Scene 1

Scene 2

Year 7 English Year 9 Religion Year 9 Religion Year 10 Religion

Scene 3

Free Images : writing, book, read, vintage, antique, old ...

Recognizes that the Bible conveys various truths through a diversity of literary forms

Explains the features and purposes of a range of literary forms used in the Old and New Testaments.

Classifies Scripture passages according to their literary form and interprets them for their intended meaning

Scene 4

9RE5 – Extension class 9RE4 – Lower Level Ability

Scene 5

Graphical user interface, application

Description automatically generated

Scene 6

Text, letter

Description automatically generated

Scene 7

Graphical user interface, text, application

Description automatically generated

Scene 8

and outside activities), and catering for students' levels of thinking. Although organising human
resources included the teacher's instructions, observations and interventions, it also involved students
enlisted as expert helpers, and support staff who can scaffold students' learning (Stein, Carnine, &
Dixon, 1998). They show that classroom management of students presented as a strategy towards
addressing students' learning needs, for example, grouping students together and managing their
behaviour (Johnson, Johnson, & Holubec, 1993). Selegtin@4pd.OrganisinÉJ
reSOUreeSåSfteåChiiiOiidqeåfiiiiiOidS$UChåS
emomcs an ames were consideredtoolsforengagingstudents wlthln theirlearning needs) It
should be noted that diagnostic assessment or prior knowledge questions can be used to determine
students' learning needs. It appears that teaching strategies may be at the centre of effective learning,

Scene 9

Computer with dual screens image - Free stock photo ...

3.2
Plan, structure and sequence learning programs
Plan lesson sequences using knowledge of student learning, content and
effective teaching strategies.

Scene 10

Scene 11

Graphical user interface, application, PowerPoint

Description automatically generated

Stimulate the students learning by addressing their prior knowledge which they can apply to the lesson at hand (Myhill &  Brackley , 2004)

Scene 12

Text

Description automatically generated

Draw connections between prior knowledge and the objectives of this lesson

Motivates and provides clear direction on how the lesson is going to run (Banks & Ann Shelton Mayes, 2016)

Scene 13

3.1
Establish challenging learning goals
Set learning goals that provide achievable challenges for students of varying
abilities and characteristics.

Scene 14

Teachers provide more challenging work for higher level students, but also provide scaffolding and support for lower level students (Blackburn, 2019).

Scene 15

Reflection Questions: Help to guide students learning in researching (Bridget &  Omatseye , n.d.)

Differentiated worksheets beneficial as these students with learning difficulties supported with worksheets written at a simpler level (Piggott, 2002)

Help distinguish whether the students response is an indication of the application of knowledge or a conditioned response to class content (Peters &  Higbea , 2014).

Scene 16

AITSL . (2021). Aitsl.edu.au.  https://www.aitsl.edu.au/teach/standards Banks, F., & Ann Shelton Mayes. (2016).  Early professional development for teachers . David Fulton Publishers. Blackburn, B. R. (2019).  Rigor and differentiation in the classroom : tools and strategies . Routledge, Taylor & Francis Group. Bridget, M., &  Omatseye , O. (n.d.).  THE DISCUSSION TEACHING METHOD: AN INTERACTIVE STRATEGY IN TERTIARY LEARNING . Retrieved August 6, 2021, from http://uhvnur6313.pbworks.com/w/file/fetch/51610944/The%20Discussion%20Teaching%20Methods_An%20Interactive%20Strategy%20in%20Tertiary%20Learning.pdfRe Hudson, P. (2013). Mentoring pre-service teachers on school students’ differentiated learning.  International Journal of Evidence Based Coaching and Mentoring ,  Vol. 11 (No. 1),.  http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.669.597&rep=rep1&type=pdf Myhill, D., &  Brackley , M. (2004). MAKING CONNECTIONS: TEACHERS’ USE OF CHILDREN’S PRIOR KNOWLEDGE IN WHOLE CLASS DISCOURSE.  British Journal of Educational Studies ,  52 (3), 263–275.  https://doi.org/10.1111/j.1467-8527.2004.00267.x Peters, R. A., &  Higbea , R. J. (2014). Measuring Student Preferences for Stimulus-Response (Rote) Learning.  Journal of Education and Learning ,  3 (2).  https://doi.org/10.5539/jel.v3n2p92 Piggott, A. (2002). Putting differentiation into practice in secondary science lessons.  School Science Review ,  83 . http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.465.3405&rep=rep1&type=pdf

A Teaching Episode

 AITSL . (2021). Aitsl.edu.au.  https://www.aitsl.edu.au/teach/standards Banks, F., & Ann Shelton Mayes. (2016).  Early professional development for teachers . David Fulton Publishers. Blackburn, B. R. (2019).  Rigor and differentiation in the classroom : tools and strategies . Routledge, Taylor & Francis Group. Bridget, M., &  Omatseye , O. (n.d.).  THE DISCUSSION TEACHING METHOD: AN INTERACTIVE STRATEGY IN TERTIARY LEARNING . Retrieved August 6, 2021, from http://uhvnur6313.pbworks.com/w/file/fetch/51610944/The%20Discussion%20Teaching%20Methods_An%20Interactive%20Strategy%20in%20Tertiary%20Learning.pdfRe Hudson, P. (2013). Mentoring pre-service teachers on school students’ differentiated learning.  International Journal of Evidence Based Coaching and Mentoring ,  Vol. 11 (No. 1),.  http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.669.597&rep=rep1&type=pdf Myhill, D., &  Brackley , M. (2004). MAKING CONNECTIONS: TEACHERS’ USE OF CHILDREN’S PRIOR KNOWLEDGE IN WHOLE CLASS DISCOURSE.  British Journal of Educational Studies ,  52 (3), 263–275.  https://doi.org/10.1111/j.1467-8527.2004.00267.x Peters, R. A., &  Higbea , R. J. (2014). Measuring Student Preferences for Stimulus-Response (Rote) Learning.  Journal of Education and Learning ,  3 (2).  https://doi.org/10.5539/jel.v3n2p92 Piggott, A. (2002). Putting differentiation into practice in secondary science lessons.  School Science Review ,  83 . http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.465.3405&rep=rep1&type=pdf

A Teaching Episode

Scene 1 (0s)

Scene 2 (6s)

Scene 3 (37s)

Scene 4 (56s)

Scene 5 (1m 6s)

Scene 6 (1m 20s)

Scene 7 (1m 32s)

Scene 8 (1m 48s)

Scene 9 (2m 19s)

Scene 10 (2m 51s)

Scene 11 (2m 59s)

Scene 12 (3m 20s)

Scene 13 (3m 38s)

Scene 14 (3m 49s)

Scene 15 (4m 27s)

Scene 16 (6m 43s)