By: Ferdousi Anis
Graduate teachers plan,
program and assess report
for effective teaching
6.1 Graduate teachers use their developing
knowledge of students, content and pedagogy
to establish clear and achievable learning
goals for their students.
➣The lesson was planned to meet students needs (to provide the
students with opportunities to develop vocabulary and enhance
writing skills).
➣ Integration of the relevant content of the curriculum.
➣ Activity sheets prepared according to the students’ needs.
➣ Formative assessment done during the lesson.
➣ Summative assessment done after completing the topic.
➣ Teaching methods involved brainstorming for ideas, class discussion,
individual/group/pair work  to bring variation, reduce monotony and
motivate students .
➣ Provided both oral and written feedback establishing achievable
goals for each student.
➣ Talked to students about areas they were struggling with and
provided one to one support.
6.2 Graduate teachers plan and document
the use of activities, resources and
materials to provide meaningful learning
opportunities for students
➣ A range of activity worksheets has been used to make
learning interesting and motivating for the students.
➣ Developed worksheets to enhance students knowledge
of poetic devices.
➣ Chose a poem with an ironic title , “Homecoming”, to
get students engaged and think about the theme.
➣ Use of whiteboard.
➣ Use of handouts/text book.
6.3 Graduate teachers know how to monitor
student engagement in learning and begin
to maintain records and report on student
➣ Used concept maps to determine what students already
know and have learned.
➣ Knew which student/s required assistance with learning
and those who can work on their own.
➣ Walked around the class to check understanding and
monitor student doing their task.
➣ Was aware of the students’ level of achievement.
➣ Made note of student/s struggling with concepts and
prepared separate assessment task on poem (‘The Wind is
Angry’) for low achieving student.
➣ While marking, provided constructive feedback and
reinforcement on tasks.
➣ Recorded results in Mentors chronicle.
Assessment Task 1
Dawn Sounds
The ragged, tablecloth morning
shaking out
leaves and twigs.
These sounds:
a dull pulse of cicadas,
coming and easing
like a headache;
White cockatoos, metal scrapped
on the cold metal air,
the duster flap of their wings;
kookaburras loud
as heavy rain drumming
and quickly gone;
Quiet magpie crooning.
And light
like a magician’s trick,
suddenly over the bed.
John Foulcher
6.4 Graduate teachers can select,
document and implement the approved
curriculum to assess student learning
effectively, to provide feedback to
students and to inform further planning of
teaching and learning.
➣ Created lesson plans keeping in view the curriculum outcomes and
catering to student need.
➣ Reflected on the lesson plans and Learning Management Plan and
created learning materials according to students’ strengths and
➣ Used different assessment methods (written and oral response) to
assess students’ learning.
➣ Identified student/s’ need through assessment and use this
information in planning lessons and adjusting/modifying teaching
methods to further student’s learning. For example, as a whole class
analyse a poem (‘The Daffodils’) through discussion and writing a
summary using TEEL method, providing feedback while correcting,
Analysing Poems
All day, day after day, they’re bringing them home,
they’re picking them up, those they can find, and bringing them home,
they’re bringing them in, piled on the hulls of Grants, in trucks, in convoys,
they’re zipping them up in green plastic bags,
they’re tagging them now in Saigon, in the mortuary coolness
they’re giving them names, they’re rolling them out of
the deep-freeze lockers — on the tarmac at Tan Son Nhut
the noble jets are whining like hounds,
they are bringing them home
– curly heads, kinky-hairs, crew-cuts, balding non-coms
– they’re high, now, high and higher, over the land, the steaming chow mein,
their shadows are tracing the blue curve of the Pacific
with sorrowful quick fingers, heading south, heading east,
home, home, home — and the coasts swing upward, the old ridiculous
of earth, the knuckled hills, the mangrove-swamps, the desert emptiness…
in their sterile housing they tilt towards these like skiers
– taxiing in, on the long runways, the howl of their homecoming rises
surrounding them like their last moments (the mash, the splendour)
then fading at length as they move
on to small towns where dogs in the frozen sunset
raise muzzles in mute salute,
and on to cities in whose wide web of suburbs
telegrams tremble like leaves from a wintering tree
and the spider grief swings in his bitter geometry
– they’re bringing them home, now, too late, too early
By: Bruce Dawe