Australian Professional Standards for Teachers

Investigating water quality


About this Illustration of Practice

At Sydney Adventist College, a graduate teacher begins her lesson in science by asking her students to discuss whether a stream in a photograph is clean or dirty. She identifies students’ responses as potential ‘characteristics’ of the water’s quality, and organises these in a concept diagram. In the next lesson students undertake a practical investigation of a nearby creek’s water quality using data sampling equipment. This data is collated in the following lesson.

Standard 3
Plan for and implement effective teaching and learning
Focus area 3.2
Plan, structure and sequence learning programs
Career stage
Graduate
Descriptor
Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
  1. How do you use your knowledge of student learning to plan, structure and sequence learning programs?
  2. How do you draw upon your knowledge of curriculum content to plan, structure and sequence learning programs?
  3. How do you use your knowledge of effective teaching strategies to plan, sequence and structure learning programs?
Learning area
Science
Year level
Year 9
Australian Curriculum content descriptions
ACSIS166
School
Sydney Adventist College
New South Wales
Year level
Year 9
Related subject
Science
Stage of schooling
K-12
School type
Non Government
School location
Metropolitan
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The graduate teacher plans a lesson sequence in science, exploring and testing how students learn through practical inquiry, analysing data and sharing results. While the extracts selected for the video do not show the planning processes for the sequence or the individual lessons, she is confidently in control of the content and the teaching resources at her disposal at each stage of the learning activities. She introduces the language of scientific inquiry naturally and appropriately, she builds understanding through developing thinking strategies, and uses simple yet appropriate data logging technologies for the fieldwork.

Copyright holder
Organisation
Department of Education, Employment and Workplace Relations

© Australian Institute for Teaching and School Leadership (AITSL), 2012 (except where indicated under acknowledgements). You may use, reproduce and adapt this material for educational purposes until 30 June 2019, provided you retain this notice and all acknowledgements associated with the material.