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CASEL Framework for Social-Emotional Learning

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1.1 Physical, social and intellectual development and characteristics of students

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1.1 Physical, social and intellectual development and characteristics of students

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Professional development on the CASEL framework supports AITSL Standard 1.1 by enhancing teachers’ understanding of students’ physical, social, and intellectual development. CASEL’s focus on social and emotional learning (SEL) helps educators recognise how emotional well-being and social skills influence student engagement and learning outcomes. By applying SEL strategies, I can better tailor instruction to developmental stages, foster positive relationships, and create supportive learning environments. This also supports me to identify and respond to diverse needs, build resilience in students, and promote a sense of belonging which are critical for development and effective, inclusive teaching practice.

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My presentation for EIE703, focusing on the 21st-century challenge of developing critical and creative thinking skills, aligns with AITSL Standard 1.2 by exploring how students learn through inquiry, problem-solving, and reflective thinking. It highlights strategies that engage learners in active, student-centred learning, fostering deeper understanding and transferable skills. By incorporating real-world scenarios and collaborative tasks, the presentation demonstrates how students construct knowledge through exploration and discussion. It also considers developmental readiness and diverse learning styles, ensuring strategies are responsive to how different students learn best.

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EIE703 Assessment Task 2 - Caitlin Braddy - 217273616 - Transcript

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1.3: Students with diverse linguistic, cultural, religious and socioeconomic backgrounds

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1.3: Students with diverse linguistic, cultural, religious and socioeconomic backgrounds

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My differentiated lesson plan for Year 9 Digital Literacy meets AITSL Standard 1.3 by addressing the diverse linguistic, cognitive, and learning needs of students. The lesson includes tiered activities, visual supports, and scaffolded tasks to ensure accessibility for all learners, including EAL and students with additional learning needs. By offering multiple entry points and flexible grouping, students engage with content at their individual levels while being challenged appropriately. The lesson promotes inclusive participation through guided discussions, digital tools, and student choice. This approach ensures equitable learning opportunities, fostering engagement, confidence, and progress for every student in the digital literacy context.

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1.4: Strategies for teaching Aboriginal and Torres Strait Islander Students

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1.4: Strategies for teaching Aboriginal and Torres Strait Islander Students

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ECN729 Teaching Aboriginal and Torres Strait Islander Students is a unit for the Masters of Applied Learning and Teaching (Secondary) that focuses on developing teacher understanding of strategies for teaching Aboriginal and Torres Strait Islander Students. I completed this unit in Trimester 1, and the attached assessment focused on developing strategies around community engagement, differentiated instruction and culturally relevant content. I engaged with materials discussing the impact of culture, cultural identity and linguistic backgrounds.

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Appendix 2: Modified Lesson plan for Digital Literacy Year 9 

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1.5: Differentiate teaching to meet the specific learning needs of students across the full range of abilities

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1.5: Differentiate teaching to meet the specific learning needs of students across the full range of abilities

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As part of a program I am developing for my school, I have created modified lesson plans for teaching students digital literacy from diverse backgrounds such as non-english speaking ones to help make lessons more accessible for those students. Strategies like vocabulary words, WICOR structure and AVID lesson system are some of the strategies used to meet the criteria.

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Appendix 3. Independant Education Plan (IEP) Screenshot for a student

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1.6: Strategies to support full participation of students with disability

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1.6: Strategies to support full participation of students with disability

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My IEP for a student with autism and cerebral palsy meets AITSL Standard 1.6 by demonstrating a responsive and inclusive approach to planning and teaching. The IEP outlines personalised learning goals, adaptive technologies, and tailored support strategies to address both the student’s physical and cognitive needs. A screenshot of this IEP serves as evidence of my commitment to understanding and meeting the diverse needs of students with disabilities. Drawing from past experience and evidence-based practices, I implemented differentiated instruction and consistent communication with support staff, ensuring equitable access to the science curriculum and fostering the student’s academic and personal growth.

