Education ePortfolio

Overview

The Australian Professional Standards for Teachers [APSTs] were created by the Australian Institute for Teaching and School Leadership [AITSL] (2022) to outline the expectations of teachers’ professional knowledge, professional practice and professional engagement. The first of these seven standards within these three domains is to ‘know your students and how they learn’ (AITSL, 2022, p. 10) because effective teachers consider their students’ needs, beliefs, learning styles and identities when planning how they will deliver the curriculum.

Focus areas 1.1 elaborates that this means considering students’ physical, social and intellectual development (AITSL, 2022). Regarding junior secondary, teachers need to support students through the transition from primary school to high school, from concrete operational to formal operational (Bergin et. al., 2018). The APSTs acknowledge that primary school to junior secondary is a large leap in skill for many students and teachers need to plan activities that allow them to assess the level of skill of their students to build upon prior knowledge in lesson planning. Focus area 1.2 directs teachers to research the ways students learn to inform their pedagogy and teaching strategies (AITSL, 2022).

Situation/Task

In the same way that knowing the student is the first standard of the APSTs, understanding adolescent development and the implications those physical, cognitive and socioemotional changes have on classroom routines and activities was one of the first subjects I studied during my university journey.

Action

I created two infographics, pictured above is the one I created to explain the psychosocial development that takes place during early adolescence. The purpose of this infographic is to both reassure and inform parents and carers, detailing what they can expect their child to be experiencing during this time and how I, as a teacher, plan to support their development in school. This ensures that students are not only being taught the skills and content they need to know as per the curriculum but are also being supported to grow by being provided opportunities to build their physical, cognitive and socio-emotional skills (Bergin et. al., 2018).

In addition, this will help kickstart the professional relationship between teacher and guardian, as I am sharing my knowledge of the theory that explains their child’s development to open the floor for the parents/carers to share their observations about their child’s development and their struggles during the transition from primary to high school. 

Result

The ensuing relationship between teacher and parent is critical for student success, as both parties can offer the other new insights and work together to support the student academically, physically and socially (Leenders, et al., 2019). 

Over my years at university, I have also been made aware of various quizzes and tests that students can take during class, ideally at the beginning of the school year so that the teacher can use the data to plan future lessons, that focus on student’s personality types and learning styles. The AusIDentities (2025) personality test is ideal for junior secondary students as it categorises students into four different animals: kangaroos (playful, values personal experience and interactivity), dolphins (supportive, good collaborators), wombats (value group work and routine), and eagles (self-directed, intelligent, and values fairness). For older grades or to learn about students’ learning styles specifically, it would be beneficial to offer students a learning style quiz to inform future lessons and activities (PHEAA, 2024).

Overview

Knowing the students and how they learn coincides with the second domain, knowing “the content and how to teach it” (AITSL, 2022, p.10). Focus area 2.1 specifies that teachers should not only be knowledgeable in their fields of study, but they should also be able to invent multiple ways to teach this knowledge to accommodate the variety of interests, abilities and literacies of the students being taught (AITSL, 2022). This also encompasses the expectation that teachers incorporate Indigenous histories, cultures and languages into their teaching to advocate for and amplify First Nations voices, as specified in focus area 2.4 (AITSL, 2022).

Focus area 2.5 expects teachers to understand how the general capabilities of literacy and numeracy apply to their subjects and effective strategies for consolidating and building those skills (AITSL, 2022). Teachers need to understand that literacy encompasses more than reading and writing, extending to the different literacies students use at home, with their peers and in the classroom (Henderson, 2019). 

Artefact 2: Year 9 Unit & Lesson Plan for Visual Arts

Situation/Task

This unit plan outlines the content descriptors in the curriculum that apply to this written task, the literacy frameworks that both the assessment task and the lessons preceding will focus on developing, as well as a detailed learning sequence. Additionally, this artefact specifically considers the literacy requirements of the task in conjunction with the literacy skills I expect from my students at this year level. In grade 9, students are expected to be at a literacy level 7 where they can offer “extended explanation and evaluation of a complex concept, issue or process” (ACARA, 2025a).

