AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS

STANDARDS AT THE GRADUATE TEACHER LEVEL

PROFESSIONAL KNOWLEDGE PROFESSIONAL PRACTICE


1 2
Know students and how
they learn
1.1
Physical, social
and intellectual
development and
characteristics of
students
Demonstrate knowledge
and understanding of
physical, social and
intellectual development
and characteristics of
students and how these
may affect learning.
1.2
Understand how
students learn
Demonstrate knowledge
and understanding
of research into how
students learn and the
implications for teaching.
1.3
Students with
diverse linguistic,
cultural, religious
and socioeconomic
backgrounds
Demonstrate knowledge
of teaching strategies
that are responsive to
the learning strengths
and needs of students
from diverse linguistic,
cultural, religious
and socioeconomic
backgrounds.
1.4
Strategies for teaching
Aboriginal and Torres
Strait Islander students
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.
1.5
Differentiate teaching
to meet the specific
learning needs of
students across the
full range of abilities
Demonstrate knowledge
and understanding
of strategies for
differentiating teaching to
meet the specific learning
needs of students across
the full range of abilities.
1.6
Strategies to support
full participation of
students with
disability
Demonstrate broad
knowledge and
understanding of
legislative
requirements and
teaching strategies
that support
participation and
learning of students
with disability.
Madeline Demiris
Monday
PROFESSIONAL ENGAGEMENT
3 4 5 6 7
Know the content and Plan for and implement Create and maintain Assess, provide Engage in professional Engage professionally
how to teach it effective teaching and supportive and safe feedback and report on learning with colleagues,
learning learning environments student learning parents/carers and the
community
2.1 3.1 4.1 5.1 6.1 7.1
Content and teaching Establish challenging Support student Assess student learning Identify and plan Meet professional
strategies of the learning goals participation Demonstrate professional learning ethics and
teaching area Set learning goals that Identify strategies to understanding of needs responsibilities
Demonstrate knowledge provide achievable support inclusive assessment strategies, Demonstrate an Understand and apply
and understanding of the challenges for students student participation including informal and understanding of the role the key principles
concepts, substance and of varying abilities and and engagement in formal, diagnostic, of the Australian described in codes of
structure of the content characteristics. classroom activities. formative and summative Professional Standards ethics and conduct for
and teaching strategies approaches to assess for Teachers in identifying the teaching profession.
of the teaching area. student learning. professional learning
needs.
2.2 3.2 4.2 5.2 6.2 7.2
Content selection and Plan, structure and Manage classroom Provide feedback to Engage in professional Comply with legislative,
organisation sequence learning activities students on their learning and improve administrative and
Organise content into an programs Demonstrate the learning practice organisational
effective learning and Plan lesson sequences capacity to organise Demonstrate an Understand the relevant requirements
teaching sequence. using knowledge of classroom activities and understanding of the and appropriate sources Understand the relevant
student learning, content provide clear directions. purpose of providing of professional learning legislative, administrative
and effective teaching timely and appropriate for teachers. and organisational
strategies. feedback to students policies and processes
about their learning. required for teachers
according to school
stage.
2.3 3.3 4.3 5.3 6.3 7.3
Curriculum, assessment Use teaching strategies Manage challenging Make consistent and Engage with colleagues Engage with the
and reporting Include a range of behaviour comparable judgements and improve practice parents/carers
Use curriculum, teaching strategies. Demonstrate knowledge Demonstrate Seek and apply Understand strategies
