VIT Standard 2 Unpacked...
Standard 2.1;
Apply knowledge of content and teaching strategies of the teaching area(s) to develop engaging teaching activities.
Knowing your students positively impacts student learning outcomes when paired with a thorough understanding of the content required for the particular teaching area, and use of appropriate teaching strategies.
In the primary and secondary classrooms, your knowledge of the content required of the teaching area needs to extend beyond your current year level. Having a thorough understanding of the learning continuum is paramount for the success of all students, despite their differing abilities. Learning and subsequent success of the students should look different across the learning environment; however, the content and learning strategies may remain the same.
Often teaching strategies will apply to multiple content areas, as they may be developmentally appropriate for your students.
Further information about teaching strategies can be found at:
High impact teaching strategies
Standard 2.2;
Organise content into coherent, well sequenced learning and teaching programs.
Once we understand the content required of the learning area, the next step is to organise this content into an effective learning and teaching sequence. The purpose of a teaching sequence is to guide a student through a learning pathway with a particular end point in focus. This can include meeting learning outcomes and related success criteria. Effective teaching and learning programs engage all learners, and focus on different learning dispositions to cater to the diverse range of learning needs.
Curriculum and program planning; EAL Curriculum
Curriculum planning
Standard 2.3
Design and implement teaching and learning programs using knowledge of curriculum, assessment and reporting requirements.
With content that is well planned and sequenced, teachers are able to design and implement the teaching and learning sequence with their students. Adjustments are, at times, required to ensure that the learning needs of students are catered for. Some learning activities may need further planning, support or be moved in the learning sequence as effective teaching is often at the point of need for the students. Teachers will also need to plan for the collection of data for assessment and reporting.
A thorough knowledge of the Victorian Curriculum is necessary for all teachers to ensure that the data collected will provide a clear indication of the learning achieved by the student. Data is collected through planned assessments, diagnostic tools and teacher anecdotal notes and judgements.
Further information can be found through the Department of Education and Training’s website, Assessment.
Standard 2.4;
Provide opportunities for learners to develop understandings of, and respect for, Aboriginal and Torres Strait Islander histories, cultures and languages.
In order to promote reconciliation between Indigenous and non-Indigenous Australians, students first have to learn about Indigenous culture and why it is important to maintain this culture for Australian history. Reconciliation can be achieved if respect for Indigenous people and culture is fostered. Many students have not yet been introduced to Indigenous culture and if so, do not realise the importance and varied struggles that Indigenous peoples face in daily life.
Resources relating to the inclusion of Indigenous culture in curriculum planning can be found;
Teaching Aboriginal and Torres Strait Islander culture
Standard 2.5;
Apply knowledge and understanding of effective teaching strategies to support learners’ literacy and numeracy achievement.
Literacy and numeracy are foundation areas of the curriculum in which all teachers need to be proficient in. Even though literacy and numeracy are not directly taught in other content areas, they are still used on a daily basis. Most schools have a school wide literacy and numeracy strategy.
When introducing a new learning activity, it is appropriate to know the literacy and numeracy strategies that would lead to the successful completion of the task. The use of modelling and scaffolding where appropriate are teaching strategies that foster the building of new knowledge and learning. When learning activities are scaffolded, especially when different entry and exit points are utilised, it allows all students an equal opportunity to reach the learning outcomes and success criteria of the task.
Further reading is available;
Literacy and numeracy strategy
Standard 2.6;
Use effective teaching strategies to integrate ICT into learning and teaching programs to make selected content relevant and meaningful.
ICT is a major part of the curriculum in schools. Most schools now have a 1:1 device policy across the school or across year levels. Therefore, it is an expectation that these devices are utilised for classroom teaching and learning purposes. It is imperative that the correct/appropriate use of these technologies is explicitly taught to students, encouraging them to explore digital literacies and learning tools in a safe and supportive environment.
ICT applets and resources should not replace teaching and learning sequences, and activities; rather, they should enhance the learning experience, immersing the student into the learning in an engaging and interactive way.
Some digital tools to explore include;