in an Provide appropriate amounts of time for students to
exacting manner to give both more confident/eager students a chance as well as their satisfactorily complete lesson activities by targeting
more reserved peers – catering to all abilities. As per previous lessons together this more specific areas of student development.
strategy worked well to connect to the previous lesson, engage students and apply new
concepts in an activity that had not been completed in the previous lesson. To reduce off topic discussion I will be adopting the
seating plan their regular classroom teacher devised
Having used this lesson primarily as a pre-test of student competencies in planning to separate particular students.
investigations I am glad I did. All students experienced difficulties despite having a
scaffold to aid writing (albeit supports in the scaffold were limited so as to not provide Practices such as teacher-read-aloud, dynamic
too much guidance) – particularly with regards to Variables. Almost all students discussions, dissections of terminology and
attempted to ask for assistance discerning which variables were which, with advanced combined written and verbal lessons
students such as Sama resorting to google for answers when I limited to feedback I activities/instructions should continue to be utilised.
would give so as to not give students the answers. Only a few students included
numbered steps in their method. I had overestimated their capabilities for independent
investigation planning. Hurst, S., & Griffity, P. (2015). Examining the
Whilst I was fairly confident in the resources I had designed (Investigation Planning Effect of Teacher Read-Aloud on
Scaffold and Body Systems and Responses Kahoot) I didn’t accurately estimate the time Adolescent Attitudes and Learning. Middle
required for students to satisfactorily complete activities. Additional time had to be Grades Research Journal, 10(1), 31–47.
provided in a subsequent lesson for students to complete their investigation plans and the
Kahoot had to be rerun to allow students to answer all questions. Overall, students had a
WSU_Teaching Performance Assessment Guide M Teach Secondary 20
 surprising degree of background knowledge of the Body Systems and Responses topic, Nunes, T., & Bryant, P. (2006). Improving Literacy
and Kahoot data clearly indicates areas for improvement focusing around basic organ by Teaching Morphemes. Routledge.
systems knowledge, hormones, homeostasis and the stimulus-receptor-response model. https://doi.org/10.4324/9780203969557

On a positive note a number of practices seem to be working well in this lesson and prior
lessons: written lesson activities on the board from the start of the lesson to supplement
verbal instructions has resulted in less confusion and students engaging in the lesson
before it begins by peaking in through the window and remarking to one another what
each could be; teacher-read-aloud of texts, particularly those with complex language or
scientific terminology has helped students to understand and remain engaged; and
dissection of scientific terminology through discussions and breaking the word into
morphemes on the board seems to be increasing student understanding of and confidence
with scientific terminology – both new and old.

WSU_Teaching Performance Assessment Guide M Teach Secondary 21

Lesson 2:
Learning Area: Science Class /Stage: Mentor Teacher Signature:
Year 9/Stage 5 Cameron Joyce
Topic: Planning skills – Variables Date and Time: Period 3 (10:40am), 29/10/2020
Curriculum Outcomes:
SC5-4WS:
SC5-5WS:
Content:
WS4: a, b
WS5.1: a, b, c, d
WS5.2: d
Learning ▪ Familiarisation of students with good investigative planning practices via investigation
Intention planning guide
▪ Students should be able to recall the mnemonic “Cows Moo Softly, I Don’t Care, X Y” and
apply it to correctly identify Independent, Dependent and Controlled variables in example
investigation scenarios
Success Criteria ▪ Student responses to and work samples of engaging with the investigation planning guide
▪ Class discussions of “Cows Moo Softly, I Don’t Care, X Y” and Variables
▪ Student work samples of completed variables worksheets
▪ Student responses to Variables Kahoot
Differentiation ▪ Paper materials for dyslexic student printed on blue paper
▪ Class discussion is accessible for learners of all abilities through careful questioning and
selecting students to answer questions
▪ Scientific terminology supported by layman’s terms to enhance accessibility
▪ Worksheet activities are highly scaffolded for initial questions to develop student
confidence and familiarity before moving to less scaffolded questions
o Students permitted to work in pairs once they have attempted each question
individually
o Advanced students are encouraged to identify larger number of controlled
variables and then write aims and subsequent hypotheses using the variables
they have identified and the investigation planning guide
o Emergent learners are supported with increased one-on-one time with the
teacher to guide development
▪ Kahoot questions vary in difficulty, images provided to supplement questions and prompt
students
Classroom ▪ Classroom as per standard arrangement of desks (students sit at paired tables clustered
organisation towards the front of the classroom to maximise engagement)
▪ Students to sit in assigned seating plan to minimise disengagement and off topic chatter
▪ Lesson activities/instructions are written on the board prior to students entering the
classroom
Stage of Lesson Engagement/ Introduction:
5 mins - As per routine, lesson activities are shared with the class verbally before entering and
written on the board to refer back to.
5-10 mins – Video time – Watch “Exact instructions challenge PB&J” to engage students and
assist them in appreciating the importance of a clear and specific method.
https://www.youtube.com/watch?v=Ct-lOOUqmyY

Learning experiences:
5 mins - Do now activity – match the headings to the blanks on the investigation planning
guide
Headings on the investigation planning guide are left blank and instead written in
jumbled order on the board for students to put in the correct places to engage with the
planning guide.

WSU_Teaching Performance Assessment Guide M Teach Secondary 22

 10 mins – CMS, IDC, XY Mnemonic – Share the Cows Moo Softly, I Don’t Care, X Y
mnemonic with students, demonstrating on the board how to structure and apply it to identify
variables.
Discuss the importance of identifying and accounting for variables to ensure validity
and reliability of investigations.

10-15 mins - Applying CMS, IDC, XY mnemonic – provide students with example research
questions/scenarios to identify the variables for using the mnemonic.
As an extension, have students then write aims and subsequent hypotheses using the
variables they have identified and the investigation planning guide.
Closure:
5 mins – Close the lesson through a recap discussion in the last 5 minutes, asking students:
What have we covered this lesson?
Why is a clear investigation plan critical?
What are the types of variables? Which are which? How can we remember how to
differentiate between them?
Why are variables so important to account for?
Inform students that there is an assigned Variables Kahoot on their google classroom that they
have been assigned for homework to practice skills ahead of their exam.
Ask students to stand quietly behind their desks and ensure their area is clean 2 minutes
before the bell to allow them to settle sufficiently before releasing them to their next class.
Resources ▪ Student Chromebooks
▪ Whiteboard
▪ Projector
▪ Google classroom and associated materials (assigned Kahoot)
▪ Worksheets (investigation planning guide, variables worksheet)
Questions What are variables? What types of variables are there? How can we appropriately identify
variables in a given scenario?
Why does identifying variables matter? What is Reliability? What is Validity?
Reflection Students are encouraged to reflect on learning through directed informal questioning to
challenge their current understandings.
Student responses inform clarifying statements by the teacher and follow up questions
Student data will be used to inform future lesson designs
Assessment ▪ Students are informally assessed through discussions, questioning, work samples and
recorded Kahoot responses

WSU_Teaching Performance Assessment Guide M Teach Secondary 23

 Pre-lesson Discussion 2
Completed by Teacher Teacher Education Student: Owen Gates
Education Student and Mentor Mentor Teacher/ Observer: Cameron Joyce
Teacher Date: 29/10/2020
Discussion Standard
Describe the class (ability levels, engagement, interests, etc.) in respect to the Know your students and how
implementation of Lesson One. they learn
General details of the class remain as per pre-lesson discussion 1.

Diagnostic assessments of student usage of terminology, investigation planning skills,

problem solving skills and topic knowledge provided clear indications of class capability.
Most students have near to appropriate knowledge and understanding of the body
systems and responses topic for their current progression.
Student use of scientific terminology is limited, only displayed by a few students without
prompting, however, with prompting most of the class will adopt appropriate
terminology.
Investigation planning skills across most of the class are low to middle ability, with all
students finding difficulty identifying appropriate variables unassisted (either with
direct feedback or googling), developing a clear and concise aim and hypothesis,
identifying and addressing risks, writing/diagramming methods and planning for
results. An additional lesson activity where students were to evaluate investigation
plans used to conduct an investigation indicated problem solving skills were likewise
lacking.

