week 2

Monday 20 October 2025

Year 10 Industrial Technology and Design (Metalwork)

Relevant AITSL Professional Standards:

3.2: Plan, structure and sequence learning programs.
4.2: Manage classroom activities to establish an orderly learning environment.
4.4: Ensure student safety through clear procedures and supervision.
5.1: Develop, select and use informal and formal assessment strategies to improve learning.

This lesson focused on fitting and aligning the lids to the cash boxes, ensuring accuracy in hinge placement and smooth function.

I began with a demonstration using the document camera to model hinge alignment and explain the relationship between measurement accuracy and lid movement. I emphasised clamping, marking, and drilling safety throughout (4.4) and reinforced that all work surfaces needed to remain clear of loose materials before tools were used (4.2).

Students followed a structured process—marking out hinge positions, centre punching, and drilling before riveting. I circulated continuously, checking measurements and setups, providing just-in-time feedback (5.1). Several students made minor alignment errors, which created valuable teachable moments about precision and the impact of compounding errors.

I paused the class mid-lesson to highlight one example where a hinge sat slightly off-centre, using it as a quick demonstration on why “measure twice, cut once” remains one of the workshop’s guiding principles (3.2). By the end of the lesson, most students had attached their lids successfully, showing growing confidence and ownership of their work. The task naturally promoted collaboration and peer problem-solving—students offered each other guidance, which built a positive and productive workshop culture (4.2).

Monday 20 October 2025

Year 7 Workshop (Woodwork)

Relevant AITSL Professional Standards:

3.2 – Plan, structure and sequence learning programs.
4.2 – Manage classroom activities to establish an orderly learning environment.
4.4 – Maintain student safety through explicit instruction and supervision.
5.1 – Use assessment to gauge learning and adjust teaching.
6.4 – Apply professional learning to improve practice and student outcomes.

This lesson centred on introducing students to acrylic as a material and embedding safe workshop conduct. I began with a clear entry routine and PPE check at the door before demonstrating the correct setup of benches and identification of workshop zones. I modelled each safety step using visual prompts and short, direct instructions to establish expectations (4.2, 4.4).

Students gathered around for a discussion on acrylic properties and its relevance to their upcoming keyring project. I used sample offcuts to show how the material behaves when cut or scored. This tactile approach engaged the group and prompted thoughtful questions about brittleness and finishing.

Throughout the session, I emphasised that safety was non-negotiable. We practised “tool talk” routines where students explained to a partner how to safely hold and mark out their material before touching any equipment. I noticed high engagement during this peer exchange—students corrected one another respectfully and checked each other’s PPE.

By lesson’s end, each student could identify safe zones, demonstrate correct bench setup, and articulate one new fact about acrylic properties (5.1). The tone in the room felt settled and cooperative, and routines were starting to feel natural. This session reinforced for me how explicit modelling and consistent structure underpin both safety and confidence in the workshop (3.2, 6.4).

Tuesday 20 October 2025

Year 7 Workshop (Woodwork)

Relevant AITSL Professional Standards:

2.1 – Know the content and teaching strategies of the teaching area.
3.3 – Use teaching strategies suited to the content and students.
4.2 – Manage classroom activities to sustain engagement.
4.4 – Ensure safety and risk minimisation.
5.1 – Use informal assessment to guide feedback.

This lesson transitioned from theory to practice as students began marking out their final keyring designs on acrylic. I started by recapping the previous lesson’s safety expectations, then modelled how to align templates and use rulers and pencils for accuracy (2.1, 3.3).

Students worked independently but within clearly defined parameters—only pencils for marking, no cutting tools yet. I circulated to check measurements, posture, and tool handling. Where I noticed errors, I stopped the group briefly to demonstrate correction methods and reinforced “accuracy before action.” This real-time intervention kept students on track and ensured the class stayed calm and focused (4.2).

One student misjudged their template spacing, creating overlap on the sheet. Rather than correct it for them, I used questioning—“What’s the consequence if you cut here?”—to prompt self-reflection (5.1). Small exchanges like these helped students develop responsibility for quality and safety (4.4).

By the end of the lesson, all students had successfully marked their designs and were ready for cutting next week. The atmosphere was productive, with students beginning to appreciate the craftsmanship required in precise layout work. These sessions are proving that a steady, routine-based approach not only builds safe habits but also deepens attention to detail and pride in workmanship (3.3, 4.2).

Thursday 23 October 2025

Year 11 Work (Woodwork) - Lesson Observation

Watching my supervising teacher in action during this lesson reminded me how experience translates into calm, structured control in the workshop. Every part of the session had purpose, and that’s something I want to build into my own teaching identity.

Keeping Flow and Structure

I noticed how he sequenced the session so no one was standing idle. Students finishing the desk mirror moved straight into cutting the pedestal pieces, while others were prepped for lathe work. It wasn’t rushed—it was paced. Everyone had a job.

That’s effective planning in motion (APST 3.2). It made me realise that good workshop management is about flow, not force. I want to plan lessons that let students move between tasks confidently, without losing momentum.

Modelling Safety with Purpose

Before anyone touched a machine, he stopped to explain why safety matters. He didn’t just tell them to remove gloves—he explained how gloves can catch and pull you in. That’s powerful. It connects rule-following to self-preservation.

He also demonstrated safe shutdowns—like lifting the lathe guard instead of pressing the stop switch—to show alternatives that are faster and safer (APST 4.4). This showed me how vital it is to model reasoning, not just routines.

Teaching Trade Literacy in Context

He weaved small theory lessons into the practical flow. When students handled the timber, he explained the difference between Meranti and Hoop Pine, linking that to origin, stability, and appearance. It wasn’t a lecture—just a quick moment of embedded theory.

