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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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Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs.

Overview: In my professional development, I consistently search for learning that is targeted and purposeful.

I reflect on and identify my own personal specific development needs, guaranteeing that growth directly enhances my teaching practice and improves student learning outcomes.

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3.1 Establish challenging learning goals

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3.1 Establish challenging learning goals

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Set learning goals that provide achievable challenges for students of varying abilities and characteristics.

Overview: I set learning goals that are achievable yet challenging, ensuring every student remains engaged and motivated. This allows me to differentiate tasks, pushing each student’s creative boundaries regardless of their current skill level.

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This Professional Learning Plan and Reflective Rationale, developed for ECN732 Teaching in the 21st Century, incorporates constructive feedback from both colleagues and mentors. It demonstrates my commitment to actively seeking and applying professional feedback to improve my teaching practice. Through critical reflection and alignment with the Australian Professional Standards for Teachers (APST), the plan outlines targeted strategies for professional growth, with a focus on collaborative learning, responsive pedagogy, and improved student engagement.

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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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Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.

Overview: In the artroom, this translates into a daily commitment to integrity and professionalism. I must ensure I am responsible for student wellbeing, act with honesty in all my dealings, and respect the confidentiality of my students. This also includes upholding the ethical use of resources, including copyrighted images or artworks. By consistently acting with integrity, I set a professional example and build a foundation of trust with my students, their families, and my colleagues.

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Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.

Overview: I use a range of assessment strategies - including informal, formative, and summative - to guide student growth. This helps me understand prior knowledge, provide continuous feedback during the creative process, and ultimately evaluate a student's final learning.

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Identify strategies to support inclusive student participation and engagement in classroom activities.

Overview: My approach focuses on a variety of strategies to foster participation. I use a mix of collaborative group projects, encouraging students to learn from each other's diverse perspectives. I also rely on differentiated instruction, providing options for materials and project outcomes so all students, regardless of their skill level or background, can find success. I make sure my communication is clear and positive, using encouraging feedback to build confidence. Creating a classroom culture that celebrates and respects different approaches to art is my main goal, ensuring everyone's contribution is valued.

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ECN723 - AT1 Middle Years Teaching Strategies Years 5-9 

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Year 8 Visual Art Curriculum program: This Inquiry-based learning program establishes challenging learning goals by providing different levels of challenge to suit the varying needs of my students.

I use a pre-test and KWL chart in the first week to gauge their prior knowledge, which helps me set learning goals that are achievable yet challenging for each student.

The program includes differentiation explicit instructions for students with high to low modification requirements and by providing different pathways and levels of questioning, helps to ensure all students are appropriately challenged and can progress at their own pace, fostering deep learning, agency and critical thinking.

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UDL + Differentiation Planning guide

The provided UDL and differentiation planning template is a key piece of evidence for my teaching practice.

In the Year 7-9 Art and Media room, this template acts as my intentional planning tool to create an inclusive and engaging learning environment.

I rationalise this as evidence because by providing multiple options for Input, I'm catering to the diverse learning needs of my students, ensuring that whether a student is a visual, auditory, or kinaesthetic learner, they can effectively access the content. The template's focus on Process with optional scaffolds allows me to meet students where they are at, providing support without limiting the core task. This is crucial for maintaining student confidence and engagement. By offering multiple avenues for an output, I'm empowering students to demonstrate their learning in a way that best suits their strengths and interests. This approach validates their unique skills and fosters a sense of agency, directly promoting active participation in their learning journey.

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By adhering to the Victorian Teachers Code of Conduct, I would be demonstrating my understanding and application of the key principles that underpin the teaching profession, as it reflects the values of integrity, respect, and responsibility. The Code also provides a framework for accountability and promotes public confidence in the teaching profession. It reminds me to reflect on my own conduct and practice to ensure I'm meeting the standards required of a teacher.

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Rubrics This Year 7 "Art Elements" rubric outlines five specific criteria, such as "Explore, develop and refine artworks" and "Reflect, Analyse and Document", against which a student's final artwork and accompanying documentation are evaluated, contrasting against the clear scale for final grading and demonstrating knowledge of a formal, summative approach to measure overall learning.

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This Personal Learning Journal entry from the beginning of my Masters, expresses my developing philosophy by articulating my commitment to a student-centric, inclusive classroom. It addresses Standard 6.1 by explicitly identifying professional learning needs and outlining a two-month plan involving independent research, workshops, and peer collaboration to resolve these gaps.

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The Australian Professional Standards for Teachers provides a framework to meet professional ethics and responsibilities.

