development and becomes familiar with key traits that determine these phases of growth. - Identifies how resources for learning are chosen effectively when they have relevance to students’ personal lives, thus establishing a connected and inclusive learning environment - Begins to see the relationship between students’ social, emotional and cognitive development and how this affects their capacity to learn - Begins selecting resources with developing awareness of students’ cognitive, physical and social stages of development. realistic perspective of how students are impacted by the environment in which they learn - Recognises the different stages of cognitive development in students and accordingly students’ physical, social and intellectual development - Considers and makes modifications to the learning environment depending on physical, social and intellectual development - Uses a variety of resources to account for the learning style and needs of students - differentiated work for students (modified and extension) - stage/age appropriate meta-language to teach new concepts
of various cultures, religions and backgrounds - Acknowledges that sometimes students need to be guided to appreciate diversity amongst peers and integrates this concept into the daily pastoral care of the class - Encourages students to acknowledge and respect everyone’s differences and interact with their peers in an inclusive and equitable manner - Uses culturally sensitive resources, language and strategies in teaching practice - Presents controversial issues in a sensitive manner - Encourages students to express and explore values and attitudes in a sensitive manner 1.4.1 Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds - Asks questions about how students from a wide range of cultural or linguistic backgrounds may be supported within a school setting - Studies Aboriginal and Torres Strait Islander perspectives and history - Identifies what systems are in a in a school that facilitate maximised learning outcomes for Aboriginal and Torres Strait Islander students - Asks questions about teaching Aboriginal and Torres Strait Islander students; seeks strategies to engage these students and assist in their development - Begins to incorporate Aboriginal and Torres Strait islander perspectives into planning when appropriate - Asks questions about teaching Aboriginal and Torres Strait Islander students; demonstrates abilities to engage these students and assist in their development - and delivers content from an Aboriginal and Torres Strait Islander perspective and selects appropriate resources - Selects strategies to provide for relevant experiences appropriate to students from Aboriginal and Torres Strait Islander backgrounds, aiming for engagement and significance - Integrates culturally sensitive resources, language and strategies in teaching practice - Acknowledges cultural diversity by modifying or enriching - Facilitates rich learning experiences (such as excursions, performances, visiting speakers, camps and on-site training) to acknowledge and include cultural identity 1.5.1 Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of - Is introduced to the concept of differentiation in planning and its importance across all educational settings and sectors - Works with syllabus documents to plan learning outcomes for a range of abilities - Is guided by the supervising teacher to - Delivers lessons and attempts to differentiate content by adjusting teaching, scaffolding learning for different abilities and by grouping students - Develops teaching and learning programs and/or lesson plans with a variety of teaching and learning activities and resources that link to syllabus outcomes/ - Consolidates students’ theoretical understandings through practical examples
students across the full range of abilities - Engages in discussions about various strategies for differentiation - Begins to understand how and why students may respond differently to specific teaching methods identify the learning needs of individuals in the class and consider strategies to assist in achieving learning goals - Explores the use of pacing and timing in lessons as well as varied dynamics within a lesson to enhance learning - Begins to plan with an understanding of how clear lesson goals (for individual students and the whole class) facilitate greater outcomes for all learners - Selects strategies to enhance learning and maintain engagement of students - Uses appropriate pacing and timing techniques in order to achieve successful learning outcomes - Plans with an increasing awareness of how to differentiate activities to meet the needs of a variety of learners - Questions learners to for students’ understanding about what is being taught - When appropriate, uses peer tutoring to enhance student productivity so that all students have an opportunity to complete set objectives and which meet the specific learning needs of students across the full range of abilities - Develops teaching and learning programs and/or lesson with differentiated tasks to meet the learning needs of individual students and groups of students - Develops teaching activities resulting from collaborative planning or consultation with specialist student support staff - Supports students’ learning by employing a range of teaching styles to meet the needs of the class - Adapts and amends planning when students require additional support or enrichment - Regularly summarises (and when necessary repeats) new learning concepts to consolidate students’ understandings
their application in teaching areas are an integral part of the teaching profession - Uses games as an engaging strategy to help students develop skills in Numeracy - Observes effective and accurate modelling of literacy (e.g. grammar, punctuation) across all subject - Examines how children/students are encouraged to voice ideas early in their education as means of formulating fundamental communication skills through professional discussion and begins to reflect this knowledge in lesson plans - Works to model accurate skills in Literacy and Numeracy - Uses correct language when teaching students (written and oral) - Encourages students to take pride in their work and assists them in developing the skill of proofreading and editing as a steadfast means of producing quality work Numeracy continuum of skills when planning - Provides feedback to students about written composition, use of grammar and punctuation across all subject areas - Supports students in accessing texts effectively and developing comprehension skills - Teaches students the skills of proofreading and editing in order to produce quality work - Adopts a approach to Literacy and Numeracy when programming a unit of work content and structure that show the teacher education student’s knowledge, understanding and/or teaching strategies to support students’ literacy and/or numeracy achievement - Works collaboratively, when given the opportunity, with support teachers, such as EAL/D teachers, to meet students’ literacy and/or numeracy needs - Encourages students to use their knowledge of Literacy concepts to produce creative and quality work - Assists students with developing skills to construct, communicate and interpret meanings for a range of purposes through collaborative deconstruction with the class as a whole, or with individual students. 2.6.1 Implement teaching strategies for using ICT to expand curriculum learning opportunities for students - Understands that ICT can be successfully integrated across all subject areas as a tool for enhanced learning outcomes - Begins to explore a variety of ICT resources to support student learning - Explores the use of multi-modal resources to target specific learning - Uses a range of digital resources and tools in ways that enable deeper engagement with curriculum and support a range of approaches to learning - Develops teaching and learning lesson plans/programs that link to syllabus outcomes/ objectives taking into account available resources, with a broader variety of ICT teaching and learning - Creates learning opportunities where students are engaged through interactive, resources to enrich them and consolidate their understandings.
