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1.1	Select from a flexible and effective repertoire of teaching strategies to suit the physical, social and intellectual development and characteristics of students.

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1.1	Select from a flexible and effective repertoire of teaching strategies to suit the physical, social and intellectual development and characteristics of students.

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1.5 Evaluate learning and teaching programs, using student assessment data, that are differentiated for the specific learning needs of students across the full range of abilities.

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1.5 Evaluate learning and teaching programs, using student assessment data, that are differentiated for the specific learning needs of students across the full range of abilities.

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2.2 Exhibit innovative practice in the selection and organisation of content and delivery of learning and teaching programs.

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2.2 Exhibit innovative practice in the selection and organisation of content and delivery of learning and teaching programs.

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2.5 Support colleagues to implement effective teaching strategies to improve students’ literacy and numeracy achievement.

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2.5 Support colleagues to implement effective teaching strategies to improve students’ literacy and numeracy achievement.

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2.6 Model high-level teaching knowledge and skills and work with colleagues to use current ICT to improve their teaching practice and make content relevant and meaningful.

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2.6 Model high-level teaching knowledge and skills and work with colleagues to use current ICT to improve their teaching practice and make content relevant and meaningful.

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3.1 Develop a culture of high expectations for all students by modelling and setting challenging learning goals.

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3.1 Develop a culture of high expectations for all students by modelling and setting challenging learning goals.

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3.3 Support colleagues to select and apply effective teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking.

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3.3 Support colleagues to select and apply effective teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking.

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3.6 Work with colleagues to review current teaching and learning programs using student feedback, student assessment data and knowledge of curriculum and workplace practices.

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3.6 Work with colleagues to review current teaching and learning programs using student feedback, student assessment data and knowledge of curriculum and workplace practices.

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4.1 Model effective practice and support colleagues to implement inclusive strategies that engage and support all students.

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4.1 Model effective practice and support colleagues to implement inclusive strategies that engage and support all students.

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5.2 Select from an effective range of strategies to provide targeted feedback based on informed and timely judgements of each student’s current needs to progress learning.

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5.2 Select from an effective range of strategies to provide targeted feedback based on informed and timely judgements of each student’s current needs to progress learning.

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6.3 Initiate and engage in professional discussions with colleagues in a range of forums to evaluate practice directed at improving professional knowledge and practice, and the educational outcomes of students.

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6.3 Initiate and engage in professional discussions with colleagues in a range of forums to evaluate practice directed at improving professional knowledge and practice, and the educational outcomes of students.

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7.4 Contribute to professional networks and associations and build productive links with the wider community to improve teaching and learning.

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7.4 Contribute to professional networks and associations and build productive links with the wider community to improve teaching and learning.

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Suspense narrative writing using checklist for success on Key Features

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Suspense narrative writing using checklist for success on Key Features

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Student providing thoughts and feedback- written discussion

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Student providing thoughts and feedback- written discussion

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Feedback to student using Stileapp for Science

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Feedback to student using Stileapp for Science

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Creating a vibrant, engaging learning environment celebrating achievement and success according to curriculum content

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Creating a vibrant, engaging learning environment celebrating achievement and success according to curriculum content

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Health topic with focus for student well being

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Poetry, metaphor and figurative language focus

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Poetry, metaphor and figurative language focus

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Interpreting data from testing to organise streaming to ensure differentiation and targeted teaching

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Interpreting data from testing to organise streaming to ensure differentiation and targeted teaching

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Connections with other professionals with schools involved in Project based Learning

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Mandy's Blog on my Purposeful Pedagogy Journey

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Mandy's Blog on my Purposeful Pedagogy Journey

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As a teacher, with over 20 years experience, I feel it is necessary to constantly evolve to keep up with the changes that education throws at us. In 2021, now more than ever, I need to keep changing, morphing and adapting as an educator in this fast-paced digital world. I stand before you here today, grabbing the bull by the horns and submerging myself on this new adventure to improve my own skills as an educator.

I take this giant leap with 30 other educators, embarking on a professional learning journey 'Purposeful Pedagogies: Global competencies in action.' Dare I say, I am a little startled, daunted and hesitant, yet excited for the journey ahead.

Above all

I am looking forward to seeing where this journey can take me and my students through the power of inquiry and a project-based learning approach.

I am eager to make connections with other educators and experts in their field.

Holding onto my reigns I will embrace this new journey, accept the challenges along the way and prepare myself to learn from the mistakes I am sure to make.

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Ready Steady Go! – Purposeful Pedagogies Journey

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As a teacher, with over 20 years experience, I feel it is necessary to constantly evolve to keep up with the changes that education throws at us. In 2021, now more than ever, I need to keep changing, morphing and adapting as an educator in this fast-paced digital world. I stand before you here today…

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Feedback and grading for in service teaching

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Feedback and grading for in service teaching

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Feedback to parents, interview notes for PTI

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Feedback to parents, interview notes for PTI

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Final written feedback to student on successes and areas for development

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Final written feedback to student on successes and areas for development

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Deliver to phase of learning Writing using Pobble and Success Criteria Checklists

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Deliver to phase of learning Writing using Pobble and Success Criteria Checklists

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I use Pobble 365 and Pobble.com to get students to view, read and comment on the successes of exemplars of other student work. Children are taught what to look out for using success criteria checklists. Children are encouraged to leave comments on the Pobble Platform as feedback to student. Children will then take what they have learnt and apply the critical feedback to their own writing during the editing and proofreading phase. i begin this phase with teacher modelling first to direct their feedback and their thinking to specific areas, which in turn allows them to set goals for their own writing.