Sama is a keen learner, engaging in personal interest study into science (particularly
biology) routinely, particularly through university courses designed for high school
students. She demonstrated the highest competency across all four learning focus
areas, however, she does have ample room for development of skills particularly
despite relatively extensive content knowledge. Sama was capable of identifying
variables appropriately only after googling how to distinguish between variables –
however she needs more practice generally to reinforce her understanding and to
consistently identify all controlled variables that must be accounted for.

Mei (student 2) is an average/working as expected student with some engagement

with science, but generally limited to conventional areas of interest (pyrotechnics,
biology,

Jasper (student 3) is an emergent learner with low interest in science generally but
holds a particular interest for physiology and the body systems and responses topic –
increasing her engagement. She displayed slightly below average competency amongst
her peers across the four focus areas, with difficulty identifying variables when
explicitly asked to identified them – yet designed an appropriate results table to gather
data with the correct variables in each column/row, indicating an innate understanding
of investigations that is disconnected from the terminology/concepts.
What is the content or curriculum area you intend to cover? Know the content and how to
WS4 Students question and predict by: teach it
a. formulating questions or hypotheses that can be investigated scientifically (ACSIS164,
ACSIS198)
b. predicting outcomes based on observations and scientific knowledge
WS5.1 Students identify data to be collected for an investigation by:
a. describing the purpose of an investigation
b. explaining why certain types of information need to be collected in a range of
investigation types
c. selecting possible sources of data, including secondary sources, relevant to the
investigation

WSU_Teaching Performance Assessment Guide M Teach Secondary 24

 d. justifying why variables need to be kept constant if reliable first-hand data is to be
collected in controlled experiments
WS5.2 Students plan first-hand investigations by:
d. specifying the dependent and independent variables for controlled experiments
What is the lesson outcome or learning intention for this lesson? Plan for an implement
• Students can consistently identify appropriate variables (independent, effective teaching and
dependent and controlled) to ensure validity and reliability of an investigation. learning
• Students can develop appropriate hypotheses and aims for investigations.
(extension)
What classroom routines will you use to encourage engagement and manage behaviour? Create and maintain a
• Maintain adopted classroom management techniques already in place to supportive and safe learning
facilitate routine: environment
o Line up and settle outside of classroom prior to lesson start
o Outline lesson prior to entry to familiarise students with the impending
lesson
o Lesson activities written on board for students to be able to refer to
o Link to previous lesson to through questioning to engage students’
memory and thinking
o Lesson is pre-planned to maintain pacing to keep students engaged
o Use positive feedback to student questioning and responses
o Provide guidance as students undertake activities to maintain
engagement and focus – utilise discussion around video observations
o Respond to student disengagement through escalation: positive
affirmation of engaged students, then rule reminders, warnings and
subsequent direct and immediate consequences (i.e. moving students)
How will you differentiate the learning to meet the needs of the three focus students Know your students and how
(case study participants)? How will you connect the learning for students? they learn
• Learning for all students is connected to prior and subsequent lessons through
questioning and references to prior and future activities
• Work is differentiated to all students by setting an accessible bar for learning
activities (worksheets and practice questions) and varying teacher assistance to
students as required
o Advanced learners are provided extension activities (more
complicated questions) and encouraged to include greater depth and
detail
o Worksheets are designed to match students working at the expected
level – advanced tasks are available as per advanced learners
o Emergent learners are still able to access materials targeted to learners
working at the expected level due to appropriate scaffolding and
additional teacher support
Describe the teaching strategies you intend to use to share new information and give Plan for an implement
students the opportunity to demonstrate understanding (e.g. ALARM, group work, effective teaching and
project-based learning, etc.) learning
• Do Now activity requiring students to match section headings to the blank
spaces on their investigation planning guides – makes students engage with and
read the investigation planning guides that they have been given
• Video engages students in the importance of writing a clear and understandable
method
• “Cows Moo Softly, I Don’t Care, X Y” mnemonic shared with students and
consolidated through the use of scaffolded worksheets that require students to
recite and apply the mnemonic.
How will you ensure review of learning occurs? Assess, provide feedback and
Students will be asked to provide recite the mnemonic and explain its meaning at report on student learning
throughout the class, providing their answers to questions on the variables worksheet.
The teacher will provide clarification and affirmation of student responses to encourage
students. Future lessons will involve pre-lesson discussions that hark back to this lesson
and activities will draw upon the CMS, IDC, XY mnemonic to further student confidence
and capability identifying variables.

WSU_Teaching Performance Assessment Guide M Teach Secondary 25

 Lesson 2 Observation Feedback

Agreed focus area(s)

• Student use of scientific terminology Teacher Education Student: Owen Gates
• Student scientific investigation planning skills Mentor Teacher / Observer: Cameron Joyce
o Focus on Variables, validity and reliability Date: 29/10/2020
What did the Teacher Education Student say/do? Evidence What did the students say/do? Evidence

Provides pre-written lesson activities on the board prior to class walking Students tend to try and read lesson intentions from the window outside
in. the classroom and upon walking inside

Settles class, waiting for a natural lull before greeting class Students walk in with some chatter, realise Mr Gates has been waiting, and
slowly quiet themselves.
Provides printed information sheet to students, with headings missing.
Headings written on the board to engage students in reading/ provide a Students confused by worksheet (Printed worksheets photocopied
purpose to the written information. (Pages have accidently been printed in backwards).After teacher clarifies, students begin reading correct page of
reverse - pg1 is printed as pg2. Clarifies and lesson moves on) information.
Students ask questions about terms on the board and the blank spaces on
Plays PB&J video to engage and spark discussion surrounding importance the sheet, sparking discussion. Student then use jumbled heading names
of correctly written methodology written on the board to fill in blank spaces on the worksheet.

Discussion on validity and reliability using guiding questions “Why is it Students watch video quietly. Students question the purpose of the video.
important to make sure our scientific investigations fair?” “What happens Class discussion ensues
if I don’t control all my controlled variables?”
Brief discussion on importance of controlling variables in an experiment.
Hand out Variables worksheet. Teacher monitors room and helps answer Same students participating in discussions.
questions and clarify confusions.
Students begin worksheet. Some students asking for extra help/are still
Recap at the end of the lesson and targets questioning towards less actively confused by the objective of the worksheet.
participating students. Many students are more confident in answering questions after
clarifications by teacher during the previous activity.
WSU_Teaching Performance Assessment Guide M Teach Secondary 26
 Post Lesson Discussion 2
Teacher Education Student: Owen Gates
Mentor Teacher Signature: Cameron Joyce
Completed by Teacher Education Student
Date: 29/10/2020