- Is introduced to a variety of ICT resources currently used in schools - Develops the skills to work confidently with ICT in the classroom - Learns about current digital systems, media programs and ICT resources used in schools to support student learning needs or enrich student outcomes - Collaborates with the supervising teacher to prepare ICT resources that are relevant to students’ learning - Is increasingly adept at working with a range of technological resources and programs and is able to guide students how to use them - Successfully embeds ICT activities and resources into planning - Uses ICT for the purpose of creative planning, accurate assessment, recording and monitoring of students - Uses ICT programs to encourage self-directed learning where appropriate activities (e.g., learning, research, Web 2.0 tools, subject/KLA/stage appropriate software) - Provides students with guidelines and boundaries for safe use of technology, especially social media - Encourages students to become responsible, digital citizens - Uses ICT for the purpose of teaching distance students and providing them instant feedback - Selects interactive resources designed to assist students improve their learning outcomes - Sets tasks for students to present research through multimodal animation. - Uses interactive virtual spaces to engage students and promote creativity and digital skills. 3 PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING 3.1.1 Set learning goals that provide achievable challenges for students of varying abilities and characteristics - Is introduced to as a way of encouraging effective learning for students within a specific - Can work with students of all abilities in activities - Discusses the idea of ‘goal-setting’ with the supervising teacher and considers the ways in which teachers create goals to produce learning outcomes - lessons that include learning outcomes for the range of abilities in the class - Targets specific learning needs of students by setting realistic goals to ensure that students maintain their interest appropriate learning goals with respect to syllabus documentation and specific learning needs and/or varying abilities - Differentiates curriculum in lesson - Creates goals for individual students to stimulate their engagement according to their specific needs and interests - Encourages students to set their own goals for learning group based
- Observes teaching strategies and how goals are used to achieve outcomes and engagement when learning new concepts - when students have or have not attained a learning goal 3.2.1 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies - Learns how to create lessons through prior knowledge of students’ learning and abilities - Observes/studies examples of lesson sequencing where smooth transitions between lessons are evident so that students can meet objectives and optimal learning outcomes are achieved - Asks questions how lesson plans detail outcomes, content, teaching and assessment strategies and timing - Reflects a knowledge of the teaching and learning - Can organise planning into logical steps sequential learning - Engages students through questioning and discussions to promote deeper thinking and - Writes lesson plans that detail outcomes, content, teaching and assessment strategies and timing - Planning reflects knowledge of the teaching and learning cycle and includes lesson evaluation and - with an understanding of the importance of linear sequencing for consolidation of content - Is well-prepared for lessons and incorporates students’ learning styles and supportive resources as part of the planning process - Implements lesson plans detailing objectives and outcomes, specifying content, pedagogy and assessment, as well as sequencing, in consultation with the supervising teacher - Utilises the host school’s scope and sequences and content overviews to plan appropriate lessons - Reflects with their supervising teacher on lesson/unit delivery to enhance student learning - Draws upon previous lesson delivery to plan and implement relevant, engaging and significant learning experiences - Takes into account the supervising teacher’s feedback in relation to content and student management to plan future learning - Pre-tests students on existing knowledge when designing learning sequences and plans - Draws upon academic expertise in a specific subject area and includes this in their planning to enrich students’ learning - Uses the strategy of independent learning to encourage students to gain understandings through peer collaboration
- Uses positive reinforcement and clear non-verbal signals to enhance students’ engagement the different types of learners in the class - Responds effectively to questions and comments; clearly states instructions and explanations; questioning techniques are well developed - Is developing a consistency of practice which underpins all classroom activities and enables effective teaching develop conceptual understanding - Employs a range of questioning techniques such as open/closed questioning to elicit prior understanding - Acknowledges and logically develops student responses in an inclusive manner - Uses voice effectively with respect to tone, pitch, strength, speed and confidence, for the students’ level or stage - Demonstrates effective use of non-verbal forms of communication, such as teacher presence, pausing, circulating throughout the environment, eye contact and varying gestures, for student engagement and management - Establishes orderly routines through effective communication to maintain classroom boundaries and support student understanding and participation 3.6.1 Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning - Is introduced to the complex nature of effective planning and reflective evaluation, and why consideration of students’ prior - Willingly accepts constructive feedback implemented lessons - Understands the correlation between - Writes lesson plans that incorporate appropriate assessment approaches such as questioning and observation - Ensures assessment is an integral part of the teaching and learning cycle and that lesson planning indicates appropriate links - Participates in departmental, stage and whole school reviews about planning and programming - Supports colleagues by mentoring them and providing