By engaging with these standards, ensures that my practice is guided by the ethical principles required of all Australian teachers. These standards guide me to act professionally with colleagues, parents, and the broader community, while also understanding and adhering to legislative and organisational requirements. In doing so, I demonstrate my commitment to the integrity and values of the teaching profession.

It’s also important to understand and follow the laws set by the government, including laws such as the:

Equal Opportunity Act 2010 – which supports fairness and prevents discrimination

Victorian Privacy and Data Protection Act 2014 – which protects personal information

Occupational Health and Safety Act 2004 – which helps keep workplaces safe

Children, Youth and Families Act 2005 – which focuses on child safety and wellbeing

These laws and guidelines help ensure we (as teachers) create a safe, respectful and supportive environment for students and staff.

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Australian Professional Standards for Teachers

If you are studying teaching, supervising pre-service teachers, or involved in initial teacher education programs, you will be using the Graduate descriptors. All initial teacher education programs, and students graduating from these, must meet the descriptors at this first career stage.

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If you are studying teaching, supervising pre-service teachers, or involved in initial teacher education programs, you will be using the Graduate descriptors. All initial teacher education programs, and students graduating from these, must meet the descriptors at this first career stage.

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Student Monitoring Worksheet and Reflection - 7 AUG

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Student Monitoring Workshop & Reflection Report: is a valuable tool I use to document my interactions and observations of student engagement in the Art and Media room. It helps me to systematically record daily behaviour, noting positive connections - such as showing respect for significant events in their lives, actively listening, and acknowledging their responses - along with any triggers for disengagement. This deliberate practice ensures I am dealing with issues fairly, exhibiting a caring attitude, and making a conscious effort to include reluctant students.

By consistently collecting this information, helps me to identify patterns of behaviour and understand what might be hindering a student's participation, or behaviour.

This allows me to move from general classroom management to targeted interventions.

(Eg., if a student is consistently off-task, my data helps me rationalise an intervention like offering a choice in media to re-engage them, thereby fostering an inclusive and supportive environment where every student has the opportunity to actively participate and feel valued).

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This seating chart

Creating a strategic seating chart directly addresses Standard 1.1 by demonstrating my understanding of how students learn and develop. By placing students needing support at the front and separating disruptive peers, I proactively manage the classroom environment to improve focus, wellbeing, and engagement, thereby meeting diverse learning needs.

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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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Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.

Overview: My practice is guided by legislative requirements such as maintaining my registration with the Victorian Institute of Teaching (VIT) and holding a valid Working with Children Check (WWCC). I am also legally bound to comply with mandatory reporting laws to ensure student safety.

On an administrative level, I follow Department of Education policies regarding student welfare, duty of care, and workplace health and safety within the artroom. This includes a responsibility to manage risks associated with art materials and equipment.

Finally, I engage with the organizational requirements of my school by following specific procedures for lesson planning, student data management, and behavior management. I also ensure I respect and apply specific subject-related guidelines, such as understanding and upholding copyright law when using images for teaching and honoring the moral rights of artists.

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Permission To Teach (VIT)

Receiving Permission to Teach from the Victorian Institute of Teaching (VIT) directly demonstrates compliance with legislative and administrative requirements. This approval signifies that I have met the professional and legal standards set out for all educators in Victoria, ensuring my practice is officially recognised and aligned with the governing body's regulations for teaching.

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First Aid Management of Anaphylaxis

This certificate directly addresses the standard by demonstrating compliance with organisational safety requirements. Obtaining the First Aid Management of Anaphylaxis certificate fulfils a specific administrative and legislative requirement for staff, ensuring I am equipped to respond appropriately to emergencies and uphold the safety and well-being of students within the learning environment.

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Understand strategies for working effectively, sensitively and confidentially with parents/carers.

Overview: As a pre-service teacher, I've seen firsthand the critical need for educators to engage effectively and sensitively with parents and caregivers. Taking a proactive approach allows teachers to better understand their students' unique needs and implement tailored strategies to support them. This also helps build a foundation of trust with families, which facilitates open and respectful communication.

Key practices that foster this collaboration include maintaining confidentiality, actively listening to parent concerns, and working together to support student learning and well-being.

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Parent Email

This evidence demonstrates my ability to work effectively, sensitively, and confidentially with parents. The parent email shows my proactive communication about a student's progress and the support plan for their Assessment Task, a key part of working effectively.

This direct, private approach to addressing the student's anxiety highlights my sensitivity and respect for their family's privacy, ensuring confidentiality. By involving the parents in creating a collaborative support strategy, I show that I understand the importance of a home-school partnership in addressing a student's emotional and academic needs. This targeted, compassionate communication is a cornerstone of my professional practice.

