Working in a Primary school as a Secondary Teacher Part 3
The How…
In the third and final episode, we turn our attention to the core skill that makes the biggest difference in a primary classroom: teaching students how to do something, not just telling them what to do.
Secondary expertise doesn't always transfer directly to primary settings, and this episode unpacks why. Where secondary students are often expected to apply skills they've already learned, primary students usually need you to teach the skill first, through explicit instruction, modelling, guided practice and feedback.
In this episode, our panel breaks down what this looks like in practice across key learning areas, and offers a simple framework CRTs and casual teachers can apply from the moment they walk into a primary classroom.
In this episode, we discuss:
How to shift from setting open-ended tasks to explicitly teaching the process, using English, Maths, Humanities and PE as worked examples.
Why \"I do, we do, you do\" is the scaffolding sequence primary teachers rely on, and how casual teachers can use it to keep lessons running smoothly.
How to respond when students are struggling with a task, and why it's usually a sign to reteach rather than simply repeat instructions.
This episode is packed with realistic advice and a practical framework designed to help you teach the skill, not just set the task, so you can walk into any primary classroom feeling completely prepared.
Professional Development Opportunity
Professional learning may include -
seminars, conferences, workshops and online learning
collegiate meetings and professional conversations focused on improving practice and outcomes for learners
participation in education-related boards, committees or panels.
This episode focuses on:
Australian Professional Standards for Teachers
1.1 Physical, social and intellectual development and characteristics of students
1.2 Understand how students learn
2.1 Content and teaching strategies of the teaching area
2.5 Literacy and numeracy strategies
2.6 Information and Communication Technology (ICT)
3.4 Select and use resources
3.5 Use effective classroom communication
4.1 Support student participation
4.2 Manage classroom activities
4.3 Manage challenging behaviour
4.4 Maintain student safety
4.5 Use ICT safely, responsibly and ethically
7.1 Meet professional ethics and responsibilities
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