knowledge is integral to this process well-structured planning and positive learning outcomes for students - Actively self-reflects on teaching and adjusts teaching accordingly. between outcomes and assessment - Employs a range of strategies to assess student achievement and participation, catering for the diverse range of learners within the class - Informs students by accessing and deconstructing explicit quality criteria for assessment - Reflects on lesson to inform future planning and improve pedagogy - Demonstrates a broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning recommendations their planning and programming - Implements feedback about planning through collaboration with colleagues and own considerations about students’ outcomes 3.7.1 Describe a range of strategies for involving parents/carers in the educative process - Observes how teachers can instil student and enhance their learning outcomes through positive communication and liaison with parents/carers - Acknowledges the importance of parents/carers being informed about their child’s education - During professional experience, introduces oneself to parents/carers via email, blog in a school - When appropriate, communicates with parents/carers through the use of school newsletters and provides feedback to parents/carers or over the phone - Is mindful that parents may be encouraged to - Encourages parents/carers to the classroom and school - Interacts professionally and respectfully with parents/carers - Adopts a transparent approach to what is taught so that parents/carers can participate holistically in their child’s education - Collaborates with parents/carers to negotiate a way forward if a student
newsletter, or introductory letter participate in some classroom activities and accordingly - Connects school learning to the home context - on resources within the community to enhance lesson/unit content - Promotes established structures in the school to encourage parents/carers to be involved in school or classroom activities - Acts professionally, and with the appropriate confidentiality, when communicating with parents/carers - Describes strategies for involving parents/carers in the educative process has become disengaged in the learning process 4 CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ENVIRONMENTS 4.1.1 Identify strategies to support inclusive student participation and engagement in classroom activities - Works with a small group of students, trialling some strategies to promote interest in a topic - Observes how teachers model strong leadership skills in order to guide the class and provide - Explores strategies learnt to date in to promote student participation and engagement - Promotes keen listening skills and respect amongst students so that all learners feel valued - Listens to students, develops positive relationships and is enthusiastic and positive - Encourages participation; follows classroom procedures and establishes rules and expectations with the students - Contributes to an inclusive classroom where all students are acknowledged as individuals - Models an enthusiastic and positive attitude towards teaching and learning - Implements formative assessment to make adjustments to student learning, providing equal opportunities for all -Combines a range of assessment methods to assess students’ learning and ensure multiple opportunities for them to
4.5.1 Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching - Is informed the importance of careful planning in order to integrate ICT responsibly, across the curriculum - Ensures the use of ICT in lessons is appropriate, responsibly implemented and accessed safely - with the supervising teacher to enforce rules and regulations relating to ICT - Ensures use of ICT in lessons is used for the purpose of enhancing the learning of all students - Has familiarised themselves with the digital mediums/technologies planned for use in the classroom and can their use throughout a lesson. - Is able to advise students the safe use of computers and follows school protocols relating to ICT with all cohorts - Demonstrates and teaches with the use of shared focussing on providing clear expectations thus managing the groups’ behaviours around these ICT devices - Designs lessons that include explicit teaching and learning strategies to promote safe, responsible and ethical use of ICT in teaching and learning - Produces assessment tasks that include clear guidelines to students about plagiarism, referencing conventions and copyright law - Responds appropriately when there is evidence of unethical student use of ICT - Teaches students to use the internet safely, responsibly and ethically - Follows school policies and processes when undertaking research online - Participates in training/professional development Cybersafety 5 ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT LEARNING 5.1.1 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches - Participates in discussions about ways in which assessment is used to track student development and learning outcomes - Explores the idea of pre-testing to assess where students are in their learning before teaching a new concept - Conducts pre-testing activities to assess students are in their learning in order to plan more effectively - Designs and delivers a wide variety of formative and summative assessment activities to formally monitor student learning - Participates in school/ regional moderation to validate their assessment methods as consistent and comparable to others and also ensures equity and academic rigor