Piece of Connections Next Steps and Suggested

Evidence (Graduate Teaching Standards; Best Practice; Research Based Methodologies) Strategies
Lesson plan 2 Teaching standards: 1.1, 1.2, 1.5, 1.6, 2.1, 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 5.1, 5.2,
5.3, 5.4, 6.3 Lesson activities should continue to
Appendices 3 a, b be planned so that students have
and c: student Lesson 2 was far more cohesive than Lesson 1 primarily due to not needing to finish off a previous sufficient time to complete them –
Investigation lesson’s material, allowing more time to focus on developing student skills. students seemed to gain a lot more
Planning Guides Additionally the lesson progression was more effective at keeping students engaged - the initial discussion out of this lesson due to the improved
linking back to our previous lessons on investigation planning (particularly the lesson in which students pacing.
Appendices 4 a, b traded investigation plans to experience the difficulties inherent in a poorly written investigation plan)
and c: student engaged students and contextualised the lesson. The subsequent “Exact Instructions Challenge” video Subsequent lessons should continue
Variables drew them in further as they could understand and relate to it. to build upon investigation planning
worksheets Students experienced significant confusion however when dealing with the Investigation Planning Guides skills, problem solving and critical
with something as simple as the two pages being printed and stapled out of order completed breaking their thinking – students would benefit
Appendices 5 a, focus. They were able to return to their task after a brief clarification and engaged well with the text – the from an evaluation rubric which
b, c and d: student blank headings worked effectively to force students to read each paragraph. In running through the guide guides them through critically
evaluations of students were able to more clearly recognise key elements of good investigation plans, particularly with evaluating an investigation plan.
investigation regard for risk assessments and methods – in a lesson between TPA Lessons 1 and 2 students struggled to
plans (student appropriately identify areas in need of improvement in sample investigation plans even after having to Classroom management should focus
written vs follow them. on settling students further and
exemplar) habituating focus on activities.
The Investigation Planning Guides and the CMS IDC XY mnemonic activity connected well as students Students would benefit from
readily recalled their difficulty discerning variables previously, and almost all students were actively explicitly assigned “quiet time” for
attempting to decipher “Cows Moo Softly, I Don’t Care, X Y” and its meaning. Active discussion and independent tasks to mitigate the
explanation of the mnemonic-maintained student interest. effect student chatter has on
The Variables worksheet activity was appropriately accessible for the class, with the majority of students engagement with tasks.
able to complete the worksheet with minimal guidance, however, whilst the worksheet was effectively
scaffolded and the first example worked through as a class, lower ability students such as Jasper lacked
confidence in applying the mnemonic and identifying variables – requiring persistent guidance to
complete the activity. Advanced students such as Sama included more Controlled Variables with minimal
prompting and continued with the extension tasks independently, making good use of the Investigation
Planning Guide.
WSU_Teaching Performance Assessment Guide M Teach Secondary 27
 Overall the lesson was successful, although students were frequently drawn off task due to chatter between
one another, particularly students of lower ability. I suspect this may be due to a lack of confidence which
hampers engagement with the activity. The assigned Variables Kahoot homework task should help to
build student confidence as they work independently.

WSU_Teaching Performance Assessment Guide M Teach Secondary 28

Lesson 3:
Learning Area: Science Class /Stage: Mentor Teacher Signature:
Year 9/Stage 5 Cameron Joyce
Topic: Evaluating investigation plans and exam preparation Date and Time: Period 2 (1:05pm), 3/11/2020
Curriculum Outcomes:
SC5-4WS
SC5-5WS
SC5-7WS
SC5-8WS
SC5-9WS
Content:
WS4: a, b.
WS5.1: a, c, d
WS5.2: a, b, c, d, e
WS5.3: a, c, d
WS7.1: a, e, f
WS7.2: a, b, c, d, e
WS8: a, d, g
Learning ▪ Students appropriately identify areas for improvement in previous investigation plans
Intention using their evaluation rubrics
▪ Students familiarise themselves with exam style questions and test their Working
Scientifically skills
Success Criteria ▪ Class discussions of exam questions
▪ Completed investigation evaluation rubrics
▪ Completed investigation evaluation google forms
Differentiation ▪ Exam questions vary in complexity to cater to enable all students to demonstrate their
abilities
o Short and long answer questions allow for differentiation of students
according to their responses
▪ Evaluation rubrics are written in accessible language as simple questions with layman’s
terms to support scientific or complex language
▪ Google form for students to submit their evaluative feedback to is also written in accessible
language with layman’s terms supporting scientific/complex language
o Questions allow for responses of variable length to allow students to display
their abilities
Classroom ▪ Classroom as per standard arrangement of desks (students sit at paired tables clustered
organisation towards the front of the classroom to maximise engagement)
▪ Students to sit in assigned seating plan to minimise disengagement and off topic chatter
▪ Lesson activities/instructions are written on the board prior to students entering the
classroom
Stage of Lesson Engagement/ Introduction:
5 mins - As per routine, lesson activities are shared with the class verbally before entering and
written on the board to refer back to.
5 mins - Open lesson with discussion-based recap of previous lessons on investigations and
investigation planning. Lead students to the topic of evaluation rubrics through questioning:
How would we rate our previous attempts at writing investigation plans?
How can we objectively evaluate our plans?
How can we readily determine which sections need improvement and what those
improvements should be?

Learning experiences:
15-20 mins – Evaluating investigations – Hand out investigation evaluation rubrics and
demonstrate their use by projecting the exemplar investigation onto the board. Verbally
explain how each element is evaluated according to each specific question.
Instruct students to evaluate their own previous investigation plans into human responses to
exercise using the rubrics, and then input their feedback into the google forms. Move around

WSU_Teaching Performance Assessment Guide M Teach Secondary 29

 the classroom and provide guidance and clarification to students as they evaluate,
encouraging students to include specific recommendations for improvements.

15-20 mins – Practice exam questions – Provide students with practice exam question
booklets and allow them to familiarise themselves with questions at their own pace. Circulate
around the room to provide assistance to students as needed, using directed questioning to
guide students to appropriate answers without providing answers.
Practice exam questions focus on science skills and critical thinking as their upcoming
exam is primarily skills based with few content related questions
e.g. graphical interpretation, data analysis, investigation planning, analysis of
investigations, validity and reliability.

Closure:
5 mins – Close the lesson through a recap discussion in the last 5 minutes, asking students:
What have we covered this lesson?
How have we learnt to evaluate investigation plans?
What are the critical elements to a good investigation plan?
Ask students to stand quietly behind their desks and ensure their area is clean 2 minutes
before the bell to allow them to settle sufficiently before releasing them to their next class.
Resources ▪ Student Chromebooks
▪ Projector
▪ Google classroom and associated materials (investigation evaluation google form)
▪ Investigation evaluation rubric
▪ Investigation planning guides
Questions How would we rate our previous attempts at writing investigation plans?
How can we objectively evaluate our plans?
How can we readily determine which sections need improvement and what those
improvements should be?
Which exam questions are you finding challenging?
Reflection Students are encouraged to reflect on learning through directed informal questioning to
challenge their current understandings.
Student responses inform clarifying statements by the teacher and follow up questions
Student data will be used to inform future lesson designs
Assessment ▪ Students are informally assessed through discussions, questioning, recorded investigation
evaluation feedback and completed investigation evaluation rubrics

WSU_Teaching Performance Assessment Guide M Teach Secondary 30

 Pre-lesson Discussion 3
Teacher Education Student: Owen Gates
Completed by Teacher Education Mentor Teacher/ Observer: Cameron Joyce
Student and Mentor Teacher
Date: 3/11/2020
Discussion Standard
Describe the class (ability levels, engagement, interests, etc.) in relation to Know your students and how
implementation of Lesson One and Lesson Two. they learn

Overall the class has demonstrated they are relatively low on independence and require
consistent guidance on both simple and more complex tasks. Basic understanding can be
conveyed and demonstrated in a lesson via questioning, but when required to
demonstrate understanding through student centred activities such as worksheets, the
class generally lacks confidence and associated engagement with activities – they
attempt activities but even the most capable students do so tentatively.

More advanced learners such as Sama demonstrated greater engagement,

independence and ability in investigation planning and problem-solving activities,
however, significant room for improvement is still apparent. During lessons one and two,
advanced learners like Sama asked direct and exacting questions to receive the precise
feedback they required to continue working independently when encountering
challenges or complexities in tasks.

Average/working at expected level learners such as Mei required consistent,

intermittent support to maintain engagement with activities, and clarify understanding
and task requirements during lessons one and two (as well as during intervening lessons)
to develop investigation planning skills.