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2.1 Content and teaching strategies of the teaching area

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2.1 Content and teaching strategies of the teaching area

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Having a Bachelor’s degree in Biomedical Science and regularly engaging with the current biology textbook supports AITSL Standard 2.1 by ensuring I have a deep understanding of the content I teach. My academic background provides a strong foundation in key biological concepts, scientific thinking, and current developments in the field. By revisiting the textbook, I align my teaching with curriculum requirements and maintain up-to-date knowledge to support student learning. This enables me to confidently explain complex topics, respond to student questions effectively, and design lessons that are accurate, relevant, and engaging, thereby enhancing the overall quality of science education.

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I meet AITSL Standard 2.2: Content selection and organisation by designing scaffolded, differentiated lesson plans that follow the AVID and WICOR structure and use the 5E Model. This approach allows me to thoughtfully sequence content so that it builds on prior knowledge, engages students through inquiry, and promotes active learning. Using AVID and WICOR strategies ensures students develop essential academic skills while accessing the curriculum in varied ways. The 5E Model helps me organise lessons to gradually move students from engagement to deeper understanding. Differentiation and scaffolding ensure content is accessible and appropriately challenging for all learners in my classroom.

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10 Science Week 4 Lesson 10-12 Plans Edited

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2.3 Curriculum, Assessment and Reporting

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2.3 Curriculum, Assessment and Reporting

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For 2025 Student Voice Electives I developed an entirely new unit plan for Year 9/10 Science on Medical Microbiology that aligns with curriculum standards. I carefully designed learning intentions, success criteria, and assessment tasks that reflect the required content and skills, ensuring students are working towards achievement standards. I incorporated formative and summative assessments to monitor progress and guide instruction. The unit includes opportunities for self-assessment and reflection, supporting student ownership of learning. I also ensured that reporting on student achievement is accurate and meaningful by using clear rubrics and curriculum-aligned criteria to inform feedback.

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2.4: Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between indigenous and non-indigenous Australians

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2.4: Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between indigenous and non-indigenous Australians

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I meet AITSL Standard 2.4 by completing the unit "ECN729 Teaching Aboriginal and Torres Strait Islander Students," which deepened my understanding of Aboriginal and Torres Strait Islander histories, cultures, and perspectives. Through this unit, I explored culturally responsive teaching strategies and ways to embed Indigenous knowledge respectfully and meaningfully into the curriculum. I developed the skills to create inclusive learning environments that value and reflect the identities of Aboriginal and Torres Strait Islander students. This learning has strengthened my commitment to promoting reconciliation by fostering mutual respect, challenging stereotypes, and ensuring Indigenous voices are heard and valued in my classroom.

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I meet AITSL Standard 2.5 by revising the Year 9 Ecosystems unit plan to integrate literacy and numeracy strategies that enhance student understanding and skills. I included activities that focus on scientific vocabulary development, reading comprehension, and writing skills, such as summarising ecological processes and labelling diagrams. Numeracy was incorporated through tasks like graphing population data, calculating species growth rates, and interpreting statistical data in environmental studies. These strategies ensure students build essential literacy and numeracy skills while engaging with scientific content, supporting their ability to analyse, communicate, and apply their learning effectively in both scientific and real-world contexts.

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ECN726 AT2 YEAR 9 ECOSYSTEMS UNIT PLAN edited

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Appendix 4: Digital Literacy Lesson Plan for Year 8 Pastoral Care

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2.6: Information and Communication Technology (ICT)

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2.6: Information and Communication Technology (ICT)

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For Pastoral Care I have designed a new unit called Digital Literacy that is being implemented at the school between year 7-10 to help build students digital literacy and digital citizenship skills, with a focus on safe use of technology. The lesson plans are scaffolded and constructivist to incorporate safe online practices such as password management, understanding of social media policies and ethical discussions of the use of AI in academia.