assessment and of practical approaches understanding of constructive feedback for working effectively,
reporting knowledge to to manage challenging assessment moderation from supervisors and sensitively and
design learning behaviour. and its application to teachers to improve confidentially with
sequences and lesson support consistent and teaching practices. parents/carers.
plans. comparable judgements
of student learning.
2.4 3.4 4.4 5.4 6.4 7.4
Understand and respect Select and use Maintain student safety Interpret student data Apply professional Engage with
Aboriginal and Torres resources Describe strategies that Demonstrate the capacity learning and improve professional teaching
Strait Islander people to Demonstrate support students’ to interpret student student learning networks and broader
promote reconciliation knowledge of a range wellbeing and safety assessment data to Demonstrate an communities
between Indigenous of resources, including working within school evaluate student learning understanding of the Understand the role of
and non-Indigenous ICT, that engage and/or system, and modify teaching rationale for continued external professionals
Australians students in their curriculum and legislative practice. professional learning and community
Demonstrate broad learning. requirements. and the implications representatives in
knowledge of, for improved student broadening teachers’
understanding of and learning. professional knowledge
respect for Aboriginal and practice.
and Torres Strait
Islander histories,
cultures and
languages.
2.5 3.5 4.5 5.5
Literacy and numeracy Use effective classroom Use ICT safely, Report on student
strategies communication responsibly and achievement
Know and understand Demonstrate a range of ethically Demonstrate
literacy and numeracy verbal and non-verbal Demonstrate an understanding of a range
teaching strategies communication strategies understanding of the of strategies for reporting
and their application in to support student relevant issues and to students and parents/
teaching areas. engagement. the strategies available to carers and the purpose of
support the safe, keeping accurate
responsible and ethical and reliable records of
use of ICT in learning and student achievement.
teaching.
2.6 3.6
Information and Evaluate and improve
Communication teaching programs
Technology (ICT) Demonstrate broad
Implement teaching knowledge of strategies
strategies for using ICT that can be used to
to expand curriculum evaluate teaching
learning opportunities for programs to improve
students. student learning.
3.7
Engage parents/carers
in the educative process
Describe a broad range of
strategies for involving
parents/carers in the
educative process.
Pastural Care: N/A
Period 1: grade 9 English
Begin class with 5 – 10 minutes of silent reading, move in to mix and match activity for poetic devices, then an
activity where students provide definitions or examples for different poetic devices. Spent the lesson assisting in
class management and helping students with understanding of different poetic devices.
Period 2: N/A
Break 1: N/A
Period 3: Business and economics
Significantly smaller classroom, large handout given, classroom discussion on different career options and
students preferred career paths, as well as different types and forms of income that the students are learning of.
Period 4: Grade 7 English
Much larger classroom, 30 odd students, behavioral issues evident, spent majority of the lesson reading through
a novel that the class is required to read as a part of their curriculum, students read for 3 pages, teacher read for
5, then audiobook read the final chapter.
Break 2: Duty
On duty on the undercover basketball/netball courts, keeping students with food off of the courts, students with
footballs off of the court, and loaning students balls (students required to trade in their student ID to borrow a ball
in order to ensure that the balls are returned.)
Period 5: Grade 9 History
Larger classroom again, poor behavior evident, multiple disruptive students, teacher aide present. Began by
discussing and looking over a map of Europe in 1789, talking about and asking questions about why differences
exist between this map and present borders.

