Australian Professional Standards for Teachers

Making connections in Science


About this Illustration of Practice

The teacher uses an educational excursion to the local Reptile Centre to build on her students’ existing classroom learning. She explains how the excursion will develop and extend previously learned principles of scientific taxonomy. It will also enable her students to develop shared experience about which they can reflect in later learning. During the excursion, the teacher interacts with her students, to focus, test and support their individual and shared understandings.

Standard 2
Know the content and how to teach it
Focus area 2.1
Content and teaching strategies of the teaching area
Career stage
Proficient
Descriptor
Apply knowledge of the content and teaching strategies of the teaching area to develop engaging teaching activities.
Other descriptors
Standard 1
Know students and how they learn
Focus area 1.4
Strategies for teaching Aboriginal and Torres Strait Islander students
Career stage
Proficient
Descriptor
Design and implement effective teaching strategies that are responsive to the local community and cultural setting, linguistic background and histories of Aboriginal and Torres Strait Islander students.
  1. Why might it be important to ‘unpack’ the language of a subject area for students?
  2. How can one adapt one’s teaching to take account of the different linguistic needs and strengths of students?
  3. What are the characteristics of a carefully planned educational excursion?
Learning area
Science
Year level
Year 7
Australian Curriculum content descriptions
ACSSU111
School
Centralian Middle School
Northern Territory
Year level
Year 7
Related subject
Science
Stage of schooling
Secondary
School type
Government
School location
Remote
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The teacher has 20 years teaching experience in the central Australian school in which she currently teaches. The majority of students in the school are Indigenous, several come from overseas and many learn English as an additional language. The teacher believes that real life experiences assist these students to make connections in their learning and reinforce the technical language of the discipline. Previously in her year 7 Science class, she has introduced students to the diversity of organisms and the usefulness of classification in organizing this diversity. Following the excursion to the Reptile Centre, she articulates how she will extend the students new knowledge to include global changes and their impact on the local environment.

Content provider
Organisation
Education Services Australia

© 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 31 December 2016, provided you retain this notice and all acknowledgements associated with the material.