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3.1: Establish challenging learning goals

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3.1: Establish challenging learning goals

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Including success criteria, differentiated tasks, and modified lesson plans in my elective Medical Microbiology unit helps me establish challenging learning goals for all students. The success criteria provide clear, measurable outcomes that guide students towards mastering the content. By differentiating tasks, I ensure that each student is appropriately challenged based on their ability level, whether they need foundational support or are ready for extension activities. Modifying lesson plans allows me to incorporate diverse learning strategies, creating an environment where students are encouraged to set personal goals, build critical thinking skills, and work towards their full potential.

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3.2: Plan, structure and sequence learning programs

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3.2: Plan, structure and sequence learning programs

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Developing scaffolded and structured lesson plans for Medical Microbiology that follow WICOR, AVID, and the 5E Model aligns with AITSL Standard 3.2 by ensuring the content is thoughtfully planned, sequenced, and organised for effective learning. Using the 5E Model, I guide students through a logical progression, from engagement to evaluation, building their understanding step by step. WICOR and AVID strategies provide consistent opportunities for students to develop writing, inquiry, collaboration, organisation, and reading skills, supporting deeper learning. The scaffolding and structure in these plans ensure students can access the content, develop critical thinking, and make meaningful connections with the material.

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Using different communication strategies, HITS (such as explicit teaching, questioning, and feedback), PowerPoints, and gamification in my classes helps me meet AITSL Standard 3.3 by employing a range of effective teaching strategies to engage and support all learners. I use explicit teaching to clearly explain concepts, questioning to encourage critical thinking and gauge understanding, and feedback to guide improvement. PowerPoints provide visual representations to enhance comprehension, while gamification creates an interactive, engaging learning environment. These strategies cater to diverse learning styles and promote active student involvement, ensuring that all students are supported in achieving their learning goals.

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Finding extra resources for my classes, such as revision mats, worksheets, YouTube videos, PowerPoints, and games, ensures I select and use a wide range of resources that enhance student learning. Revision mats and worksheets provide opportunities for students to consolidate and apply their knowledge, while YouTube videos offer engaging, real-world examples of complex concepts. PowerPoints allow for clear visual explanations of key ideas, and games introduce interactive learning experiences that foster student engagement. These resources cater to diverse learning styles, supporting students in deepening their understanding and staying motivated throughout the lesson.

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Science revision Mat Control and Coordination

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Visual and Written Communication using a whiteboard

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3.5 Use effective classroom communication

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3.5 Use effective classroom communication

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Classroom scanning, body language, AVID strategies, whiteboards, hand language responses, and writing notes on the board from YouTube videos are examples of effective communication I use in classrooms to engage students and support their learning. Classroom scanning allows me to monitor student engagement and quickly address needs. Body language helps establish rapport and reinforces a positive learning environment. AVID strategies, like note-taking and questioning, encourage active participation. Whiteboards and hand language responses give students opportunities to demonstrate understanding in real-time, while writing notes from YouTube videos reinforces key ideas visually and enhances retention.

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3.6: Evaluate and Improve teaching programs

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3.6: Evaluate and Improve teaching programs

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I have evaluated and improved my Year 9 Ecosystems unit plan by incorporating further differentiation, student choice, reflective activities, and literacy and numeracy strategies, particularly considering an EAL and low socioeconomic context. I differentiated tasks to meet varying student abilities, offering tiered activities and alternative learning pathways. I provided students with choices in how they demonstrated their learning, fostering engagement and ownership. Reflective activities encouraged students to assess their progress and deepen their understanding. Additionally, I embedded literacy and numeracy strategies, such as vocabulary development and data analysis, ensuring all students could access the content and succeed in their learning.

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ECN726 AT2 YEAR 9 ECOSYSTEMS UNIT PLAN edited

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Appendix 5: Screenshot of an email communication between a student's parents

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3.7: Engage parents/carers in the educative process

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3.7: Engage parents/carers in the educative process

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Evidence of my engagement with parents/carers in the educative process is a screenshot of an email communication through Compass with a parent of a student who was falling behind due to illness. After this email, we discussed the student's progress and collaboratively developed a plan to provide the student with resources and support to catch up on missed work. This communication demonstrates my commitment to fostering a partnership with the student's family, ensuring that they are actively involved in their child's learning. By addressing concerns and offering practical solutions, I meet AITSL Standard 3.7 by effectively engaging the parent in the student's educational journey.