Tuesday

Pastural Care: year 9 meeting

Year 9 cohort met in purple area to discuss camp next week.
Period 1: N/A
Period 2: Grade 7 English
Same classroom as period 4 Monday, students noisy, assisted in managing classroom, 10 minutes of silent
reading, recap of chapters 4-6, then individual answering of recap questions before class discussion of these
questions.
Break 1: N/A
Period 3: Grade 11 exam feedback and External Assessment prep
2 classrooms worth of grade 11 students, desks arranged to allow for all students to see the front of the room,
Heather Grundy and other lady going through general feedback before
Period 4: Grade 9 English
Begin class with 5 – 10 minutes of silent reading, move in to mix and match activity for poetic devices, then an
activity where students provide definitions or examples for different poetic devices. Spent the lesson assisting in
class management and helping students with understanding of different poetic devices.
Break 2: N/A
Period 5: Grade 9 English
students were introduced to the first frost poem, and they were prompted to search the poem for meaning, most
of the information gathered was highly surface level, however after prompting students to look deeper into the
meaning of the poem, some students reached more in-depth conclusions on the meaning of the poem.

Wednesday

Pastural Care: N/A

Period 1: Grade 9 Science
This class was with another teacher, where we were introduced to the science room, which as teachers only,
with numerous different instruments and tools for students to carry out multiple experiments. The grade 9’s were
given plastic tubs to fill with water to experiment with water patterns when waves and droplets were made.
Significant examples of safety precautions were seen here, with the experiment chosen to ensure that no
potential danger could happen to students, and plastic tubs were used in place of glass to ensure that no
breakages could occur.
Period 2: Grade 9 English
Students were introduced to the first frost poem similarly to the last grade 9 English class, however more
students reached in depth conclusions on the meaning of the poem initially, and when asked how they reached
these conclusions, these students used examples from the text to support their ideas.
Break 1: Crafts workshop in Chinese room
Mostly grade 2 students with one older student. Students were knitting, Madeleine Demiris spent this time
assisting in the younger students knitting and ensuring that they were acting safely with the knitting needles.
Period 3: Grade 7 English
Students were introduced to their spelling words for their spelling test on Tuesday, then another chapter of their
novel was read to them, before recap questions were given to them to practice and understand.
Period 4: Grade 9 English
Students further analyzed the meaning of the first frost poem, with a video that explains the meanings behind the
different poetic devices and potential meanings, students then wrote down and highlighted the features of the
poem as well as their meanings within their own poem.
Break 2: N/A
Period 5: Grade 9 Religion
A student initiated the class with prayer, before information about different monotheistic religions was given to
the students, and questions and prompts were given to them to check knowledge and understanding.
Thursday

Pastural Care: N/A

Period 1: Grade 9 English
Students further analyzed the meaning of the first frost poem, with a video that explains the meanings behind the
different poetic devices and potential meanings, students then wrote down and highlighted the features of the
poem as well as their meanings within their own poem.
Period 2: Grade 7 English
I took the grade 7 class for their spelling test and then an activity that took the majority of the lesson. The spelling
test was fairly simple, however anything that involved the students moving around the classroom, such as giving
their test results to Madeleine Demiris would result in some chaos, students tend to be quite load when moving
around the classroom, the second activity took the majority of the lesson, and saw me reading out an excerpt
from the students textbook, and the students following along in their own notebooks. Students were fairly quiet
whilst I was reading but became quite a bit more talkative when they moved on to their individual question
answering. The activity took significantly longer than expected, due to the year 7’s being inefficient when it
comes to moving between activities, but by the end, students were able to give answers that contributed to class
discussion. Answers for all of the questions were given by the students by the end of the class, and there was
enough time by the end for any students who answered all of the spelling questions correctly to receive a lolly
form Madeleine Demiris. Overall – improve voice projection and whiteboard writing.
Break 1: N/A (tuck-shop is nice :))
Period 3: Grade 9 History
Further looking into the industrial revolution, began with an activity where students guessed when a time period
was based off of statements that describe features of ancient Egypt. Following this, a brief discussion of industry
before the industrial revolution before a video was played explaining the details and progression of the industrial
revolution. After this, students were introduced to CURA, a school software comparable to STILE, where
students could engage in and complete class lessons for history. Students completed this lesson via their iPad’s
and use of their iPad’s was monitored by the teacher to ensure they completed their work and did not misuse
their technology.1
Period 4: Grade 9 Religion
A student initiated the class with prayer, before information about different monotheistic religions was given to
the students, and questions and prompts were given to them to check knowledge and understanding. Students
were walked through a powerpoint presentation that follows various religious rituals and traditions from Islam,
Judaism, and Christianity.
Break 2: Duty
On duty on the undercover basketball/netball courts, keeping students with food off of the courts, students with
footballs off of the court, and loaning students balls (students required to trade in their student ID to borrow a ball
in order to ensure that the balls are returned.) On top of this I received some feedback on my teaching of the
Year 7 English class. Areas to improve: Voice projection and Board writing (mostly just needs to be larger)
Period 5: Grade 10 History
Ideologies  Nazism and Fascism class began with students being prompted to think about and answer what
ideologies are and why they are important. This allowed students to begin considering different peoples and
groups ideologies and what they mean/influence, while allowing for any late students to arrive to class. The class
spent this lesson studying and recalling political ideologies such as socialism, communism, and Nazism. Began
with a recap on what different political ideologies mean. Then covered the concept of shifting ideologies, with a
fucus on Germany’s shifting ideologies (change from monarchy to democracy to raging dictator) engaged in
class discussion about nationalism and engaged the class in note-taking to establish ideas and concepts for
students to reflect upon later. Use of the I-do, we-do you-do framework, giving the students an example, then
working together to come up with an example, before the students attempt it individually. Many smaller activities
are given, which works well when compared to grade 7’s and 9’s, as the year 10’s are much more self-driven.
Use of activities that involve student writing on the whiteboard was carried out effectively.
Friday (unfortunately quite ill from some food on Thursday night) 1