Action

The first lesson in the learning experiences section begins by using strategic questioning to gather data on students’ prior knowledge of the topic for this unit to address any misconceptions and learn what kinds of installations students are already aware of, while also giving insight into their interests and background. Classroom discussions like these offer a unique teaching opportunity wherein the teacher can use their knowledge of their subject to provide on-the-spot, curriculum-related analysis or insight into stimuli that they know the students are interested in, making the topic more engaging as it becomes authentic and relevant to students’ lives (Caskey & Anfara, 2014). Whole class discussions and group work are also opportunities to gauge students’ proficiency in relevant General Capabilities [GCs] like literacy and intercultural understanding (ACARA, 2025b).

First Nations histories, cultures and stories are incredibly important to not only educate non-Indigenous students but also to engage and motivate Indigenous students (Buckskin, 2015). Nakata (as cited in Buxton, 2017) advises teachers to consider this aspect of the APSTs within a ‘cultural interface theoretical framework’ (Buxton, 2017, p. 202), recognising the inclusion of Indigenous peoples as more than just subject content. Including First Nations perspectives and narratives as a disconnected afterthought or a tokenistic topic to ‘check off’ is disrespectful and demotivating to Indigenous students as it positions their culture as an alien, outdated subject rather than their lived reality (Buxton, 2017). 

Result

The 8 Ways Pedagogy is an invaluable tool to help teachers educate themselves about Aboriginal and Torres Strait Islander peoples’ ways of learning and knowing and how to integrate those strategies into classroom activities and routines. It also considers the importance of individual relationships to culture and country in learning, connecting to Nakata’s recommendation that teachers make Indigenous students’ ‘lifeworlds’ the foundation to build on (Buxton, 2017). In my unit plan, I selected stimuli from QUAGOMA’s 2022 exhibition Embodied Knowledge, as the exhibit featured a variety of Indigenous artists from across Australia. In researching and annotating these stimuli, students will recognise Indigenous peoples’ differing approaches to exploring culture through art using strategies from the 8 Ways Pedagogy.

Overview

Professional practice builds upon professional knowledge, when the teacher understands both their students and how they learn and their class content and how it can be taught (AITSL, 2022). This is where standard 3, planning and implementing effective lessons for both teaching and learning, is introduced (AITSL, 2022). Focus area 3.1 asserts that teachers need to set learning goals that align with the curriculum and are achievable for the diverse abilities and identities of their students (AITSL, 2022). This connects to focus areas 3.2 and 3.4, planning sequences of lessons that incorporate a range of teaching strategies and resources that align with the students’ learning styles (AITSL, 2022).

Essentially, teachers need to use their knowledge of their students and the curriculum to ascertain what skill level their students are currently operating at, what level they need to be at to achieve what is expected of the curriculum, and what strategies are going to be most effective at engaging those students to support them in building their skillset. The result is a lesson sequence wherein the teacher will gradually introduce the students to the topics and skills they require for their summative task, linking each lesson to the next to guide students towards successfully and independently completing the task. 

Artefact 2: Year 9 Unit & Lesson Plan for Visual Arts

Situation/Task

The sequence of learning activities in this artefact focuses on assessing how well students can analyse a stimulus artwork to gradually build on those skills over multiple lessons. The unit plan uses backward mapping by considering the curriculum descriptors being assessed for the written task to determine what students should be expected to achieve by the end of the lesson sequence (Cornish et. al., 2018). Class discussions during the collaborative example task work through progressively higher-order skills as students are first asked to identify elements of art in the stimulus, describe how they are used, analyse how they impact the composition, and finally evaluate how effectively they convey the artist’s meaning (Lemov et. al., 2016).