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Created a writing collection of resources on Shared server to support writing.

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Created a writing collection of resources on Shared server to support writing.

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Created a One Note Unit of Work on Year 6 Suspense writing

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Created a One Note Unit of Work on Year 6 Suspense writing

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Unit of work focuses on key areas for writing improvement including:

Teaching specific features of writing, such as techniques: slow down time, using fronted adverbials, uplevelling work by improving vocabulary and taking risks.

Also exploring exemplar texts and modelling writing to the class.

Students produce a collection of work which demonstrates progression of work, ability to include key features to make writing successful and are provided with targeted feedback both written and verbal.

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Homework to complement learning taking place in the classroom

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Homework to complement learning taking place in the classroom

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One Note termly homework is set on a weekly basis focusing on the key areas of Spelling, Writing, HASS, and Maths. Student complete homework and are provided with feedback both verbal and written in response to work submitted.

Homework includes differentiation where required and needed for specific students including extension and support

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Rewriting/editing Year 6 Maths tests to be more specific/focused to take remove repetitive elements.

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Rewriting/editing Year 6 Maths tests to be more specific/focused to take remove repetitive elements.

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Collaboration and engaging with Hale Staff on issues relating to Year 6 content and curriculum. Forging working relationships

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Collaboration and engaging with Hale Staff on issues relating to Year 6 content and curriculum. Forging working relationships

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Engage professionally with community- Hale School

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Engage professionally with community- Hale School

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Seating plans to adjust for student wellbeing, student differentian needs according to LAPs etc

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Seating plans to adjust for student wellbeing, student differentian needs according to LAPs etc

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Communication with tutors regarding student needs

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Communication with tutors regarding student needs

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Communication with parents regarding settling in

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Communication with parents regarding settling in

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One Note Maths for extension Students collection of resources to extend

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One Note Maths for extension Students collection of resources to extend

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Attended Making Thinking Visible Webinars

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Attended Making Thinking Visible Webinars

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Example of Year 6 to Year 7 Handover Notes

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Example of Year 6 to Year 7 Handover Notes

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Circle Of Viewpoints Thinking Routine- Project Zero

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Circle Of Viewpoints Thinking Routine- Project Zero

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Thinking Routine -Student example of Circle of Viewpoints

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Thinking Routine -Student example of Circle of Viewpoints

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Thinking Routine - Question Sort - Finding and sorting Burning Questions for Inquiry

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Thinking Routine - Question Sort - Finding and sorting Burning Questions for Inquiry

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Thinking Routine - Question Sort - Finding and sorting Burning Questions for Inquiry

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Thinking Routine - Question Sort - Finding and sorting Burning Questions for Inquiry

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Using Digii Social for student online ICT safety and learning

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Using Digii Social for student online ICT safety and learning

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This allows me to set work, deliver lessons, monitor chats and support students. i use the feedback to award merits to students who use this platform with sincerity and a desire to learn. Merits come in the form of silver and gold merits

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At the start of the year I always carry out a Multiple Intelligence test to find the characteristics of preferring learning styles within my cohort and throughout the year I try to find opportunities for students to develop their multiple intelligences and work to their strengths.

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Teacher in the UK for 10 years until migrated to Australia in 2007.

1997-2007 Mapledene Primary School

2008-2024 St Mary's Anglican Girls' School

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750 million+ members | Manage your professional identity. Build and engage with your professional network. Access knowledge, insights and opportunities.

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Collaborative opportunities for students to communicate and work together

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Collaborative opportunities for students to communicate and work together

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Collaboration with students from other classes

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Collaboration with students from other classes

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Miro collaboration whiteboard (IT based)

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Miro collaboration whiteboard (IT based)

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Assessment data for students at start of year and ongoing

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Assessment data for students at start of year and ongoing

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Communicating with ACE dept regarding specific students in ACE programs, HS, AL, DM, JW

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Communicating with ACE dept regarding specific students in ACE programs, HS, AL, DM, JW

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Meetings during T&L meetings, NCCD meetings, Specific students to tackle indivdiual needs. Example with students:

M Markey

R Adam

D Lewis etc

(See Seqta notes for evidence)

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Each week as part of a 6 Team Homework Club

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Each week as part of a 6 Team Homework Club

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Year 6, each week hold Maths Homework club (1 teacher per day) to go through misconceptions, catchups and consolidation points for students who need it. Homework club is also open for those who wish to complete homework tasks assigned on OneNote with teacher assistance.

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Maths sessions with Sheila, Paul Swann..

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Maths sessions with Sheila, Paul Swann..