Pastural Care: N/A

Period 1: Extended Pastural Care
This time was spent covering feedback and asking questions in regard to Thursday period 2.
Period 2: Grade 9 History
Began with an activity to prompt students to think about prominent inventions from the industrial revolution,
before beginning to further introduce CURA and engage in teacher led conversation about different stages to the
industrial revolution, before student led learning through CURA and videos began. Throughout this class
significant behavioral issues were evident, so Madeleine Demiris oriented herself with the boys who
demonstrated these behavioral issues most prominently, leading the them receiving more direction from her to
stay on-task.
Break 1: Duty
Period 3:
Period 4:
Break 2: N/A
Period 5:
Non class specific observations.
Madeleine Demiris Professional Engagement:
6.1
Identify and plan
professional learning
needs
Demonstrate an understanding
of the role of the Australian
Professional Standards
for Teachers in identifying
professional learning needs.
6.2
Engage in professional
learning and improve
practice
Understand the relevant and
appropriate sources of
professional learning for
teachers.
K grade 9 English meeting between her and two other
6.3
Engage with colleagues and
improve practice Seek and
apply constructive feedback
from supervisors and teachers
to improve teaching practices.
6.4
Apply professional
learning and improve
student learning
Demonstrate an
understanding of the
rationale for continued
professional learning and the
implications for improved
student learning.
7.1 7.1
6.1 Meet professional During all of her classes, she behaves
Went through and explained any learning needs of ethics and
responsibilities responsibly and professionally, ensuring
students and explained any changes that had been
Understand and apply that ethics and conduction are
implemented for them. the key principles
described in codes of
appropriately followed. Furthermore,
ethics and conduct for Madeleine Demiris has demonstrated this
6.2 the teaching profession. through the GSCC code of ethics is read
Numerous sources that could be used to study and
and agreed to by all teachers commencing
improve upon things such as classroom
teaching at GSCC
management and content teaching were evident.
BCE and QCAA provide some of these sources for
7.2
teachers, which have been shared with me briefly. 7.2
Comply with legislative, In each class she teaches she complies
administrative and with legislative, administrative and
6.3 organisational
requirements Understand organisational requirements. This has
Communication was highly evident with
the relevant legislative, further been demonstrated through the
colleagues, with things such as sharing of resources administrative and use of Personalised Learning Plans,
and organising covering of each other’s duties. organisational policies and
processes required for which outline any adjustments that are
(resources such as TeachMeet) Madeleine Demiris teachers according to made for students that require it for
has demonstrated this more thoroughly during the
school stage.
whatever reason.
teachers, where they discussed the level of the grade
7.3 7.3
9 cohort, and went through adjustments that they Engage with the When issues arrive with students
needed to make to ensure that the assessment fits parents/carers
Understand strategies regarding things such as arriving late to
the students learning needs.
for working effectively, class or not maintaining their equipment,
sensitively and
emails to students parents are made.
6.4 confidentially with
parents/carers. Madeleine Demiris has demonstrated this
Knowledge of the framework for class work and
on multiple occasions, communicating
organization was evident, student support and
with students parents trhough the use of
differentiations prevalent in class activity
GSCC behavioural management and
scaffolding and organization. Madeleine Demiris
student information software ENGAGE,
has demonstrated this more thoroughly during the
and emailing them through her outlook
grade 9 English meeting between her and two other
email.
teachers, where they discussed the level of the grade 7.4
9 cohort, and went through adjustments that they Engage with
7.4
needed to make to ensure that the assessment fits professional teaching
networks and broader Different resources such as teachmeet are
the students learning needs. communities used by her, and she has forwarded many
Understand the role of
external professionals of these useful sources to me via email.
