Pedagogical Content Knowledge

It is evident that ‘Pedagogical Content Knowledge’ (PCK) is the knowledge that educators have of how to design students learning experiences which are relative to the content of overall task (Shulman, 1987). The following PCK resource describes what educators have to teach and suggests pedagogical methods they can use whilst teaching the content knowledge: Fairy Tale Unit. This is an example of a unit plan (Harkins, 2014) in which students are engaging in various Fairy Tale themed activities to develop upon their understanding of point of view in text. The resource details the content involved within the unit and the suggested teaching strategies and activities used to support students in the development of their knowledge through formative and summative assessment. This relates directly to my own unit plan ‘Fracturing a Fairy Tale’, where I am in the process of developing a Year 3 English unit surrounding the concept of innovating on familiar Fairy Tales. It is important for a unit plan to develop students understanding through the use of both formative and summative assessment. In my unit, students will engage in formative assessment as they are learning. Examples of which formative assessment strategies I am utilising within my plan include the use of a class brainstorm and concept map, which effectiveness is directly supported by Osborn’s method of brainstorming (1962). I will be using student and teacher discussion to determine the level of student ICT understanding and finally I will be using a pair discussion to further extend student understanding. In relation to summative assessment, I will be having my students develop a PowerPoint which assists them in constructing and transforming their knowledge of Fairy Tales, and which is used as a basis for the final piece of assessment, a written innovation on a Fairy Tale of student’s choice

Harkins, L. (2014). Who tells the story? – Unit of work. Education Services Australia. Retrieved from:

Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–21. Retrieved from

Osborn, A. (1962). Developments in creative education: a source book for creative thinking. New York: Scribners,19-29




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