Justifications for Science Lessons
Explanation and Justification
School and Class Context
The sequence of four science lessons were designed for prep students who study at an independent coeducational school. This school provides education from kindergarten to year 12 across four campuses and it is founded on the principles of the Christian faith as taught by the Lutheran church of Australia. The school’s ICSEA (Index of Community Socio-Educational Advantage) is 1083 (ACARA, 2012), which is higher than the Australian average of 1000. There are currently 801 students with 2% and 3% being classed as indigenous and ESL students respectively.
I taught one of the two prep classes, which comprised of 22 students in total with 9 girls and 13 boys. Each class was well supported with teaching resources including a full time teaching aid, cutting-edge ICT resources and a variety of learning toys, puzzles and books. The majority of children were generally well-behaved and motivated but sometimes had mild disruptive behaviours such as calling out without hands up, whispering and getting easily distracted. The above conditions were taken into consideration when designing my lessons.
Lesson Sequence Context and Design Explanation
Currently the school is experiencing the curriculum transition. The Australian Curriculum was introduced into schools state-wide in January 2012 and will gradually replace the Queensland curriculum by 2014. At prep level, where the Australian Curriculum does not cover learning areas, teachers will continue to use the EYCG (Early Years Curriculum Guidelines). In terms of the prep science course, students are required to develop a basic science understanding and science inquiry skills (P-2 Curriculum, Assessment and Reporting Advice and Guidelines, 2012).
The sequence of lessons were designed as the first four lessons of a science course for the unit called “Movers and Shakers”, which required students to understand and investigate the human and non-human movements. Taking
School and Class Context
The sequence of four science lessons were designed for prep students who study at an independent coeducational school. This school provides education from kindergarten to year 12 across four campuses and it is founded on the principles of the Christian faith as taught by the Lutheran church of Australia. The school’s ICSEA (Index of Community Socio-Educational Advantage) is 1083 (ACARA, 2012), which is higher than the Australian average of 1000. There are currently 801 students with 2% and 3% being classed as indigenous and ESL students respectively.
I taught one of the two prep classes, which comprised of 22 students in total with 9 girls and 13 boys. Each class was well supported with teaching resources including a full time teaching aid, cutting-edge ICT resources and a variety of learning toys, puzzles and books. The majority of children were generally well-behaved and motivated but sometimes had mild disruptive behaviours such as calling out without hands up, whispering and getting easily distracted. The above conditions were taken into consideration when designing my lessons.
Lesson Sequence Context and Design Explanation
Currently the school is experiencing the curriculum transition. The Australian Curriculum was introduced into schools state-wide in January 2012 and will gradually replace the Queensland curriculum by 2014. At prep level, where the Australian Curriculum does not cover learning areas, teachers will continue to use the EYCG (Early Years Curriculum Guidelines). In terms of the prep science course, students are required to develop a basic science understanding and science inquiry skills (P-2 Curriculum, Assessment and Reporting Advice and Guidelines, 2012).
The sequence of lessons were designed as the first four lessons of a science course for the unit called “Movers and Shakers”, which required students to understand and investigate the human and non-human movements. Taking