Likewise, emergent learners such as Jasper demonstrated an even greater need for clear
and direct teacher support to maintain engagement and achieve appreciable
demonstration of knowledge and skills.
What is the content or curriculum area you intend to cover? Know the content and how to
WS8 Students solve problems by: teach it
a. describing strategies to develop a range of possible solutions to an identified problem
b. assessing strategies that have been identified as possible solutions to an identified
problem
c. applying the processes of Working Scientifically in developing creative solutions to
problems
d. using cause-and-effect relationships to explain ideas
e. using models to explain phenomena and make predictions
f. applying critical thinking in considering suggested proposals, solutions and conclusions,
including a consideration of risk
What is the lesson outcome or learning intention for this lesson? Plan for an implement
• SC5-8WS: applies scientific understanding and critical thinking skills to suggest effective teaching and
possible solutions to identified problems learning
• Students utilise investigation evaluation rubric to successfully identify areas
for improvement and suggest edits that should be made to their original
investigation plans
What classroom routines will you use to encourage engagement and manage behaviour? Create and maintain a
• Maintain adopted classroom management techniques already in place to supportive and safe learning
facilitate routine: environment
o Line up and settle outside of classroom prior to lesson start
o Outline lesson prior to entry to familiarise students with the impending
lesson
o Lesson activities written on board for students to be able to refer to

WSU_Teaching Performance Assessment Guide M Teach Secondary 31

 o Link to previous lesson to through questioning to engage students’
memory and thinking
o Lesson is pre-planned to maintain pacing to keep students engaged
o Use positive feedback to student questioning and responses
o Provide guidance as students undertake activities to maintain
engagement and focus – utilise discussion around video observations
o Respond to student disengagement through escalation: positive
affirmation of engaged students, then rule reminders, warnings and
subsequent direct and immediate consequences (i.e. moving students)
How will you differentiate the learning to meet the needs of the three focus students Know your students and how
(case study participants)? How will you connect the learning for students? they learn
• Learning for all students is connected to prior and subsequent lessons through
questioning and references to prior and future activities
• Work is differentiated to all students by setting an accessible bar for learning
activities (worksheets and practice questions) and varying teacher assistance to
students as required
o Advanced learners are provided extension activities (more
complicated questions) and encouraged to include greater depth and
detail
o Worksheets are designed to match students working at the expected
level – advanced tasks are available as per advanced learners
o Emergent learners are still able to access materials targeted to learners
working at the expected level due to appropriate scaffolding and
additional teacher support
Describe the teaching strategies you intend to use to share new information and give Plan for an implement
students the opportunity to demonstrate understanding (e.g. ALARM, group work, effective teaching and
project-based learning, etc.) learning
• New information is provided to students directly through teacher
demonstration/modelling of skills and terminology, followed up by worksheets,
google forms and practice exam questions that provide student centred
activities in which students can practice and demonstrate their skills and
knowledge.
o Teacher demonstration of how to apply investigation evaluation rubric
to an exemplar
o Students then emulate this problem solving and evaluation process by
reviewing their own prior attempts at investigations, circling ratings for
various elements of their investigations and then summarising their
suggested improvements in a google form
o Students then provided with targeted practice exam questions to
support their skill and knowledge development for their upcoming
exams as per Mentor’s request.
How will you ensure review of learning occurs? Assess, provide feedback and
To close, the lesson is recapped on what has been learnt via questioning for student report on student learning
responses and providing clear clarification of ideas. Subsequent lessons include
references back to this one via questioning and discussion.
Direct feedback provided to students both in the lesson and in subsequent lessons
regarding their investigation evaluation and practice exam questions, clarifying any areas
of student difficulty.
Feedback provided to students in subsequent lessons regarding their exam results.

WSU_Teaching Performance Assessment Guide M Teach Secondary 32

 Lesson 3 Observation Feedback

Agreed focus area(s)

• Student use of scientific terminology Teacher Education Student: Owen Gates
• Student problem solving and critical thinking skills Mentor Teacher / Observer: Cameron Joyce
• Student scientific investigation planning skills Date: 3/11/2020
What did the Teacher Education Student say/do? Evidence What did the students say/do? Evidence

Starts with a discussion recapping the previous lesson and reflecting on Students enter and settle relatively quickly and participate in discussion
students’ previous understanding of investigation plans and direction for recap of previous lesson.
future improvement in this area. Teacher writes learning goals on the
board to focus on for the current lesson and in future lessons. Students begin evaluating their own investigation plans quietly, using the
rubric and google forms, however, some are confused leading to more
Hands out investigation evaluation rubric and projects an exemplar 1on1 teacher help and feedback provided during the activity.
investigation plan on the board to relate students own work to the task.
Teacher goes through the steps slowly and encourages students to Students practice exam questions in relative quiet, reading questions and
highlight certain points. asking for help when they’re stuck.

Offers students the opportunity to use the printed rubric and online google Students raise hand to ask for help. Some students only access teacher help
form resource to self-evaluate their initial investigation plans, asking them when offered.
to work quietly. Teacher monitors room and offers help where needed.
Students participate in end of lesson discussion. Most students are able to
Provides students with practice exam question booklets and allow them to at least identify and describe some critical elements to a good investigation
familiarise themselves with questions at their own pace. Teacher circulates plan.
around the room to provide assistance to students as needed, using directed
questioning to guide students to appropriate answers without providing
answers.
Teacher leads end of lesson discussion. Recapping lesson intentions, goals,
and critical elements of an investigation plan. Teacher packs up students
and dismisses students on time.
WSU_Teaching Performance Assessment Guide M Teach Secondary 33
 Post Lesson Discussion 3
Teacher Education Student: Owen Gates
Mentor Teacher Signature: Cameron Joyce
Completed by Teacher Education Student
Date: 3/11/2020

Piece of Evidence Connections Next Steps and Suggested

(Graduate Teaching Standards; Best Practice; Research Based Methodologies) Strategies
Lesson 3 plan Teaching standards: 1.1, 1.2, 1.5, 1.6, 2.1, 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, In future the use of an Evaluation
4.2, 5.1, 5.2, 5.4, 6.3, 6.4 Rubric should become standard
Appendices 7 a, b and practice for classes that need
c: student Investigation Having designed lesson three primarily to develop problem solving and critical thinking development of problem-solving
Evaluation Rubrics capacities in students I was pleased to see the improvement that the use of the Evaluation and critical thinking skills to aid
Rubric brought about. Student’s initial attempts to evaluate their investigation plans analysis. Moving forward Year 9
Appendices 8 a, b and previously had been rudimentary and lacked substantive evaluation for Stage 5, with some would benefit from further
c: student Rubric responses including conflicting data points, for example: “it was written by *Redacted* practice writing investigation
Assisted Investigation and it sucked” but rated the investigation plan 4/5. The Evaluation Rubric coupled with plans and analysing investigations
Evaluations the Investigation Planning Guides from the previous lesson resulted in more and investigation plans,
comprehensive evaluations of investigations, with students making clear comments on particularly in a hands-on manner
each section whether the area needed improvement or not and frequent comments as to with increased support and
what improvement should be made. I suspect further improvements can be achieved by guidance to encourage higher
increasing expectations and more clearly communicating these expectations to students, quality work.
particularly with regards to length and depth of responses.
A well-structured and scaffolded
The clearly communicated expectation that students begin working on lesson plans quietly Inquiry/Project based learning
worked well, with students appreciating the time to familiarise themselves with and program would help students
practice exam questions ahead of their upcoming exam. Unfortunately few students cement their understandings of
reached the final practice question that pertained to investigation planning and missed out scientific inquiry skills and
on practicing these skills. provide greater authenticity to
increase relevance and
Jasper was absent on the day of this lesson unfortunately, as the evaluation and practice engagement.
exam questions in a supported environment would have boosted her confidence
significantly.