Action

The first lesson primarily utilises explicit instruction when outlining the task for the students and working through the examples and masters of the installation art movement to ensure every student receives the same information and insight (Godhino, 2016). The following lessons focus on the Gradual Release of Responsibility [GRR] pedagogy, or the “I do, we do, you do together, you do alone” method (Godhino, 2016). This method utilises Vygotsky’s Zone of Proximal Development [ZPD], guiding students towards independence by first providing a scaffold visual and verbal of the task, using strategic questions to gradually shift the discussion from teacher-led to student-led (Main, 2017). This pedagogy allows for differentiated instruction, where the teacher can identify the specific needs of each student and adjust their practice accordingly (Main, 2017). 

For example, during the whole-class discussion at the beginning of the first annotation lesson, I can implement teaching strategies like cold calling and peppering so that each student has an opportunity to participate in the collaborative analysis and be formatively observed (Lemov et. al., 2016). Following those observations, students who struggle can be placed in groups with higher achievers to encourage peer learning or in a group facilitated by me for additional scaffolding (Main, 2017). 

Result

The observations made during these lessons regarding the whole class and individual students’ strengths and weaknesses will inform future lessons in the learning sequence. A class may need more practice scaffolding the annotation process, requiring a full lesson of scaffolding before commencing student-led work. Alternatively, the school may consider the subject as an elective until senior, meaning the class requires an extra lesson on recalling/relearning foundational content. For this reason, the lesson sequence outlined in the unit plan purposefully does not include all 9 lessons allocated to the task, leaving time to address the needs, pace and skills of the class. 

Overview

To facilitate the effective execution of a lesson plan attuned to the needs of the class, the classroom environment needs to be conducive to learning for all students. APST 4 is about designing and sustaining classroom environments where students feel supported and safe (AITSL, 2022). Focus area 4.1 elaborates that a supportive learning environment incorporates strategies that encourage student participation and engagement, maintaining that environment using proactive behaviour management strategies as outlined in focus area 4.3 (AITSL, 2022). 

Focus area 4.4 explains that classrooms should also guarantee a safe space for the students, both physically and emotionally (AITSL, 2022). This means that a school should be designed with the safety of students in mind with potentially harmful equipment properly stored and routines instilled in the classroom that ensure safe handling of tools. This also involves students’ emotional well-being, utilising school resources to support students who are academically or emotionally struggling to ensure proper care. Conversely, this may mean taking notice of students who do not get along and taking preventative measures to support both students’ learning.

Situation/Task

One such preventative measure is considering the design and seating plan of the classroom concerning the students in the class. This is an effective proactive behaviour management method as the teacher can identify which students are negatively interacting and separate them, ideally grouping them with peers that will be a positive influence (De Nobile et. al., 2017). During one of my placements, I had a grade 7 class that was particularly difficult to manage so my supervising teacher suggested I try to design a new seating plan after observing how the students interact with one another. 

Action

A significant number of students in this class were on learning support plans [LSP] and had been placed at the front of the classroom so that my supervising teacher could keep them on task and frequently observe their work. However, as these students were friends, this seating plan made it easy for students to have off-task discussions. I spent a few lessons observing the classroom, noting both positive and disruptive interactions between students. In my suggested redesign of the seating plan [artefact 3], I have carefully considered the well-being of students, ensuring that every child is familiar with at least one person in their new group to reduce stress and ease their transition (Allen & Ronksley-Pavia, 2018). I also noticed one student consistently turning around to bother the student behind him, prompting me to relocate him to a seat against a wall to prevent him from inappropriately touching other students or their belongings.

Resembling my supervising teacher, I have kept students who struggle the most in class at the front to monitor their work and focus. However, I have moved two LSP students [JA & O] who were previously situated near the front of the class after noticing that they tend to finish their work early and distract their classmate [JU]. 

Result

During my observation of the class, I found it extremely helpful to sit back and observe student dynamics during group and independent work, as it gave me great insight into peer relationships and group dynamics. Lemov et. al. (2016) calls this skill ‘Tracking’, being able to scan the classroom to identify the specific behaviours you are looking for without getting distracted. As teachers, we can be tempted to jump into conversations or pre-emptively course-correct, but through this learning experience, I found the value in sitting and listening to student interactions as it provides an opportunity to better know the students and how they learn. What appears to be an off-topic conversation about personal interests can be an insight into student identity, or a motivating, personal connection to the content.