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Appendix 6: List of Kahoots previously used to help gamify lessons for engagement.

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The evidence includes a screenshot of previous Kahoot quizzes used within lessons to help students reflect on content in an engaging and meaningful way. Kahoot quizzes are a form of gamification, which I use as a strategy to support student participation and engagement. By incorporating interactive quizzes, students are encouraged to actively participate, as they enjoy the competitive and fun nature of the activity while reinforcing their understanding of key concepts. This approach not only boosts engagement but also promotes collaborative learning, allowing students to assess their knowledge in real-time. Through this, I meet AITSL Standard 4.1 by fostering an inclusive and participatory learning environment.

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Creating structured lesson plans using AVID, WICOR, and the 5E instructional model helps me meet AITSL Standard 4.2 by effectively managing classroom activities to maximise learning time and student engagement. The 5E model ensures a logical progression through each lesson—engage, explore, explain, elaborate, and evaluate—providing clear expectations and smooth transitions between activities. WICOR strategies, such as collaborative learning and inquiry-based tasks, help organise student roles and responsibilities, fostering independence and accountability. AVID techniques promote structured routines and academic focus. Together, these frameworks support consistent classroom management, reduce off-task behaviour, and create an organised, student-centred environment where learning remains purposeful and productive.

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Email to parents requesting after school detention

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Following School-Wide Positive Behaviour Support (SWPBS) procedures and policies, implementing detentions when appropriate, and using behaviour management strategies such as consistent entry and exit routines effectively manages challenging behaviour. SWPBS provides a proactive framework for promoting positive behaviour and clearly communicating expectations. Entry and exit routines create a structured learning environment that reduces disruptions and supports student self-regulation. When needed, consequences like detentions are applied fairly and consistently to reinforce expectations. These strategies help maintain a safe and respectful classroom where students understand boundaries, enabling a focus on learning and minimising behavioural issues.

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Email To Parents Requesting After School Detention

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Using websites like RiskAssess, teaching students about safety procedures and risk management, participating in fire drills, and engaging in professional learning about laboratory safety all support my ability to meet AITSL Standard 4.4. Risk Assess allows me to plan and document safe science practicals, identifying potential hazards and appropriate control measures. I explicitly teach students about safety protocols, including the use of PPE and correct equipment handling, to ensure they understand how to work safely. Regular participation in fire drills and ongoing professional learning strengthens my knowledge of emergency procedures, ensuring I can confidently maintain a safe, compliant learning environment.

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Appendiix 7: Digital Literacy lesson plan for Year 8 Pastoral Care

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4.5: Use ICT safely, responsibly and ethically

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4.5: Use ICT safely, responsibly and ethically

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I have developed a comprehensive unit for Pastoral Care that is currently being implemented at my school to help students build their digital literacy and digital citizenship skills. This unit focuses on teaching students how to use ICT safely, responsibly, and ethically, with an emphasis on secure online practices, recognising misinformation, protecting personal data, and understanding respectful digital communication. Lessons include practical strategies for managing online behaviour and exploring real-life scenarios to promote critical thinking. Through this initiative, I meet AITSL Standard 4.5 by actively supporting students in becoming responsible digital citizens who understand the importance of ethical and safe technology use.

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Documenting both formative and summative assessment for my Year 11 Biology students helps me meet AITSL Standard 5.1: Assess student learning. Formative assessments, such as quizzes, checkpoints in booklets, and exit tickets, allow me to monitor student understanding throughout the learning process and adjust instruction to address gaps. Summative assessments, including tests, research projects, and practical reports, provide evidence of overall achievement against learning outcomes. By carefully recording and analysing this data, I can evaluate student progress, provide targeted feedback, and plan future lessons more effectively. This practice ensures my assessment methods are purposeful, aligned with curriculum goals, and support student learning and growth.