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Compass Chronicle

Using the Compass Chronicle establishes a transparent, ongoing line of communication with parents and carers.

By documenting and sharing both minor and / or major behaviours, teachers keep families informed in a timely and confidential manner. This proactive approach avoids surprises and shows respect for the parent’s role in their child's education. This tool facilitates a collaborative partnership, allowing parents to support their child's learning and well-being at home, which is essential for a consistent educational journey. Ultimately, it builds trust and strengthens the crucial home-school connection.

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7.4 Engage with professional teaching networks and broader communities

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7.4 Engage with professional teaching networks and broader communities

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Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.

Overview: To expand my knowledge and improve my professional practice, I need to understand the role of external professionals and the broader community. This speaks to my commitment in being a lifelong learner and a connected professional.

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Joining the Victorian Applied Learning Association (VALA) is crucial for developing engaging curriculums and applying effective teaching methods. I joined the VALA community to access its resources and attend its conferences, which I believe are vital for my continued professional growth.

This will provide me with important opportunities for self-reflection and development, helping me to become a more effective teacher.

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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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Understand the relevant and appropriate sources of professional learning for teachers.

Overview: I know that engaging in professional learning is vital for my practise. I'll seek out relevant sources like art education conferences, workshops on new digital media, and professional networks. This ensures I stay current and continually improve my teaching strategies and subject knowledge.

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Staff Wellbeing Professional Learning Day: I've participated in many PD sessions, including the opportunity to enhance my own health and professional skills by addressing my wellbeing and providing strategies to help my students regulate. Ultimately, this training directly improves my capacity to support a positive and effective learning environment, showing my commitment to continuous professional growth.

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Staff Wellbeing Professional Learning Day

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A Common Assessment Task (CAT) The Year 9 Media Arts Production workbook is a robust artifact that provides evidence of a multi-faceted assessment approach.

I use the "Character Brainstorm Map" and the "Character Action Map" at the start of the project to gauge a student's initial understanding of concepts, serving as a

diagnostic tool.

Through Formative assessment, I've constructed the workbook and its timeline as a formative assessment framework. The phased tasks, including storyboards and shot lists , allow me to provide continuous feedback to students throughout the six-week process. The "Process and Production Log" also encourages student reflection on challenges and contributions, providing opportunities for informal feedback and guidance.

The workbook culminates in the summative submission of a final video and a completed production log , which are evaluated for a final score. This represents a clear

summative assessment

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Participation in Teacher forums and communities:

Joining the ATOM Facebook community teacher group expanded my teaching practices by providing access to a wider range of resources and diverse pedagogical strategies. Having access to this community helps exposed me to new ideas and tools, allowing me to innovate in the classroom. The shared expertise and peer support have been invaluable for my professional growth, directly enriching my teaching and student learning experiences.

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Performance & Development Plan (Professional Development)

Throughout this year - 2025, the staff at my school are engaging in professional and development planning. This has helped me to reflect on my teaching and identify other specific areas where I can grow.

By setting clear, measurable goals focused on improving my classroom practice, I can work towards better student outcomes. This planning day is crucial as it helps me formalise my commitment to continuous professional growth and directly link my learning to improving my students’ results.

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Scaffolding Learning: Principles for effective teaching and the design of classroom resources (Taber, 2018).

There is a clear distinction between scaffolding and differentiation and in order to address challenging goals, scaffolding can help to support the student in their learning.

When effectively implemented into students learning activities, they are able to grow in confidence and reach a level in which they will no longer require those supports.

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By reviewing student Individualised Education Programs (IEPs) and snapshots before the semester, means that I can proactively plan for specific needs like Dysgraphia, ADHD, and anxiety. This preparation ensures I can tailor my teaching - for example, by allowing more time for typing or using positive reinforcement - to support every student's success.

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Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.

Overview: Throughout this Masters, I have learnt about many of the different approaches to how students learning. This includes, completing many of the different assignments, essays and research projects to help students engage in the work through effective teaching and learning. Through applied learning approaches, it's through my Placement experiences that I'm able to emphasise learning contexts, personalise content and use an experiential approach.

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Applied Learning Theories and Practice

In this document, I analysed three applied learning programs: The Edible Schoolyard, a Diploma of Screen and Media, and For Change Co. I argued that applied learning effectively engages students, and I assessed one program's strengths and weaknesses, identifying key factors for successful implementation.

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Scaffolding Learning research paper, Taber (2018):

This peer reviewed article addresses ways that educators can challenging learning goals, providing scaffolding to significantly enhance student understanding and effectively and seamlessly incorporate it into any learning activity.

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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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Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.