WSU_Teaching Performance Assessment Guide M Teach Secondary 34

 Summary of Impact
Teacher Education Student: Owen Gates
Completed by Teacher Education Mentor Teacher/ Observer: Cameron Joyce
Student
Date: 1/12/2020
Case Study Participants (Focus students)

Student 1: Sama – Working above expected level

Student 2: Mei – Working at expected level
Student 3: Jasper – Emergent learner

Discussion Link to Graduate Teacher

Standards
Provide a summary of impact on the learning of the three Case Study Participants 1.1 Physical, social and
“Appendix 9: Exam work samples” data was generated after TPA lesson 3 but during the intellectual development
placement, hence it’s inclusion in the summary below. and characteristics of
students
Sama:
As an advanced student with a very positive attitude towards learning and a particularly Focus area 1.2 Understand
keen interest for science, Sama initially demonstrated most outcomes at or above her how students learn
year level. Sama was able to draw upon her extensive background knowledge of the Body
Focus area 1.5 Differentiate
Systems and Responses topic (with gaps around the immune system) in the classroom
teaching to meet the specific
and apply this to designing investigations. When planning an investigation, Sama was learning needs of students
capable of: writing appropriate aims and hypothesis, albeit not concisely; identified across the full range of
variables independently with assistance from google; include all relevant abilities
materials/equipment, however, did not always use appropriate scientific terminology;
noted risks and precautions to minimise said risks; included a sequential, numbered Focus area 1.6 Strategies to
method with some colloquial language; and created an appropriate results table. When support full participation of
problem solving and applying critical thinking to evaluate investigations, Sama was students with disability
capable of trouble shooting hands-on activities as they progressed but demonstrated
basic skills in written evaluations and was unable to suggest improvements. Focus area 2.1 Content and
Following intervention, Sama has demonstrated a more complete and deepened teaching strategies of the
understanding of Body Systems and Responses, particularly organ systems, their roles teaching area
and interrelations. In terms of investigative skills, Sama has progressed to being able to:
consistently identify independent, depended and controlled variables, including all or Focus area 2.2 Content
almost all relevant controlled variables for a given scenario and how they may impact selection and organisation
upon an experiment; includes all relevant materials/equipment using appropriate
Focus area 2.3 Curriculum,
scientific terminology; produces more precise, concise and accurate methods; and
assessment and reporting
continues to consistently identify risks and relevant precautions. In both written and
verbal responses Sama uses scientific terminology with greater fluency and confidence. Focus area 2.5 Literacy and
Additionally, Sama demonstrated an improved capacity to identify areas for numeracy strategies
improvement within investigations and suggests edits that can be made.
Subsequent areas for further development of Sama’s skills relate to variables and their Focus area 2.6 Information
connection to Validity and Reliability of investigations, refinement of her Problem solving and Communication
and critical thinking skills, and sharpening her use of scientific language. Technology (ICT)

Mei: Focus area 3.2 Plan,

As a slightly above average student Mei demonstrated most outcomes at her year level. structure and sequence
With respect to background knowledge of the Body Systems and Responses topic, Mei learning programs
held a respectable grasp of the topic, with gaps around the basic hierarchy of living
organisms and the immune system. Mei’s scientific planning skills were: ability to write Focus area 3.3 Use teaching
an acceptable but colloquially worded aim; difficulty identifying variables and strategies
distinguishing between the types; utilised first-person language in hypotheses; ability to
Focus area 3.4 Select and use
identify most relevant material/equipment in appropriate language; accounts for risks
resources
but did not include precautions; created a basic, sequential, numbered method; and
designed an appropriate results table. Mei’s usage of scientific terminology was limited
WSU_Teaching Performance Assessment Guide M Teach Secondary 35
 due to a lack of confidence, and her problem-solving skills were acceptable during Focus area 3.5 Use effective
practical tasks, but basic in written form. classroom communication
Following intervention, Mei displayed improved investigative skills, for example:
consistently identifying independent, dependent and controlled variables (multiple Focus area 4.1 Support
controls when explicitly required); produced a more precise and concise method; and student participation
not only accounted for risks and appropriate precautions but included a rating scale for
risks before and after minimisation. Mei’s dependency on colloquial language has Focus area 5.1 Assess student
learning
decreased as her mastery of scientific terminology developed. With respect to critical
thinking and problem-solving, Mei was able to identify areas for improvements and make
Focus area 5.2 Provide
recommendations both with and without a scaffold, albeit somewhat inconsistently. feedback to students on their
Furthermore, Mei strengthened her understanding of human organ systems, their learning
functions and anatomy. Areas for further improvement for Mei include: improving
understanding of interrelation between variables and Reliability and Validity in Focus area 5.3 Make
investigations; deepening understanding of physiology, particularly the immune system; consistent and comparable
and applying her naturally critical mind to more effectively analysing and judgements
troubleshooting investigations.
Focus area 5.4 Interpret
Jasper: student data
As an emergent learner Jasper was initially demonstrating capabilities indicative of a
student working towards outcomes of her year level. Despite otherwise not finding Focus area 5.5 Report on
identity or engagement in Science as a whole, Jasper held a reasonable degree of student achievement
background knowledge on the Body Systems and Responses topic due to her personal
interest in it. Jasper’s investigative skills however were limited: simple but appropriate Focus area 6.4 Apply
professional learning and
aim, albeit with the inclusion of multiple aims for a given investigation; inappropriately
improve student learning
identified variables; hypotheses were dot pointed instead of as a full sentence;
equipment/materials lists were minimal; risks were noted without precautions to
minimise; method consisted of a single line with no sequential, numbered steps and
using personal language; but did include an appropriate results table. Jasper’s use of
scientific terminology was also limited, with frequent misspellings, and her Problem-
solving capacity was low, with her evaluation of investigation plans included conflicting
comments.
Following intervention, Jasper was able to further ground her interest in human
physiology with a better understanding of the extent of organ systems and their
functions. Her investigative skills have likewise improved, demonstrating ability to:
appropriately identify independent, dependent and controlled variables (only one
variable without explicit instructions otherwise); include a hypothesis as a complete
sentence; account for all necessary equipment/materials; and write a method with
sequential steps and additional detail, however without numbered steps. Jasper has also
begun to use terminology more appropriately and more frequently and is capable of
analysing an investigation and suggesting improvements.
Jasper would benefit significantly from further development of basic investigative
planning skills, particularly coupled with hands-on investigations that would hold her
interest, developing her ability to write methods, identify and address risks and
understanding of how variables relate to validity and reliability to build her competencies
and confidence.
Write a critical reflection on your own classroom teaching practice in terms of the Focus area 3.6 Evaluate and
teaching cycle of planning, teaching and assessing, reflecting on feedback/observation/ improve teaching programs
student data.
Focus area 4.1 Support student
Throughout my TPA and placement I found a number of elements of my teaching participation
practice to be quiet effective, particularly inquiry-based learning elements such as the
frequent use of discussions and guided questioning into various concepts. The sociable Focus area 4.2 Manage
classroom activities
nature of the students allowed discussions to be kept on topic with generally minimal
disruption, which allowed for genuine opportunities to humour tangential personal
Focus area 6.1 Identify and
interest questions and ideas from students. Teacher read-aloud and metacognitive plan professional learning
strategies such as dissection of terminology and the use of mnemonics also benefitted needs
students significantly, as they seemed less perturbed by the unfamiliarity of new
terminology knowing that they could decipher the word as a team and that their Focus area 6.3 Engage with
attempts to use the new terminology would be respected. colleagues and improve
practice

WSU_Teaching Performance Assessment Guide M Teach Secondary 36

 In terms of my practice of the teaching cycle, I am happy enough with my approach –
planning according to current observations and data, carrying out lessons and
evaluating my own teaching and student learning – however in future I would like to
adopt a more routinised approach to the cycle. Like other teachers my process of
engaging in the teaching and learning cycle is primarily cognitive in my head and
conversational in with my mentors and colleagues, lacking a more concrete and
dependable grounding that would hone my reflections and hasten my improvements.
Instead, setting aside a scheduled time of day to engage in reflection and consideration
of my classes on a daily or weekly basis would ensure I’m more aware of my students
abilities and needs in a more timely manner. With respect to feedback from my mentor
and colleagues I found my mindset of being a mentee to be ideal for taking on board
ideas and recommendations, as I would have otherwise attempted to continue
practices that were counterproductive – e.g. cramming too many lesson activities or
allowing students to select their own seats.
My data collection strategies were effective, although I needed to be more disciplined
in my application of them and careful about the timing of lesson activities to ensure
students have ample time to fully engage and perform.
Whilst I have helped students improve, I feel there was far greater potential for
development of students, particular at the upper and lower ends of the ability
spectrum. My inclusion of extension activities to cater to Sama worked reasonably well,
however, I suspect I could’ve held higher expectations for her development and pushed
her further as she was a very keen Science student. Likewise for Jasper, whilst my
differentiation approach was focused on creating accessible materials for all students
and providing more advanced students with extension activities and simply dedicating
more one-on-one time to emergent learners, I suspect there may be additional
strategies to include in my teaching practice in the future. My experience working as a
tutor this year has shown me how effective a more tailored progression of learning
activities can be for development of both student capabilities and, more critically,
confidence.