and community Madeleine Demiris has demonstrated a
representatives in
use of a wide variety of different
broadening teachers’
professional knowledge programs such as this, such as TeachMeet
and practice. for class resources, and QHTA
(Queensland History Teachers
Association) facebook page, where
Australian history teachers share
knowledge, ideas and resources.
Madeleine Demiris Professional Engagement:
1.1
Physical, social
and intellectual
development and
characteristics of
students
Demonstrate knowledge
and understanding of
physical, social and
intellectual development
and characteristics of
students and how these
may affect learning.
1.2
Understand how
students learn
Demonstrate knowledge
and understanding
of research into how
students learn and the
implications for teaching.
1.3
Students with
diverse linguistic,
cultural, religious
and socioeconomic
backgrounds
Demonstrate knowledge
of teaching strategies
that are responsive to
the learning strengths
and needs of students
from diverse linguistic,
cultural, religious
and socioeconomic
backgrounds.
1.4
Strategies for teaching
Aboriginal and Torres
Strait Islander students
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.
1.5
Differentiate teaching
to meet the specific
learning needs of
students across the
full range of abilities
Demonstrate knowledge
and understanding
of strategies for
differentiating teaching to
meet the specific learning
needs of students across
the full range of abilities.
1.6
Strategies to support
full participation of
students with
disability
Demonstrate broad
knowledge and
understanding of
legislative
requirements and
teaching strategies
that support
participation and
learning of students
with disability.
1.1
She has demonstrated frequently
understanding of this through
her use of pacing of classwork
for different students as well as
through her use of
accommodating learning
materials for students of
different levels.
1.2
She has demonstrated this by
seating students in arrangement
that prevent distractions and
behavioural issues, allowing for
them to learn the material
properly.
1.3 – 1.6
Students that fit this description
are present in many of her
classes, Personalised learning
plans have been implemented
that go into great depth on the
learning requirements,
disabilities and differentiations
that have been implemented to
accommodate for these students.
These cover any issues that arise
for different learning disabilities,
any differentiations made for
Aboriginal and Torres Strait
islander students, and any
students with abilities that are
different to those of the majority
of the students that the
curriculum has been structured
for. These accommodations are
made for any students with
documented extra support needs,
and allows for full participation
for all students within her
classes regardless of level of
ability or disability.
2.1
Content and teaching
2.1
strategies of the An immense amount of evidence has been shared
teaching area and provided to me by Madeleine Demiris,
Demonstrate knowledge
and understanding of the including BCE and QCAA structured teaching
concepts, substance and strategies and curriculum outlines, as well as
structure of the content
catholic connections for specific content for
and teaching strategies
of the teaching area. catholic school education.
2.2
Classes are usually structured to present students
2.2
with key information, before individual tasks are
Content selection and
organisation given to the students that utilises the information
Organise content into an given from the key information, before it is
effective learning and
teaching sequence.
assessed and feedback is provided.
2.3
Lessons taught by Madeleine Demiris are
structured to and sequenced based off of the work
assessed and completed previously by students
2.3 within a class. This is seen prominently between
Curriculum, assessment her two grade 9 English class, where one class has
and reporting
Use curriculum,
demonstrated to have behavioural issues, as well as
assessment and a lack of effort from students, further prompting is
reporting knowledge to
used to get them to reach the same conclusions that
design learning
sequences and lesson her other grade 9 class comes to, allowing them to
plans. maintain similar level of curriculum completion
between the two classes, although one class
requires more prompting by the teacher.
2.4
Within planning for history curriculum towards the
2.4
end of term 3, Madeleine Demiris has expressed
Understand and respect