to assess student learning - Sights examples of different of assessment and is introduced to their purpose in different types of learning - Makes anecdotal notes about students’ progress as a means of reflecting on whether or not outcomes were achieved in a lesson - Plans by considering how student outcomes can be assessed formatively and summatively. - - Analyses student work samples to recognise how diagnostic information can be used and how it informs differentiation and future assessment strategies and tasks - Plans a series of sequential lessons (unit of work) leading to a range of assessment tasks which track the students’ learning - Undertakes professional development to upskill in new assessment methods - Creates rubrics that link to specific learning - Ensures assessment criteria caters for a diverse range of learning styles and is meaningful in terms of the students’ overall learning 5.2.1 Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning - Observes how sincere praise and constructive feedback can increase student outcomes - Circulates around the classroom under the guidance of their supervising teacher, as an introduction to learning how to provide feedback to students about their work - Provides verbal feedback to students during lessons and uses positive reinforcement - Utilises the school/class reward system - Provides focused, individualised or written feedback - Ensures prompt marking and appropriate annotation - Builds appropriate reinforcement and feedback into lesson plans - timely, and targeted feedback to enhance student performance and provides direction for future learning (goal setting) - Provides meaningful feedback to students by incorporating reflective and consultative sessions into planning/programming - Is mindful that with more complex tasks and projects, one-to-one feedback with individual students is more constructive than recommendations 5.3.1 Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning - Observes how teachers must make accurate and consistent judgements of student work and summative assessments - Engages in professional discussion with supervising teacher about the moderation process and its application for ensuring assessment consistency - Discusses student work with other members of staff - Understands the process of moderation and the principle of ensuring consistent teacher judgement - Produces assessment plans, tasks, marking criteria and marking - Uses data gained through moderation activities to track student progress and make decisions about teaching interventions
- Creates and implements individual learning plans for students as a means of intervention, based on assessment data 5.5.1 Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement - Observes how teachers communicate with parents/carers a student’s development through structured/formal interviews where they share records of achievement and work samples - Observes how teachers choose appropriate times to communicate informally with parents/carers about a child’s learning - Begins collating samples of reporting assessment templates and other work sample folders used by the supervising teacher (and other staff) for the purpose of presenting student progress. - Collaborates with staff to discuss the effectiveness of specific assessment tasks - Demonstrates an effective approach to collecting, organising and storing assessment data consistent with school policies and procedures - Employs a variety of methods to record evidence gathered through assessment activities - Uses a of assessment/reporting strategies to track the development of younger learners including discussions with students, observation and photographing their work 6 ENGAGE IN PROFESSIONAL LEARNING 6.1.1 Demonstrate an understanding of the role of the Australian Professional Standards for Teachers (APST) in identifying professional learning - Is introduced to the Standards as a pedagogical framework for growth and development of teaching practice - Reflects on their own teaching development using the framework of the APST - Discusses the APST with the supervising teacher and considers how this framework can be used to target areas for improvement of teaching skills - Is increasingly of own capacity, skills and emerging professional needs - Acknowledges the rigour of teaching and is committed to developing skills aligned with the Australian Professional Standards for Teachers at the Graduate Level. - Uses the APST to identify areas of strength - Develops a professional portfolio of evidence supporting claims against each of the Australian Professional Standards for Teachers at Graduate level - Identifies personal learning goals in relation to the standards - Accomplishes competency in most if - Participates in new professional learning opportunities and works with the framework of the APST at the Proficient Level to ensure quality teaching practice - Works with the APST as a way of creating personal teaching goals
students can improve their skills and become more effectively immersed in the school environment - Collaborates with the supervising teacher, identifying strengths and weaknesses - Is resilient in their approach to accepting feedback shape future lesson plans and demonstrate greater confidence and competency as a beginning teacher - Accepts opportunities for new professional learning 6.4.1 Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning - Is presented with information about a teacher’s opportunities for professional development throughout their career and considers the importance of regularly upgrading/consolidating one’s skills - Looks at some of the courses/opportunities available for teachers to improve their skills through training and professional learning - Understands the link between professional learning and improved student outcomes - Observes classes outside of the designated class/es for professional experience in order to gain deeper understandings about different styles and methods of teaching practice - Engages innovatively within the limits of their responsibilities and capabilities - Demonstrates a commitment to teaching and to continuous improvement of their practice - Recognises that teachers are agents of their own professional learning - Reflects on own teaching and seeks advice on ways to develop professionally and improve performance - Takes advantage of professional learning opportunities and learns from the supervising teacher or an appointed mentor - Shares ideas for planning, programming and assessment with colleagues and collaborates to create more engaging and innovative lessons