Overview

Standard 5 focuses on assessment in professional practice, including both formative and summative feedback and accurate reporting (AITSL, 2022). Focus area 5.1 requires that teachers be knowledgeable about different forms of assessment and ensure the effective implementation of each (AITSL, 2022). Teachers need to be deliberate in their observation of the classroom, their consultations with students and their collection of classwork, as effective teachers will use every interaction with their students as an opportunity to learn about their character and assess their abilities. 

Focus area 5.2 highlights the importance of “providing timely and appropriate feedback to students about their learning” (AITSL, 2022, p.18). Teacher feedback needs to be given to students at opportune times so that it may be implemented into future assessments and written at a level of literacy that can be easily understood by the recipient (AITSL, 2022). Feedback should also take into consideration the requirements of the curriculum and the abilities of the student, as high-level students may benefit from feedback that challenges them with opportunities for extension (Rowan, 2018). 

Ultimately, it is important to provide consistent feedback and reporting to ensure students are being fairly evaluated per their level of ability, hence focus area 5.3 concentrating on the importance of moderation between teachers and schools to ensure that a consistent standard of judgement is being met (AITSL, 2022).

Situation/Task

This is a moderated report on a student in a year 8 visual art class, with the summative assessment task covering both his planning and design process and his creation and consequent reflection of his ceramic piece. The graphite checkmarks are my work, and the purple additions are the moderation of my supervising teacher to ensure that my grading was accurate and fair. 

Action

In the feedback I provided the student, I made sure to mention all the pieces of his process that were being assessed and evaluated how well he executed each one. My feedback addresses every component of the task and evaluates how well the student executed each. I reference in my feedback that the photographic documentation of the student’s final ceramic piece is evidence of his accurate and effective use of the equipment and techniques he was taught to use in class, as this is tangible evidence that moderating teachers who have not observed the student can use in their evaluations of his performance. However, in addition to the student’s documentation for the summative task, I also formatively assessed his technique by observing his work in class and using strategic questioning to check for understanding (Fisher & Frey, 2014). For example, I would question why he was using a particular tool to ascertain how intentional he was in his actions so that I could evaluate how strategic he was during his process. 

As outlined in focus area 5.1, teachers need to consider both formative and summative assessment collection to accurately inform their reporting. Informative consultations with students about the decisions they have consciously or unconsciously made when designing, experimenting and creating are crucial for understanding whether students are truly demonstrating higher-order thinking skills and purposeful idea generation (Cornish et. al., 2018).  

Result

This exercise gave me a greater understanding of how to fairly report on student learning, considering every facet of their formative work observed during class time and summative submitted work. As these were practise reports for my and by supervising teacher’s benefit only and not what the students themselves would be receiving, I wrote the accompanying feedback in third person with an admittedly higher level of literacy than would be appropriate for the student’s age level. In my practice, I would write my feedback in the second person to clearly articulate to the students what they have done well and how they might improve. Lemov et. al. (2016) suggests using positive framing techniques, like a ‘compliment sandwich’, to lessen the intimidating nature of constructive feedback and encourage my students to improve by acknowledging their strengths and frame critiques as building on skills they already possess (Reupert & Woodcock, 2018).

Allen, J. & Ronksley-Pavia, M. (2018). Understanding classroom management. In J. Allen & S. White (Eds.)Learning to teach in a new era (pp. 275-304). Cambridge University Press.