Aboriginal and Torres the significance of the first nation people of
Strait Islander people to Australia when deciding what content to cover
promote reconciliation
during specific weeks. Although there isn’t a
between Indigenous
and non-Indigenous significant number of Aboriginal and Torres Strait
Australians islander students within her classes, an
Demonstrate broad
knowledge of, understanding, appreciation and respect for first
understanding of and nation peoples has been shown by her.
respect for Aboriginal
and Torres Strait
Islander histories, 2.5
cultures and Within her grade 7 and 9 English classes, literacy
languages.
and numeracy strategies have been taught
extensively. I have taken the grade 7 class for half
2.5 of the lesson to run the spelling test as well as an
Literacy and numeracy
strategies
activity with a focus on different types of nouns
Know and understand and understanding of literacy. On top of this,
literacy and numeracy within her grade 9 English class, poetic devices
teaching strategies
and their application in and in-depth understanding of literature has been
teaching areas. taught and its importance has been expressed to
students.
2.6
Madeleine Demiris has implemented ICT for a
2.6 student with cerebral palsy in order to allow for
Information and
them to maintain completion within the curriculum
Communication
Technology (ICT) at the same level of the rest of the class.
Implement teaching
strategies for using ICT
to expand curriculum
learning opportunities for
students.
Madeleine Demiris Professional Practice:
3.1 3.1 4.1 4.1 5.1 5.1
Establish Support Assess
challenging Within all classes, learning student Madeleine Demiris has student This has been observed
learning goals and success criteria are participation demonstrated this in a plethora learning thoroughly within the year
goals established on the white board Demonstrate
Set learning Identify
of ways. One of which being understanding
11’s assessment feedback,
goals that prior to the commencement of strategies to the use of pair or group of assessment where they were given
provide learning. This demonstrates to support activities, which encourages strategies, thorough feedback on areas
achievable inclusive including
challenges
students the expectations of the student students to push for their peers informal and that required improvement
for students lessons she teaches. participation to contribute to the class formal, when it came to their
of varying and discussion of whatever is being diagnostic, assessment. Things such as
abilities and engagement formative and
characteristic 3.2 in classroom taught. summative text structure, IOPCAM source
s. Within Madeleine Demiris’ activities. approaches to analysis and general
3.2 grade 7 English class, the assess student
4.2 4.2 learning. grammatical issues.
Plan,
structure
structure of the lesson is Manage All activities that were 5.2
classroo
and written up on the board for m undergone by students within Provide 5.2
sequenc students to see and understand activities Madeleine Demiris’ classes feedback to This has been seen thoroughly
e Demonstrate students on
learning the expectations of what is to were thoroughly planned out their learning within Madeleine Demiris’
the capacity to
program completed throughout the organise beforehand, with clear Demonstrate classroom, as well as the year
s lesson. an
Plan lesson
classroom directions for students to understanding 11 assessment feedback, where
activities and
sequences provide clear ensure that these activities of the purpose students are given generalised
using 3.3 directions. were carried out properly. of providing feedback on a large scale of
knowledge of timely and
student
A plethora of highly detailed appropriate common issues and mistakes
learning, teaching strategies have been 4.3 feedback to that were made on the
content and 4.3 students about
implemented and shared with Manage Within all of Madeleine assessment.
effective their learning.
teaching me by Madeleine Demiris, challengin Demiris’ classes, behaviour 5.3
strategies. teaching strategies from both g management was carried out to Make 5.3
behaviour
3.3 Brisbane Christian Education Demonstrate some degree. Many examples consistent and When feedback is given on an
Use teaching comparable
strategies
(BCE) and QCAA have been knowledge of of this has been observed, but judgements individual level by Madeleine
shown to me by Madeleine practical
Include a
approaches to
one of the key examples is the Demonstrate Demiris, students feedback