Overview: I must actively seek and apply constructive feedback from experienced colleagues and supervisors on everything from my lesson plans to my classroom management. This collaborative approach allows me to refine my teaching strategies, ensuring I continuously improve for the benefit of my students.

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Demonstrate the capacity to organise classroom activities and provide clear directions.

Overview: In a space full of tools, paints, and chemicals, my number one priority is safety. By having a well-organised system for materials and a clear sequence of instructions, I can minimise risks and confusion. This also maximises the time students have for creativity. Providing clear directions helps build student independence, reduces frustration, and ensures everyone understands the project goals. Without strong organisation, valuable creative time is lost to chaos.

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Email asking experienced teacher for advice [redacted]

By seeking their expertise, I'm actively looking for constructive feedback and different perspectives to better support my students. By reaching out to others, I show my commitment to improving my teaching practices by learning from experienced peers.

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This Year 9 Studio Art Lesson Plan is a clear demonstration of how I apply Standard 4.2 in my teaching practice. By meticulously planning and organising each part of the lesson, I can ensure a smooth and productive learning environment. The plan’s structured timing and logical sequence of activities – from a warm-up to a demonstration and guided practice –allow me to manage the classroom effectively and provide clear, sequential directions to my students. By preparing all materials in advance and outlining clear success criteria, I am able to facilitate a hands-on art class and ensure my students understand the learning goals. This forward-thinking approach is fundamental to my ability to manage classroom activities successfully.

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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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Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.

Overview: I recognise that it is my professional responsibility to create a learning environment where all students feel seen and valued. By understanding and respecting students' diverse linguistic, cultural, religious, and socioeconomic backgrounds, I can adapt my pedagogical approach. This ensures that I provide an equitable education, unlocking each student’s full creative potential and fostering a truly inclusive classroom.

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Moderation processes [redacted]: Moderation processes are vital for me as a teacher because they're a direct way to get constructive feedback by comparing my students work, and the grading with other colleagues.

By undertaking this process, I can make sure my assessment judgements are consistent and that I’m properly understanding the achievement standards.

This feedback helps me identify where my teaching might be falling short or where my students are struggling, so I can refine my practice and adjust my lessons to better support their learning and improve their outcomes.

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2025 Moderation week sessions - Google Docs

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Susan Carter's book 'Opening Eyes onto Inclusion and Diversity' (2019) taught me to better understand how diverse learners experience education. It provided practical strategies for inclusive teaching, helping me to create more effective lesson plans and adjust my practice to meet the varied needs of students.

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Book Information

Susan Carter; Professor Lindy-Anne Abawi; Professor Jill Lawrence; Associate Professor Charlotte Brownlow; Renee Desmarchelier; Melissa Fanshawe; Kathryn Gilbey; Michelle Turner; and Jillian Guy

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Opening Eyes onto Inclusion and Diversity - Simple Book Publishing

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Susan Carter; Professor Lindy-Anne Abawi; Professor Jill Lawrence; Associate Professor Charlotte Brownlow; Renee Desmarchelier; Melissa Fanshawe; Kathryn Gilbey; Michelle Turner; and Jillian Guy

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Behaviour Interventions Strategies in the Artroom [Middle Years]

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I created this Behaviour Management sheet to help me manage classroom activities and provide clear directions, aligning directly with Standard 4.2.

I addressed the standard by including clear expectations and a consistent, step-by-step response plan for various behaviours. For example, the sheet showed me how to use scripted phrases to provide clear directions, and a tiered system of consequences ensured I could manage activities smoothly, from a simple reminder to an escalated protocol. Having a structured plan ensured I could keep the class on track while addressing individual student needs.

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Behaviour Interventions Strategies in the Classroom [Middle Years] - Google Docs

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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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Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.

Overview: One this I've come to realise is that the more I improve, the more my students will learn. The world of art is constantly evolving with new media, technologies, and teaching philosophies. By engaging in professional development, I ensure my knowledge and skills remain current. This allows me to introduce students to contemporary art forms, such as digital media, and to refine my teaching strategies to better meet their diverse needs. Ultimately, my continued learning directly translates to improved student engagement, expanded creative opportunities, and enhanced learning outcomes.

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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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Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.

Overview: I strive to always provide timely feedback, something that I believe to be a key to student growth in the artroom. It's not just about a final grade - it’s about providing constructive guidance on technique, concept development, and creative choices to help students improve and build confidence.