AusIDentities. (2025). AusIDentities Quiz. AusIDentities. Retrieved May 8, 2025, from https://ausidentities.com.au/personality-quizzes/

Australian Curriculum Assessment and Reporting Authority [ACARA]. (2025a). Understand this learning area: The Arts. Australian Curriculum Version 9. https://v9.australiancurriculum.edu.au/curriculum-information/understand-this-learning-area/the-arts#accordion-235059111c-item-c267f21ebb

Australian Curriculum Assessment and Reporting Authority [ACARA]. (2025b). General capabilities (Version 8.4). Australian Curriculum Version 8.4. Retrieved May 8, 2025, from https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/

Australian Institute for Teaching and School Leadership [AITSL]. (2022). Australian Professional Standards for Teaching. https://www.aitsl.edu.au/docs/default-source/default-document-library/download-graduate-level-descriptorsa45e8f91b1e86477b58fff00006709da.pdf

Bergin, C. C., Bergin, D. A., Walker, S., Daniel, G., Fenton, A., & Subband, P. (2018). Physical development and health. In Child and Adolescent Development for Educators (1st ed.) (pp. 52-71). Cengage.

Buckskin, P. (2015). Engaging Indigenous students: The important relationship between Aboriginal and Torres Strait Islander students and their teachers. In S. Groundwater-Smith & N. Mockler (Eds.), Big fish, little fish: teaching and learning in the middle years (pp. 155-174). Cambridge University Press. https://usq.leganto.exlibrisgroup.com/view/delivery/61UOSQ_INST/1286299540004691

Buxton, L. (2017). Ditching deficit thinking: Changing to a culture of high expectations. Issues in Educational Research, 27(2), 198-214. 

Caskey, M., & Anfara, V. (2014). Developmental Characteristics of Young Adolescents. ResearchGate. https://usqstudydesk.usq.edu.au/m2/mod/equella/view.php?id=2347135

Cornish, L., Bannister-Tyrell, M., Charteris, J., Jenkins, K. & Jones, M. (2018). Planning for teaching. In J. Allen & S. White (Eds.) Learning to teach in a new era (pp. 198-238). Cambridge University Press.

De Nobile, J., Lyons, G., & Arthur-Kelly, M. (2017). Physical environment. In Positive learning environments: Creating and maintaining productive classrooms (pp. 90-113). South Melbourne, Vic, Australia: Cengage.

Fisher, D. & Frey, N. (2014). Checking for Understanding: Formative Assessment Techniques for your Classroom (2nd ed.). ASCD. https://www.cvscs.org/Downloads/checking-for-understanding-2nd-sample-chapters.pdf

Godhino, S. (2016). Pedagogy: the agency that connects teaching with learning. In R. Churchill (Ed.), Teaching: making a difference (3rd ed., pp. 254–294). John Wiley & Sons Australia.https://usq.leganto.exlibrisgroup.com/view/delivery/61UOSQ_INST/1286299320004691

Henderson, R. (2019). Teaching Literacies: Principles and Practices. In R. Henderson (Ed.), Teaching Literacies: Pedagogies and Diversity (2nd ed., pp. 3-19). Oxford University Press.

Leenders, H., de Jong, J., Monfrance, M., & Haelermans, C. (2019). Building strong parent-teacher relationships in primary education: the challenge of two-way communication. Cambridge Journal of Education, 49(4), 519-533. https://doi.org/10.1080/0305764X.2019.1566442

Lemov, D., Hernandez, J., & Kim, J. (2016). Teach like a champion 2.0 field guide: a practical resource to make the 62 techniques your own (2nd ed.). Jossey-Bass.

Main, K. (2017). Catering for individual students.  In Main, Pendergast, D. L., & Bahr, N. M. (Eds.), Teaching middle years: rethinking curriculum, pedagogy and assessment (3rd ed., pp. 21-46). Allen & Unwin. 

Pennsylvania Higher Education Assistance Agency [PHEAA]. (2024). What’s Your Learning Style? Education Planner.org. Retrieved May 8, 2025, from https://www.educationplanner.org/students/self-assessments/learning-styles

Rowan, L. (2018). Student diversity, education and social justice. In J. Allen & S. White (Eds.) Learning to teach in a new era (pp. 243-270). Cambridge University Press.

Reupert, A. & Woodcock, S. (2018). Creating engaging and motivating learning environments. In J. Allen & S. White (Eds.) Learning to teach in a new era (pp. 309-331). Cambridge University Press.