That’s something I want to emulate: drop trade terminology naturally during practical tasks (APST 2.1). Students pick up more when theory feels useful in the moment.

Feedback That Builds Awareness

The discussion around the money box evaluation was gold. He made it relatable by saying, “Pretend your sibling brought this home.” It turned self-evaluation into a personal challenge rather than a teacher-led critique. That’s assessment for learning done well (APST 5.1). It also showed me that humour and empathy can make feedback stick far better than formality ever could.

Staying Calm When Things Go Wrong

When a student mismeasured a hole, he didn’t scold—he investigated. “Feels like there’s a math problem here, Ben.” He turned a mistake into a learning conversation, showing patience and practical problem-solving.

That’s adaptive expertise in a nutshell (APST 3.3, 4.1). I realised how important it is to stay composed and guide the fix rather than highlight the fault. It’s how you keep student confidence intact.

Using the Language of the Trade

His instructions were short and purposeful—“Use your muscles. Lean into it. Fix it.” It sounded like the workshop version of coaching. That’s apprenticeship language—direct, physical, and easy to follow.

I’m learning that tone matters in trades teaching. It’s not about being loud or soft—it’s about clarity and action (APST 1.5). Students respond better when they hear confidence backed by skill.

Encouraging Independence

He made sure students labelled materials, stored offcuts, and prepped their next steps.
It wasn’t just about the job—it was about responsibility. That’s how you build independence and ownership (APST 4.2). It made me think about how I can shift more responsibility onto students for managing their workspace and tools.

Wrap-Up

This lesson showed me how much of teaching isn’t about what you say—it’s how you carry the room. My supervising teacher balanced humour, authority, and structure effortlessly. He kept every student busy, safe, and learning without ever raising his voice.

As I develop my teacher identity, I want to mirror that calm control. I want to blend structure with flexibility, instruction with curiosity, and authority with warmth. That balance feels like the sweet spot of great workshop teaching.

Week 2 Reflection – Professional Practice 2 (Secondary)

Date: 20 – 24 October 2025

This week offered a powerful mix of practical teaching, structured demonstration, and professional observation across three year levels.

I had the opportunity to consolidate my teaching routines in both the Year 10 metalwork and Year 7 woodwork workshops, while observing my supervising teacher model masterful control in a senior woodwork class.

Across the week, I strengthened my understanding of how planning, consistency, and communication underpin safety, engagement, and craftsmanship in the practical learning environment.

Planning

My lesson planning this week reflected clearer sequencing and stronger alignment to AITSL 3.2.
For the Year 10 class, I prepared a structured build plan for fitting the cash-box lids and hinges, ensuring that each step—marking, centre-punching, drilling, and riveting—was modelled and rehearsed before students began.

For the Year 7 keyring project, I embedded safety routines early in the week and transitioned smoothly into marking-out tasks the next day, keeping continuity and focus.

From observing my supervising teacher, I recognised how effective planning extends beyond the written plan—it’s about maintaining flow. His students always had a next step, and I saw how that prevented idle time and disengagement. I aim to replicate that by designing lessons with built-in transitions and clear work rotations.

Teaching effectively

Across all classes, I focused on concise modelling, visible demonstrations, and questioning that encouraged problem-solving rather than dependency.

The hinge-fitting lesson showed me the value of real-time correction; stopping the class mid-activity to demonstrate an off-centre hinge created an authentic teachable moment.

With the Year 7s, I used “tool talk” routines where students explained procedures to a peer—this kept the learning student-centred and reinforced understanding through articulation.

From my observation of the senior woodwork lesson, I saw how expert teachers integrate theory on the fly—using trade language naturally within the task (APST 2.1, 3.3). It reminded me that effective teaching in ITD is not just what you show, but how you speak the language of the trade with confidence and clarity.

Managing effectively

Workshop management improved noticeably this week. Establishing entry routines, PPE checks, and consistent expectations has started to produce calmer starts and smoother transitions.

I made deliberate use of positioning—staying central, maintaining line-of-sight to all benches, and moving between groups to pre-empt issues rather than react to them (APST 4.2).

Observing my supervising teacher reinforced that good management is more about rhythm than control. His class moved seamlessly between machines because the sequence was clear and predictable. That sense of flow over force is something I’ll continue to build into my own lessons.

Assessing and recording learning

This week I placed greater emphasis on informal assessment (APST 5.1). During the hinge-fitting and acrylic marking lessons, I used quick visual checks and targeted questioning—“What’s the consequence if you cut here?”—to gauge understanding and prompt self-correction.

I began recording brief anecdotal notes immediately after each session, focusing on accuracy, tool handling, and peer collaboration.

From my supervising teacher’s evaluation discussion, I saw how effective feedback becomes when it’s relatable and framed positively. His “sibling test” analogy turned evaluation into reflection rather than criticism. I’ll adopt this approach to make feedback more personal and motivating.

Professional conduct

This week reinforced the importance of calm authority, safety leadership, and reflective practice.
I maintained professionalism through punctuality, preparedness, and consistent enforcement of safety expectations (APST 4.4).

Working alongside my supervising teacher highlighted how composure under pressure influences classroom tone. When students made mistakes, he stayed patient and curious rather than reactive—a model I intend to emulate.

I also continued to seek feedback after each lesson, discussing student progress and management strategies openly, demonstrating a commitment to growth (APST 6.4).

The week confirmed that strong teaching in ITD is built on planning that flows, communication that connects, and management that feels purposeful rather than strict.

Each class—whether fitting hinges, marking acrylic, or observing advanced woodwork—reinforced the same lesson: effective teaching in a workshop is equal parts structure and empathy.

As I refine my teacher identity, I aim to balance both—leading with calm confidence, clarity, and care.

ARTIFACTS