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Year 7 Mask-making Task

This Year 7 Visual Art AJ Fosik mask-making task is a strong example of culturally responsive teaching. It introduces students to the global significance of masks and connects this historical context to the contemporary art of AJ Fosik, whose work is inspired by cultural traditions. Students are then challenged to use this knowledge to create their own masks, communicating personal ideas and identity through a project that is both technically and conceptually rich. This approach, as highlighted by Carter's (1992) book and allows students to apply their learning to their own contexts, fostering a sense of value and inclusion.

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Performance and Development Plan - 2025 (still in progress): In my many reflections as a pre-service teacher, I have found many things to improve on and develop. At school, each staff member has been asked to identify two key professional goals to improve student learning.

My first goal is to enhance my assessment and feedback process by implementing a “Feedback First” policy and co-creating rubrics with students to improve their critical thinking and independence.

For my second goal, I am implementing a more consistent approach to classroom management by developing a "Classroom Charter" with my students and creating a system for recognising their effort.

These strategies are designed to improve student work quality, build trust, and ensure my expectations are clear and consistent

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Rewriting the curriculum through the Curriculum Development Professional Learning Communities (CDPLCs) directly addresses the professional standard of engaging in professional learning and improving practice. The process provides a structured and relevant source of professional learning for me as a teacher.

Through this collaborative process, my colleagues and I can work together to build a common understanding of what students should know and be able to do, which ensures a

guaranteed and viable curriculum (GVC).

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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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Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.

Overview: To ensure my planning is purposeful and effective, I primarily use a backward planning approach. This strategy involves first identifying the desired learning outcomes and assessment tasks. By starting with the end in mind, I can then design a coherent sequence of lessons that progressively builds the knowledge and skills necessary for students to successfully demonstrate their understanding. This ensures that every activity and lesson serves a clear purpose.

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Media feedback I provided specific, detailed feedback to the student/group, which goes beyond the general feedback given to their peers. This feedback is tailored to her high academic ability and includes advanced media terminology. It requires critical thinking to apply effectively. By referencing her current standing on the rubric, I've clearly outlined her areas for improvement.

I have done so for each production group, providing similar, customised feedback tailored to their specific contexts.

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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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Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.

Overview: Moderation ensures my art assessments are fair and consistent, both within my own classes and across the school. It guarantees that my professional judgements of student work are comparable and align with set standards.

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Moderation report: In the moderation session, I reviewed student work and, along with another teacher who teachers the same subject, and came to an agreement on a benchmark.

After the session, I collectively discussed strengths and gaps, and reflected on how the process would impact future curriculum. The aim was to ensure consistency in our judgments, making it fair and consistant.

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Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.

Overview: Interpreting student data from work samples to reflections, this helps me evaluate my teaching's effectiveness. This allows me to modify my strategies, ensuring my lessons are responsive to student needs and lead to improved learning outcomes.

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NAPLAN Individual Results

This graph provides a quantitative snapshot of the cohort’s literacy and numeracy skills. The data shows that while the group is "Strong" in numeracy and "Strong" in Year 7 Reading, they are "Developing" in both Year 7 Grammar and Writing.

Interpreting this, I would:

Modify Teaching Practice: I'll understand that students may struggle with written reflections and theory-based tasks. I will need to provide specific scaffolding for these tasks in the artroom, focusing on grammar, spelling, and structuring their writing.

Adjust Curriculum: I might adjust my lesson plans to incorporate more explicit instruction on writing about art and using technical vocabulary correctly, rather than assuming students already possess these skills.

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This document provides strong evidence of my ability to interpret student assessment data and use it to modify my teaching practise. The class list is a rich record of qualitative data, offering far more than just grades.

The anecdotal notes and attendance records act as a powerful tool for ongoing evaluation. For example, entries like "etching too messy" or "wasted wire" indicate specific learning difficulties. I can interpret this data to identify students who need extra support or to see if a whole-class demonstration of a technique is required. The "Notes/Further Adjustments" column is direct evidence of my intention to use this data to modify future lessons and scaffold learning. This proactive approach ensures my teaching remains responsive and directly targeted at student needs.

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Reporting students progress from the results from their CATs.

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Year 7 Learning Data_ Redacted

These standardised scores allow me to identify my students' foundational skills in literacy and numeracy.

For example, if the data shows my students are struggling with narrative structure, I know to embed specific instruction on that topic when we work on storyboarding or screenwriting.

This evidence-based approach helps me create lessons that are not just engaging, but also strategically address my students’ actual learning needs, ensuring my teaching is purposeful and constructively aligned

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Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.

Overview: The educational provider that I practice at uses Compass as their online platform, used both for data capturing and communication to parents/carers. This is used for individual tasks and assessments. At times, a more direct means of communication may be required, such as know or email however, for events such as parent-teacher interviews, keeping accurate records is essential as it not only helps record student achievement but is also a mandatory requirement of the teaching profession.