Further to the idea of my own personal expectations for students impacting teaching, I
feel my approach to expectations at SHCS may have been a double-edged sword.
During my observation week and first week of teaching I noted the more relaxed
teaching style of the Science faculty and asked the Head of Science about it. He noted
that part of the school mission was to provide a safe environment for all students,
particularly those who have found school elsewhere overwhelming, hence the lesser
emphasis on academic rigour. As such, I adopted a more personable approach to
classroom management, still upholding reasonable expectations, but not as rigorous as
they could’ve been. For rapport this worked well as it suited the type of students I had
in my class, however, in the long term I feel it also hamstrings student development to
some extent as they aren’t being pushed as hard. However, whilst heightened
expectations my improve learning for some, it has significant potential to harm the
learning of other students. That being said, in future I need to be more explicit in my
instructions to reduce confusion for students and more appropriately manage the
classroom.
From your critical reflection, what future professional learning would you undertake to Focus area 6.1 Identify and
improve your teaching practice. plan professional learning
needs
Over the next year or two I would like to engage in professional development in
behaviour management and differentiation. Whilst I am able to manage a classroom in Focus area 6.2 Engage in
an acceptable manner, I would like to develop my own competency and confidence to professional learning and
ensure I am getting the most out of each lesson to provide the best environment and improve practice
learning for my students. I am definitely a novice in the field and in many respects
Focus area 6.4 Apply
always will be as classroom management can always be sharpened. My educational
professional learning and
experience growing up was also exclusively limited to private school contexts with improve student learning
lower rates of difficult behaviour than other schools, therefore my experience of
various management styles is likewise limited. I’m particularly interested in positive
behavioural management practices that emphasize prevention over punishment.
Differentiation in my current practice is relatively rudimentary, and I would like further
training in methods to differentiate to an entire class with a spectrum of ability
effectively.

WSU_Teaching Performance Assessment Guide M Teach Secondary 37

 The NSW DET has a number of online courses that would be useful starting points, both
for classroom management and differentiation specifically in the Science classroom.

Supporting
Appendices
Appendix 1 Caregivers’ consent forms

Appendix 2 Investigation Plans

Appendix 3 Body Systems and Responses Kahoot Data

Appendix 4 Investigation Planning Guides

Appendix 5 Variables worksheets

Appendix 6 Evaluations of Investigation Plans

Appendix 7 Investigation Rubrics

Appendix 8 Rubric Assisted Investigation Evaluations

Appendix 9 Exam Work Samples

WSU_Teaching Performance Assessment Guide M Teach Secondary 38

Appendices:

Appendix 1: Caregiver’s Consent Forms

WSU_Teaching Performance Assessment Guide M.Teach (Birth – 12years) 1H 2019 39

WSU_Teaching Performance Assessment Guide M.Teach (Birth – 12years) 1H 2019 40
WSU_Teaching Performance Assessment Guide M.Teach (Birth – 12years) 1H 2019 41
Appendix 2: Student Investigation Plans into Human Responses to Exercise

A) Sama – Advanced student

WSU_Teaching Performance Assessment Guide M.Teach (Birth – 12years) 1H 2019 42

WSU_Teaching Performance Assessment Guide M.Teach (Birth – 12years) 1H 2019 43
B) Mei – Average student

WSU_Teaching Performance Assessment Guide M.Teach (Birth – 12years) 1H 2019 44

WSU_Teaching Performance Assessment Guide M.Teach (Birth – 12years) 1H 2019 45
C) Jasper – Emergent learner

WSU_Teaching Performance Assessment Guide M.Teach (Birth – 12years) 1H 2019 46

WSU_Teaching Performance Assessment Guide M.Teach (Birth – 12years) 1H 2019 47
 Appendix 3: Lesson 1 Body Systems and Responses Kahoot Data

Student/Question 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Qs Ans Total correct

Mei 1 1 1 1 1 1 1 1x 1 0 0 0 0 1 14 10
1 1 0 0 0 0 0 1 1 1 0 1 1 0 1 15 8
x 1x 1 0x x x x 0 0 0x 0x 7 2
Jasper 0 0 0 1 0 0 1 1x 0 1 1 1 1 0 14 7
1 0 0 1 1 1 0 1 1 0 1 1 1 1 1 15 11
1 0 0 1 1 0x 1 0 0 0 1 0 0 1 14 6
1 1 0 1 1 0 1 1 1 1 1 0 1 0 1 15 11
1 0 0 1 0 1 1 1 0 0 0 1 0 0 1 15 7
1 0 1 0 0 0 0 1 1 1 1 1 1 0 0 15 8
1 1 1 1 1 0 0 1 1 1 0 0 0 0 1 15 9
1 1 1 1 1 1 1 1 1 1 1 1 0 0 0 15 12
1 1 1 1 1 1 1 1 1 1 1 1x 0 1 14 13
x 0x 1 0 1x x x 0 1 1x 1x 8 5
1 1 0 1 1 0 0 1 1 1 0 1 1 1 1 15 11
1 0 0 1 1 0x 1 0 0 0 1 0 0 1 14 6
Sama 1 1 1 1 1 1 1 1 1 1 0 0 1 1 15 13

93% 56% 43% 88% 63% 47% 58% 100% 75% 56% 44% 69% 54% 31% 77%

WSU_Teaching Performance Assessment Guide M.Teach (Birth – 12years) 1H 2019 48

Questions:
1) What is true of all living things?
2) Which is the correct model for responses?
3) A _______ is a chemical messenger that causes prolonged (over a minute) change in your body.
4) What is the main function of the nervous system?
5) With exercise you lose a lot of water. A physiological response by the body to this fluid loss is _____________.
6) The ability of an organism to maintain a stable internal environment is _______________.
7) What is the main function of the endocrine system?
8) The main function of the skeletal system is to ______________.
9) Which shows the correct order of organisation in the human body, starting from smallest to largest?
10) Which organ system is directly responsible for the fulfillment of the needs for nutrients, water and waste removal?
11) The process of engulfing and destroying pathogens by immune cells is known as ________.
12) The immune system is also known as the ___________ system.
13) What is a pathogen?
14) Which of the following is NOT a primary part of either the first or second line of defense?
15) Non-infectious diseases are caused by _______.

WSU_Teaching Performance Assessment Guide M.Teach (Birth – 12years) 1H 2019 49

Appendix 4: Student Investigation Planning Guides

A) Sama – Advanced Student

WSU_Teaching Performance Assessment Guide M.Teach (Birth – 12years) 1H 2019 50

WSU_Teaching Performance Assessment Guide M.Teach (Birth – 12years) 1H 2019 51
 B) Mei – Average Student

WSU_Teaching Performance Assessment Guide M.Teach (Birth – 12years) 1H 2019 52

WSU_Teaching Performance Assessment Guide M.Teach (Birth – 12years) 1H 2019 53
 C) Jasper – Emergent Learner

WSU_Teaching Performance Assessment Guide M.Teach (Birth – 12years) 1H 2019 54

WSU_Teaching Performance Assessment Guide M.Teach (Birth – 12years) 1H 2019 55
Appendix 5: Student Variables Worksheets

A) Sama – Advanced Student

WSU_Teaching Performance Assessment Guide M.Teach (Birth – 12years) 1H 2019 56

WSU_Teaching Performance Assessment Guide M.Teach (Birth – 12years) 1H 2019 57
 B) Mei – Average Student

WSU_Teaching Performance Assessment Guide M.Teach (Birth – 12years) 1H 2019 58

WSU_Teaching Performance Assessment Guide M.Teach (Birth – 12years) 1H 2019 59
 C) Jasper – Emergent Learner

WSU_Teaching Performance Assessment Guide M.Teach (Birth – 12years) 1H 2019 60

WSU_Teaching Performance Assessment Guide M.Teach (Birth – 12years) 1H 2019 61
Appendix 6: Student Evaluations of Investigation plans (Student written vs Exemplar) –
lesson occurred between TPA lessons 1 and 2