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Screenshot of feedback for ecosystems research task for year 9 science

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5.2: Provide feedback to students on their learning

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5.2: Provide feedback to students on their learning

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Providing feedback to Year 9 students on their ecosystems research task through Compass allows me to offer timely, specific, and constructive feedback that supports learning. I use strategies such as highlighting strengths, identifying areas for improvement, and suggesting actionable next steps. This approach ensures students understand how to refine their work and deepen their understanding of key ecological concepts. By using Compass, I maintain a consistent and accessible platform where students and parents can view progress and teacher comments. This reinforces a growth mindset, encourages reflection, and helps students take ownership of their learning journey.

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Screenshot of Feedback for year 9 science student ecosystems task

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5.3: Make consistent and comparable judgements

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5.3: Make consistent and comparable judgements

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Engaging in professional learning on moderation of assessment as professional practice has supported my ability to meet AITSL Standard 5.3: Make consistent and comparable judgements. This training helped me better understand how to apply assessment criteria fairly and accurately across different student responses. I applied this knowledge when marking Year 11 Biology exams, ensuring my judgements aligned with curriculum standards and matched the expectations shared across the teaching team. Participating in moderation discussions and comparing annotated exemplars helped calibrate my marking, reducing bias and promoting consistency. This professional practice ensures that all students receive equitable, transparent, and meaningful assessment outcomes.

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Student Profile Assessment Data for Year 11 Biology

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Using class profile data from assessments allows me to meet AITSL Standard 5.4: Interpret student data by identifying trends, strengths, and areas for improvement within my class. I regularly analyse both formative and summative assessment results to tailor content delivery and adjust teaching strategies to better meet the diverse needs of my students. For example, if data shows gaps in understanding of key biology concepts, I incorporate more scaffolding, targeted revision, or group tasks to address these areas. This data-informed approach ensures lessons are responsive, student-centred, and designed to improve outcomes through evidence-based teaching decisions and personalised support.

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Screenshot of reporting data for year 11 biology

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Regular and consistent reporting for my classes, providing feedback, and conducting parent-teacher interviews are key practices that help me meet AITSL Standard 5.5: Report on student achievement. By giving detailed, actionable feedback on assignments and assessments, I ensure students are informed of their progress and areas for improvement. Parent-teacher interviews further enhance communication, allowing me to discuss student achievements and challenges with families. Uploading chronicles to Compass ensures that parents and students have access to ongoing performance data, while submitting risk assessments for senior students ensures compliance with safety standards. These practices collectively provide transparent, timely reports on student achievement and foster meaningful engagement with families.

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Screenshot of reporting data for year 11 biology

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Timetable for Professional Development Seminar

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6.1: Identify and plan professional learning needs

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6.1: Identify and plan professional learning needs

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Attending a professional development seminar focused on classroom management practices demonstrates my commitment to meeting AITSL Standard 6.1: Identify and plan professional learning needs. I selected this seminar based on self-reflection and feedback that highlighted the need to strengthen my behaviour management strategies. The session provided evidence-based techniques to create a more structured, supportive classroom environment. By choosing professional learning that directly aligns with my current teaching context and areas for growth, I am able to implement new strategies that enhance student engagement and learning. This intentional, targeted approach ensures my ongoing development as an effective and responsive educator.

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Timetable for Professional Development Seminar 

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Timetable for Professional Development Seminar

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6.2: Engage in professional learning and improve practice

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6.2: Engage in professional learning and improve practice

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By selecting this seminar, I actively seek opportunities to enhance my skills in managing diverse classroom behaviours and creating a positive learning environment. The strategies and techniques gained from the seminar have allowed me to refine my practice, providing a more structured approach to managing student behaviour and increasing engagement. This ongoing commitment to professional learning helps me remain reflective and responsive, ensuring my teaching practices continuously evolve to meet the needs of my students.