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Positive Postcard:

The use of a Positive Postcard is an effective strategy for reporting to the student and their family. By consistently recognising the student's efforts and progress, this action demonstrates an understanding of the purpose of keeping accurate and reliable records to support the student's wellbeing, build a positive self-image, and reinforce a growth mindset.

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Demonstrate knowledge of practical approaches to manage challenging behaviour.

Overview: It's taken me a long time to adjust to actually 'Managing' behaviours in a classroom. I am consistently making small changes in my approach depending on the kinds of students in the class - as no class i the same! I ensure that I set clear expectations, use calm, consistent strategies, and address issues privately when needed. I de-escalate with low-key responses and adapt supports for individual needs. I follow school policy and work with wellbeing staff where appropriate to maintain a safe, respectful classroom.

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[Redacted] Overview and key elements of each High Impact Wellbeing Strategies [HIWS] and School-wide Positive Behaviour strategies [SWPBS]

The professional development session on School Wide Positive Behaviour Supports (SWPBS) provided a practical framework for managing student behaviour, aligning with Australian Professional Standards for Teachers (APST) 4.3. I learned to use a three-tiered system - universal, targeted, and specialised supports - to proactively teach and reinforce acceptable behaviours. This approach emphasises using positive feedback at a four-to-one ratio and addressing inappropriate behaviour with the least intrusive approach first.

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Bill Rogers' Tutorials and Readings:

Through studying Bill Rogers' work, I've gained practical, non-confrontational strategies for managing challenging behaviour, aligning with APST 4.3. I now use a "describe and direct" approach to state expectations and employ "tactical ignoring" for minor disruptions. These techniques, along with "partial agreement" for de-escalation, help me maintain a positive, respectful classroom environment while demonstrating my belief in students' capabilities.

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Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.

Overview: My professional practise requires me to ensure student physical and emotional safety. By establishing clear protocols for tools and fostering a supportive culture, I minimise risks and create a safe and secure environment for all students.

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By reviewing student Individualised Education Programs (IEPs) and snapshots before the semester, means that I can proactively plan for specific needs like Dysgraphia, ADHD, and anxiety. This preparation ensures I can tailor my teaching - for example, by allowing more time for typing or using positive reinforcement - to support every student's success.

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Safer Learners Certificate:

As an teacher in Australia, I've found that the Safer Learners Certificate is a fantastic way to address Standard 4.4: Maintain student safety.

The certificate gives me the practical strategies and knowledge I need to support my students' wellbeing and safety. It ensures I'm up-to-date with legislative requirements, such as the Child Safe Standards, and helps me apply these guidelines in my daily teaching practice. This training has been an invaluable tool in fulfilling my professional obligations.

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Protecting Children - Reporting and Other Legal Obligation (Mandatory Reporting)

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Protecting Children - Certificate of Completion: I find that my Mandatory Reporting Certificate of completion is absolutely essential for meeting Standard 4.4. The training gave me the specific skills to recognise and respond to signs of child abuse or neglect, which is a core part of supporting student wellbeing. This certificate proves I’m up-to-date with legislative requirements and enables me to make a formal report effectively within my school's procedures.

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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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Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.

Overview: To create a safe and productive learning environment, ensures I don't just use ICT for engagement, but also teach students to be responsible digital citizens.

I proactively address issues like cyber-safety and online ethics, ensuring technology is used as an effective tool for learning, not a source of distraction or harm.

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As the Digital Technologies: Responsible Use Policy guide schools on the safe and responsible use of digital technologies. I'm required to ensure reasonable steps are taken to ensure digital technologies are used safely by staff and students.

This includes managing online external access, supervising students, and obtaining parental consent for publicly visible work. I also provide guidance on managing online incidents and the appropriate use of social media for student learning, aligning with staff professional conduct expectations. My purpose is to ensure a secure online environment that supports student learning and wellbeing.

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Digital Technologies – Responsible Use: Policy | education.vic.gov.au

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By explicitly outlining when iPads can and cannot be used, I am promoting safe and responsible ICT use in the classroom. The guidelines direct students to productive tasks like research and documentation, while restricting distracting or non-educational activities. This strategy fosters a clear, shared understanding of expectations. It also provides a foundation for teaching ethical practices like proper sourcing and copyright, embedding digital citizenship as a core part of our daily routine.

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Lesson Plan Sequence: My lesson sequence demonstrates my ability to plan, structure, and sequence a coherent learning program. I designed the lessons to follow the Victorian Visual Art curriculum and structured them with a clear beginning, middle, and end. I also ensured the lessons were explicitly sequenced to build upon each other, for example, linking the first lesson's focus on cultural artworks to the second lesson's focus on personal style. This approach ensures a logical and connected learning journey for my students.