A) Sama – Advanced Student

WSU_Teaching Performance Assessment Guide M.Teach (Birth – 12years) 1H 2019 62

 B) Mei – Average Student

WSU_Teaching Performance Assessment Guide M.Teach (Birth – 12years) 1H 2019 63

 C) Jasper – Emergent Learner

WSU_Teaching Performance Assessment Guide M.Teach (Birth – 12years) 1H 2019 64

 D) Additional Student Responses

WSU_Teaching Performance Assessment Guide M.Teach (Birth – 12years) 1H 2019 65

Appendix 7: Student Investigation Evaluation Rubrics

A) Sama – Advanced Student

WSU_Teaching Performance Assessment Guide M.Teach (Birth – 12years) 1H 2019 66

 B) Mei – Average Student

*Work sample unavailable due to misplaced worksheet

C) Jasper – Emergent Learner

*Work sample unavailable due to absence

WSU_Teaching Performance Assessment Guide M.Teach (Birth – 12years) 1H 2019 67

Appendix 8: Rubric Assisted Investigation Evaluations

A) Sama – Advanced student

WSU_Teaching Performance Assessment Guide M.Teach (Birth – 12years) 1H 2019 68

 B) Mei – Average student

C) Jasper – Emergent Learner

*Work sample unavailable due to absence

WSU_Teaching Performance Assessment Guide M.Teach (Birth – 12years) 1H 2019 69

Appendix 9: Exam work samples

A) Sama – Advanced Student

WSU_Teaching Performance Assessment Guide M.Teach (Birth – 12years) 1H 2019 70

WSU_Teaching Performance Assessment Guide M.Teach (Birth – 12years) 1H 2019 71
WSU_Teaching Performance Assessment Guide M.Teach (Birth – 12years) 1H 2019 72
WSU_Teaching Performance Assessment Guide M.Teach (Birth – 12years) 1H 2019 73
 B) Mei – Average Student

WSU_Teaching Performance Assessment Guide M.Teach (Birth – 12years) 1H 2019 74

WSU_Teaching Performance Assessment Guide M.Teach (Birth – 12years) 1H 2019 75
WSU_Teaching Performance Assessment Guide M.Teach (Birth – 12years) 1H 2019 76
WSU_Teaching Performance Assessment Guide M.Teach (Birth – 12years) 1H 2019 77
 C) Jasper – Emergent Learner

WSU_Teaching Performance Assessment Guide M.Teach (Birth – 12years) 1H 2019 78

WSU_Teaching Performance Assessment Guide M.Teach (Birth – 12years) 1H 2019 79
WSU_Teaching Performance Assessment Guide M.Teach (Birth – 12years) 1H 2019 80
WSU_Teaching Performance Assessment Guide M.Teach (Birth – 12years) 1H 2019 81
SECTION 6: ELEMENT 3 - PRESENTATION OF EVIDENCE

In Section 2, the three elements of the TPA were outlined. The presentation of evidence is the culminating
element of the WSU_TPA where Teacher Education Students demonstrate achievement of the Graduate
Teacher Standards (AITSL, 2011) and classroom readiness, including their ability to plan student learning
experiences based on assessment of student achievement, implement teaching plans, evaluate teaching
and impact on student learning.

The criteria reflect Teacher Education Students meeting the Graduate Teacher Standards (AITSL, 2011) as
evidenced through the completion of each component of the WSU_TPA, especially the Case Study Report.

CRITERIA STANDARD
Working beyond* Working at** Working towards#
Describe and Very clear, precise and Clear, concise and detailed No or limited description or
analyse own extensive description and description and analysis of analysis of teaching/learning
teaching analysis of the teaching/learning cycle cycle (the lessons
practices using teaching/learning cycle (planning, implementation of aims/outcomes, the
artefacts and (planning, implementation of lessons and achievement of teaching/learning activities)
evidence lessons and achievement of aims/outcomes, the and the impact of own
aims/outcomes, the teaching/learning activities teaching on student
teaching/learning activities and assessments task/s) and participation and learning.
and assessments task/s) and the impact of own teaching
the impact of own teaching on student participation and
on student participation and learning.
learning.
Discusses an extensive range Discusses a range of factors No or limited discussion of
of factors influencing the influencing the shaping of factors influencing the
shaping of learning for the learning for the three focus shaping of learning for the
three focus students, such as students, such as their three focus students, such as
their decisions for addressing decisions for addressing the their decisions for addressing
the strengths and meeting strengths and meeting the the strengths and meeting the
the needs of students. needs of students. needs of students.
Extensive connections Connects own teaching No or limited connections
between own teaching practices to achievement of made between own teaching
practices and achievement of the Graduate Teaching practices and the Graduate
the Graduate Teaching Standards. Teaching Standards.
Standards.
Reflect on Exceptional use of relevant Uses relevant evidence from There is no or limited use of
teaching evidence from research, research, pedagogical practice relevant evidence from
practice and pedagogical practice and case and case study report to relevant research,
impact of own study report to evaluate own evaluate own teaching and pedagogical practice and case
teaching on teaching and impact on impact on students’ learning. study report to evaluate own
three students’ students’ learning. teaching and impact on
learning students’ learning.
Plan for own Provides a detailed plan for Provides a plan for improving No or limited description of a
professional continuous improvement of own teaching practice and plan for improving their
learning teaching practice aligned to some directions for future teaching practice
future professional learning. development based on the
evidence they have provided.

Communicate Presentation is well- Presentation is generally well- Presentation is difficult to

professional structured and presented structured and well-presented understand with errors that
learning using excellent using appropriate interfere with clarity of
communication skills. communication skills. meaning.

WSU_Teaching Performance Assessment Guide M.Teach (Birth – 12years) 1H 2019 82

* Exemplary achievement ** Satisfactory # Unsatisfactory

WSU_Teaching Performance Assessment Guide M.Teach (Birth – 12years) 1H 2019 83

SECTION 7: WSU Teaching Performance Assessment and assessment of Graduate Teaching Standards
Standard 1 – Know students and how they learn
Graduate Teacher Element 1 Element 2 Element 3 Assessed elsewhere in course
Standard Descriptor Professional Experience report Case study Presentation [Learning portfolio]

1.1.1 Demonstrate knowledge and

understanding of physical, social and
intellectual development and X X X
characteristics of students and how these
may affect learning.

1.2.1 Demonstrate knowledge and

understanding of research into how
students learn and the implications for X X X
teaching.

1.3.1 Demonstrate knowledge of teaching

strategies that are responsive to the
learning strengths and needs of students X X X
from diverse linguistic, cultural, religious
and socioeconomic backgrounds.

1.4.1 Demonstrate broad knowledge and

understanding of the impact of culture,
cultural identity and linguistic background X X X
on the education of students from [dependent on context of class]
Aboriginal and Torres Strait Islander
backgrounds.

1.5.1 Demonstrate knowledge and

understanding of strategies for
differentiating teaching to meet the X X X
specific learning needs of students across
the full range of abilities.

WSU_Teaching Performance Assessment Guide M.Teach (Birth – 12years) 1H 2019 84

 1.6.1 Demonstrate broad knowledge and
understanding of legislative requirements
and teaching strategies that support X X
participation and learning of students with
disability.

Standard 2 – Know the content and how to teach it

Graduate Teacher Element 1 Element 2 Element 3 Assessed elsewhere in course
Standard Descriptor Professional Experience report Case study Presentation Learning portfolio

2.1.1 Demonstrate knowledge and

understanding of the concepts, substance
and structure of the content and teaching X X X
strategies of the teaching area.