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Timetable for Professional Development Seminar 

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6.3: engage with colleagues and improve practice

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6.3: engage with colleagues and improve practice

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Attending the three-day AVID Summer Institute, alongside diverse groups of professionals and colleagues from other schools, supports AITSL Standard 6.3: Engage with colleagues and improve practice. Collaborating with educators from different backgrounds provided opportunities to exchange ideas, discuss effective strategies, and reflect on best practices. This experience allowed me to deepen my understanding of AVID methodologies, such as inquiry and collaborative learning, and adapt these strategies to my own teaching. By engaging with colleagues across schools, I broadened my perspectives, strengthened professional networks, and gained valuable insights, all of which contributed to improving my teaching practice and student outcomes.

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AVID Summer Institute 2024 Communities Of Practice

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PCMS Entry Exit Routines Professional Learning Agenda

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6.4: Apply professional learning and improve student learning

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6.4: Apply professional learning and improve student learning

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After Attending professional development on entry and exit routines I incorporated these strategies into my lessons. The training provided valuable insights into how structured entry and exit routines can establish clear expectations, promote smooth transitions, and enhance classroom management. By implementing these routines, I have created a more focused and organised learning environment that maximises student engagement and reduces disruptions. This approach has improved the flow of lessons, helped students feel more prepared and settled, and ultimately enhanced their ability to focus on the content, leading to better learning outcomes.

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PCMS Entry Exit Routines Professional Learning

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7.1: Meet professional ethics and responsibilities

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7.1: Meet professional ethics and responsibilities

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Throughout my course and professional career Ihave been trained with the VIT Code of Ethics and Code of Conduct. This training provided me with a clear understanding of the ethical standards and professional responsibilities required as a teacher. It reinforced the importance of acting with integrity, fairness, and respect toward students, colleagues, and the broader school community. By adhering to these ethical guidelines, I ensure that my teaching practices promote a positive learning environment, foster trust and respect, and align with the professional standards expected in the education sector.

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Appendix 8: Screenshot of a compass entry for a behavioural observation.

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7.2: Comply with legislative, administrative and organisational requirements

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7.2: Comply with legislative, administrative and organisational requirements

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The evidence refers to an example of a legislative, administrative, and organisational policy and process, which involves using the Compass system to chronicle observations of students and contribute to school data. This process ensures that all student interactions, assessments, and observations are documented and accessible for review, supporting the school's compliance with relevant legislation and administrative requirements. By consistently using the Compass system, I align with school policies and contribute to maintaining accurate records that meet both internal and external requirements. This practice demonstrates my commitment to complying with legislative, administrative, and organisational expectations, as outlined in AITSL Standard 7.2.

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Appendix 9: Screenshot of agenda for Parent Student Teacher Interviews (PST)

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The evidence refers to the strategies I use to work effectively, sensitively, and confidentially with parents and carers during face-to-face parent-student-teacher interviews conducted each term. Through these meetings, I collaborate with parents and carers to develop STAR action plans that address student progress, set goals, and outline support strategies. I also follow up on any ongoing issues and discuss career plans with students, ensuring that parents are fully involved in their child's learning journey. This approach ensures open communication, fosters strong partnerships with families, and aligns with AITSL Standard 7.3 by actively engaging with parents and carers to support student development.

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Appendix 10: Professional Learning Community weekly meeting resource

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7.4: Engage with professinal teaching networks and broader communities

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7.4: Engage with professinal teaching networks and broader communities

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As part of the school policy, teachers attend a Professional Learning Community (PLC) meeting each week, fostering collaboration and continuous development. During these sessions, teachers engage in professional learning and coaching, drawing from a diverse range of resources. In the attached example, we received training on positive management strategies from both external and internal professionals, which was aligned with the findings from the whole school audit. This engagement with professional networks, both within and outside the school, supports the ongoing improvement of teaching practices. This approach meets AITSL Standard 7.4 by facilitating active participation in professional teaching networks and broader communities.