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AT1 ECN725: Teaching Strategies for Vocational Pathways

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In this document, I created a teaching program for Year 11 Vocational Major students which address the cost-of-living crisis. The program is built on experiential, student-centred, and problem-based learning to enhance student engagement and critical thinking. Through activities like a realistic online shopping task and a volunteer experience, these students gain practical skills and empathy for those in need. The goal is to prepare them academically and as socially responsible citizens.

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Include a range of teaching strategies.

Overview: A single approach can’t engage all learners. I must use a diverse range of strategies - from hands-on demonstrations to collaborative projects - to cater to different learning styles, keeping every student inspired and progressing.

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Visual Art Step-by-Step worked examples: Tone

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Using preprepared worked examples in my visual art classroom is a frequent strategy I use as it effectively helps me understand the requirements of the project before i teach it, and also allows me to set very clear task expectations for the students.

An example of this was for a Year 7 Terracotta Warrior tone Task. I completed the project myself first, documenting each stage with photos to create a visual, step-by-step guide. This allowed me to explicitly demonstrate new skills like drawing, image transfer and shading using charcoal for the first time, which significantly reduced my students' cognitive load.

By having my own finished artwork and the photo guide as a clear reference, my students work through the process independently and with confidence, ensuring they met the unit's success criteria and mastered the key artistic concepts.

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I designed this scaffolded art analysis worksheet implementing a range of approaches. I used scaffolding to break down a complex task, guiding students step-by-step through the process of analysing an artwork, from identifying basic elements to interpreting deeper meaning. I also employed differentiated instruction by providing a less-scaffolded version on the reverse side for my more advanced students. This dual-sided resource allowed me to cater to the diverse needs of the learners in my classroom, ensuring every student was supported in developing their literacy and analytical skills.

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Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.

Overview: I use a diverse range of resources, from traditional materials to digital platforms, to engage all students. This expands their creative opportunities, helping them to explore and express their ideas in exciting and contemporary ways.

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This UDL and Differentiation Planning Template I use in my practice demonstrates a range of possible resources that cater to diverse student needs. The template encourages me to provide students with multiple ways to access content, such as through watching videos or listening to audio explanations, and multiple ways to show their understanding, including creating digital projects. This process ensures I am using various resources, including ICT, to effectively engage all students in their learning.

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The document attached, the AIATSIS Guide to evaluating and selecting education resources provides a clear framework for selecting and using a range of resources, including ICT, that engage students.

The guide outlines important core questions and a pyramid model that I can use to critically reflect on my resource choices, ensuring they are culturally appropriate, respectful, and align with the principles of integrity, participation, positioning, and production.

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AIATSIS Guide to evaluating and selecting education resources_Mar25

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3.5 Use effective classroom communication

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3.5 Use effective classroom communication

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Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.

Overview: Effective communication, both verbal and non-verbal, is key to managing a bustling artroom. By using a range of strategies, from clear instructions to supportive body language, I can engage students and foster a positive, productive creative environment.

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Universal Supports: Positive Classroom Management Strategies

I've explored strategies for setting clear expectations and teaching classroom procedures and routines. I also studied different ways to encourage expected behaviour, such as using specific positive feedback and a variety of reinforcement systems, while also learning how to discourage inappropriate behaviour through educative, consistent, and respectful responses. Following these Strategies, practices active supervision and provides opportunities to respond to boost student engagement.

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I consistently apply the Universal Design for Learning (UDL) principles to effective classroom communication by explaining concepts in various ways. This helps to support diverse learners, by applying multiple communication methods.

For instance, when I demonstrate a new technique, I not only give verbal instructions but also show a video or provide a visual handout. This helps students with different learning styles grasp the information.

The same goes the theme of their artwork, offereing them so options and to select a means of expression, giving students choices for how they show what they know.

My use of non-verbal communication, like praise and humour, also helps build a positive, supportive classroom environment.

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The Universal Design for Learning Guidelines

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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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Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.

Overview: By consistently reflecting and improving on this Unit Plan, ensure my teaching programs will remain effective and responsive. I’ll use strategies like analysing student work, gathering feedback, and reflecting on my lessons to evaluate my program. This continuous cycle allows me to make informed adjustments that improve student learning and artistic growth.

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The new Visual Art unit planner is a significant improvement because it is closer aligned to Victorian Curriculum 2.0 and clearly outlines how to evaluate and improve teaching programs to enhance student learning. It moves beyond a basic list of topics by integrating formative and summative assessments directly into the plan. This structured approach, including 'Do Now' tasks and exit tickets, allows me to gather continuous evidence of student progress and adapt my teaching in real-time, ensuring I am meeting the needs of all learners and consistently improving my instruction.