range of Demiris. understanding
teaching manage implementation of seating of assessment
varies depending on their level
strategies. challenging plans to make managing moderation and of knowledge. For example, a
behaviour.
3.4 challenging behaviour more its application to student at a lower level than
support
Within Good Samaritan manageable, through things consistent and another student will receive
Catholic College (GSCC) staff such as seating students that comparable feedback that could be used to
frequently share resources with frequently display more judgements of be at a moderate level, whilst a
student
each other (considering they challenging behaviour towards learning. more advanced student may
are within the same 4.4
Maintain
the front of the classroom. receive feedback that could be
5.4
department), allowing for student safety Interpret used to be at an excelling level.
3.4 teachers to have access to a
Selec
Describe 4.4 student data
plethora of different resources strategies that Demonstrate
t and support
Student safety is maintained on 5.4
the capacity to
use for in class. students’ a school-wide basis mostly interpret Student data is a significant
reso wellbeing and
urces within GSCC, through the use student part of all classroom
safety working assessment
Demonstrate 3.5 within school of things such as evacuation environments. Madeleine
data to evaluate
knowledge This has been demonstrated and/or system, plans, and various school Demiris has demonstrated this
student learning
of a range of curriculum and
resources, continuously by Madeleine alarm systems, however it is and modify multiple times through the
legislative teaching
including Demiris, through things such requirements. carried out on an individual practice. modification of English classes
ICT, that as raising her voice to regain
engage level within Madeleine between her two grade 9
students in attention from students who Demiris’ class through things English classes. For example,
their are off-topic, as well as using such as risk assessment for any when one class did not
learning. 4.5
body language to display to classes that require it. On top 5.5 complete all of the activities
3.5 Use ICT safely, Report on
Use effective students when she is pleased or responsibly of this, some students with student given to them, the class plan
classroom displeased with their and ethically various different needs have achievement was altered for the following
communicatio behaviour. Demonstrate an Demonstrate
n Demonstrate understanding student safety guidelines built class that covers the same
understanding
a range of of the relevant in to their personalised of a range of criteria, but in less time.
verbal and non- 3.6 issues and learning programs. strategies for (Prioritising learning)
verbal the strategies reporting to
communication
Teaching programs are used available to students and
strategies to and improved upon by support the 4.5 parents/ carers 5.5
support student Madeleine Demiris by safe, and the
responsible and
ICT devices such as the Madeleine Demiris has
engagement. purpose of
reflecting upon the use of ethical students Ipads are managed keeping demonstrated her ability to
teaching programs such as use of ICT in thoroughly by Madeleine accurate report on student achievement,
learning and and reliable
3.6 CURA and receiving student teaching. Demiris, through the use of seen weekly within her year 7
Evaluate and records of
improve
feedback on the usability of programs such as google student English class, where following
teaching this new program that the classrooms that allow her to achievement. their weekly spelling test, any
programs school has implemented for access and monitor students students that have
Demonstrate
broad teaching students. screens and devices remotely, demonstrated improvements
knowledge of ensuring that their use of these receive a lolly as a reward for
strategies that
can be used
3.7 devices follow the GSCC their efforts.
to evaluate Madeleine Demiris has appropriate technology usage
teaching demonstrated this numerous guidelines. *Many of these APST
programs to
improve times through emailing examples were observed
student students’ parents and within the grade 11 External
learning. informing them of their child’s Assessment feedback class
3.7
Engage
needs and expectations within (See Tuesday P3)
parents/carers learning environments
in the conducted by her.
educative
process
Describe a
broad range of
strategies for
involving
parents/carers
in the educative
process.