2.2.1 Organise content into an effective

learning and teaching sequence.
X X X

2.3.1 Use curriculum, assessment and

reporting knowledge to design learning
sequences and lesson plans. X X X

2.4.1 Demonstrate broad knowledge of,

understanding of and respect for Aboriginal
and Torres Strait Islander histories, cultures X X X
and languages. [dependent on context of class]

2.5.1 Know and understand literacy and

numeracy teaching strategies and their
application in teaching areas. X X X

2.6.1 Implement teaching strategies for

using ICT to expand curriculum learning
opportunities for students. X X

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Standard 3 – Plan for and implement effective teaching and learning
Graduate Teacher Element 1 Element 2 Element 3 Assessed elsewhere in course
Standard Descriptor Professional Experience report Case study Presentation Learning portfolio

3.1.1 Set learning goals that provide

achievable challenges for students of
varying abilities and characteristics. X X X

3.2.1 Plan lesson sequences using

knowledge of student learning, content and
effective teaching strategies. X X X

3.3.1 Include a range of teaching strategies.

X X X

3.4.1 Demonstrate knowledge of a range of

resources, including ICT, that engage
students in their learning. X X X

3.5.1 Demonstrate a range of verbal and

non-verbal communication strategies to
support student engagement. X X X

3.6.1 Demonstrate broad knowledge of

strategies that can be used to evaluate
teaching programs to improve student X X X
learning.

3.7.1 Describe a broad range of strategies

for involving parents/carers in the educative
process. X X

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Standard 4 – Create and maintain supportive and safe learning environments
Element 1 Assessed elsewhere in
Graduate Teacher Element 2 Element 3
Professional Experience report course
Standard Descriptor Case study Presentation
Learning portfolio

4.1.1 Identify strategies to support inclusive

student participation and engagement in
classroom activities. X X X

4.2.1 Demonstrate the capacity to organise

classroom activities and provide clear
directions. X X X

4.3.1 Demonstrate knowledge of practical

approaches to manage challenging
behaviour. X X X

4.4.1 Describe strategies that support

students’ well-being and safety working
within school and/or system, curriculum X X X
and legislative requirements.
4.5.1 Demonstrate an understanding of the
relevant issues and the strategies available
to support the safe, responsible and ethical X X
use of ICT in learning and teaching.

Standard 5 – Assess, provide feedback and report on student learning

Element 1 Assessed elsewhere in
Graduate Teacher Element 2 Element 3
Professional Experience report course
Standard Descriptor Case study Presentation
Learning portfolio
5.1.1 Demonstrate understanding of
assessment strategies, including informal
and formal, diagnostic, formative and X X X
summative approaches to assess student
learning.
5.2.1 Demonstrate an understanding of the
purpose of providing timely and

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 appropriate feedback to students about X X X
their learning.
5.3.1 Demonstrate understanding of
assessment moderation and its application
to support consistent and comparable X X
judgements of student learning.
5.4.1 Demonstrate the capacity to interpret
student assessment data to evaluate
student learning and modify teaching X X X
practice.
5.5.1 Demonstrate understanding of a
range of strategies for reporting to
students and parents/carers and the X X
purpose of keeping accurate and reliable
records of student achievement.

Standard 6 – Engage in professional learning

Element 1 Assessed elsewhere in
Graduate Teacher Element 2 Element 3
Professional Experience report course
Standard Descriptor Case study Presentation
Learning portfolio

6.1.1 Demonstrate an understanding of the

role of the Australian Professional
Standards for Teachers in identifying X X
professional learning needs.

6.2.1 Understand the relevant and

appropriate sources of professional
learning for teachers. X X

6.3.1 Seek and apply constructive feedback

from supervisors and teachers to improve
teaching practices. X X X

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 6.4.1 Demonstrate an understanding of the
rationale for continued professional
learning and the implications for improved X X
student learning.

Standard 7 – Engage professionally with colleagues, parents/carers and the community

Element 1 Assessed elsewhere in
Graduate Teacher Element 2 Element 3
Professional Experience report course
Standard Descriptor Case study Presentation
Learning portfolio

7.1.1 Understand and apply the key

principles described in codes of ethics and
conduct for the teaching profession. X X X

7.2.1 Understand the relevant legislative,

administrative and organisational policies
and processes required for teachers X X
according to school stage.

7.3.1 Understand strategies for working

effectively, sensitively and confidentially
with parents/carers. X X X

7.4.1 Understand the role of external

professionals and community
representatives in broadening teachers’ X X X
professional knowledge and practice.

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SECTION 8: Element 2 Case study report aligned with Graduate Teaching Standards

Standard Standard Standard Standard Standard Standard Standard 7

1 2 3 4 5 6
Situational Analysis 4.4 7.1
the school, class and community sociocultural background
TES identifies three Case Study Participants and obtains parental/ caregiver
consent
Overview of the three Case Study Participants (students): socio-cultural 1.1 5.1
background, analysis from assessment data of student achievement and 5.4
needs.
TES negotiates with the Mentor Teacher (MT) the context of the three key 1.3 2.1 3.1 4.1 5.1
classroom events: within a unit of work OR topic designed and delivered by 1.5 2.2 3.2 4.4 5.4
the Teacher Education Student OR within the curriculum area of Primary 2.3
Mathematics or Primary English or Primary Science 2.5
First Key classroom event 1.3 2.1 3.1 4.1
TES plans the student learning experiences based on the interpretation of case 1.5 2.2 3.2
study students’ assessment data, the classroom context, resources and 2.3 3.3
research, aligned to pedagogical content knowledge (PCK), relevant syllabus 2.5 3.4
documents and assessment for learning
TES completes the Pre-Lesson Discussion form and discusses with MT. 4.1 6.3
TES implements the first key classroom event and gathers student data for 3.5 4.2 5.1
assessment and interpretation, reflects upon and evaluates lesson and 4.3 5.2
obtains feedback from Mentor Teacher. 5.4
TES completes the Post Lesson Observation form and discusses with Mentor 3.6 5.4 6.3
Teacher
Second Key classroom event 1.3 2.1 3.1 5.4
TES plans the student learning experiences for the second key classroom 1.5 2.2 3.2
event aligned to PCK, syllabuses and assessment for learning; based on 2.3 3.3
interpretation of student data, reflection and evaluation of lesson, MT’s 2.5 3.4
feedback and Post Lesson Observation form.
TES completes the Pre-Lesson Discussion form and discusses with MT. 4.1 6.3
TES implements the second key classroom event and gathers student data 3.5 4.2 5.1
for assessment and interpretation, reflects upon and evaluates lesson and 4.3 5.2
obtains feedback from MT. 5.4
TES completes the Post Lesson Observation form and discusses with MT. 3.6 5.4 6.3
Third Key classroom event 1.3 2.1 3.1 5.4
1.5 2.2 3.2
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 TES plans the student learning experiences for the third key classroom event 2.3 3.3
aligned to PCK, syllabuses and assessment for learning; based on 2.5 3.4
interpretation of student data, reflection and evaluation of lesson, MT’s
feedback and Post Lesson Observation form.
TES completes the Pre-Lesson Discussion form and discusses with MT. 4.1 6.3
TES implements the third key classroom event and gathers student data for 3.5 4.2 5.1
assessment and interpretation, reflects upon and evaluates lesson and 4.3 5.2
obtains feedback from MT. 5.4
TES completes the Post Lesson Observation form and discusses with MT. 3.6 5.4 6.3
TES completes their Summary of Impact. 1.1 2.1 3.1 4.1 5.1 6.3
1.3 2.2 3.2 4.2 5.2
1.5 2.3 3.3 4.3 5.4
2.5 3.4 4.4
3.5

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SECTION 9: Element 3 Presentation of evidence of teaching performance and impact on student learning aligned with Graduate
Teaching Standards

Criteria Standard Standard Standard Standard Standard Standard Standard 7

1 2 3 4 5 6
Describe and analyse own teaching practices using artefacts and evidence 1.1 2.1 3.3 4.1 5.1 6.3
1.2 2.2 3.4 4.2 5.2
2.3 3.5 4.3
Reflect on teaching practice and impact of own teaching on three students’ 1.2 2.2 3.1 4.1 5.1
learning 1.3 2.3 3.2 4.3 5.2
1.5 3.5 4.4 5.4
3.6
Plans for own professional learning 6.1 7.4
6.4
Communicates ideas to others
SUMMARY 1.1 2.1 3.1 4.1 5.1 6.1 7.4
1.2 2.2 3.2 4.2 5.2 6.3
1.3 2.3 3.3 4.3 5.4 6.4
1.5 3.5 4.4
3.6

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