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9 Studio Arts – Unit 1 Art Movements [Explore, Develop Practice] (1)

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In my practice, I actively assess if what I'm doing is working for my students. For example, in my own practice, this involves collecting and analysing student work, listening to their feedback, and reflecting on the effectiveness of my lessons.

The goal is to identify areas where students might be struggling or disengaged and then adjust my approach to better support them. This could mean changing an activity, providing additional scaffolding, or trying a different teaching strategy to improve their understanding and success.

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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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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.

Overview: Throughout my teaching practice, I have actively worked to understand and honour the diverse cultural identities and linguistic backgrounds of Aboriginal and Torres Strait Islander students. This commitment is central to my approach to AITSL Standard 1.4, which focuses on the impact of culture on a student's education. For me, meeting this standard goes beyond mere acknowledgement; it means weaving First Nations perspectives meaningfully into my Art and Media units, ensuring that the curriculum is both representative and relevant. I do this by using culturally responsive pedagogies that respect diverse ways of learning and knowing. This includes applying the ICIP protocols (Indigenous Cultural and Intellectual Property) to ensure that Indigenous knowledge and creativity are handled with the respect and integrity they deserve.

To challenge my own biases and ensure my practice remains inclusive, I engage in ongoing professional learning. This dedication helps me to create and maintain a culturally safe learning environment where every student feels seen, heard, and valued. Ultimately, my approach recognises that a student’s cultural and linguistic background is a profound strength.

By fostering an environment where this strength is celebrated, I aim to support equitable outcomes for all students, empowering them to succeed while maintaining a strong connection to their identity.

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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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Describe a broad range of strategies for involving parents/carers in the educative process.

Overview: Building strong partnerships with parents is crucial to my practice because it directly impacts student success. When I engage with families, I create a consistent support system that extends beyond the classroom.

It's a two-way street, I can share insights into their child's learning journey and, in turn, they can provide invaluable context about their child's interests and needs. This collaboration, from simple conversations to school events like the art show, makes families feel valued, fosters a sense of community, and ultimately empowers students to thrive both at home and at school.

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Weekly Class update to Parents, Guardians and Students in the class.

For my classes, I like to keep the parents looped in by posting weekly updates through Compass, updating them with a range of different notifications:

– showcase student work,

– share assessment timelines,

– inviting feedback, etc...

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Participation in the organisation of Artwave Student Art Show: For me, the end-of-year art show is a excellent opportunity to engage with parents and carers.. to me it's so much more than just an exhibition of student work, but a crucial part of the educational process itself.

I make a point of being present at the show, talking with families and sharing the stories behind the artwork. I love pointing out how a student's confidence has grown in using a particular medium or how they’ve applied a skill we worked on in class.

This helps me show parents the value of our curriculum and their child’s individual growth in a tangible way.

It's a chance to build a stronger partnership with families, celebrate student success, and ensure they feel connected and valued as partners in their child's learning journey.

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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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Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.

Overview:

I ensure my teaching is grounded in a deep understanding of both disciplines. I'm familiar with the elements of art and the language of film, which allows me to effectively guide students in creating and analysing works. My lessons are structured around the creative process, from initial concepts to final production. I use a range of teaching strategies, including hands-on studio work and deconstructing media texts, to help students develop both practical skills and critical thinking. This approach allows me to connect theory with practice, making the learning meaningful and engaging for my students.

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Year 7 Visual Art Lesson Plan: Art Element - Colour

This lesson introduces students to colour theory, covering primary, secondary, warm, and cool colours with examples from local artist Andrea Shaw.

Using a Universal Learning Design approach, it moves from teacher-led instruction to guided practice with a colour wheel, then to independent creation of a drawing that uses colour to express an idea. The scaffolded structure ensures students build understanding before applying it. The lesson ends with a review of learning intentions and a preview of the next session.

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Visual Art Case Study: Looks closely at the Unit overall, applying different approaches that could be taken in regards to the sequencing of the learning and teaching

sequence recommended by the Victorian Curriculum

and Assessment Authority (VCAA) for the Vocational Major Unit 3 of the Work Related Skills Program.

In this Case Study, I have closely reviewed and highlighted its overall context, strengths and weaknesses, providing valuable suggestions where the program could be further improved.

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ECN729 Teaching Aboriginal and Torres Strait Islanders – Assessment 2: Culturally Responsive Strategies to Engage and Retain First Nations Students in Digital Storytelling.

Throughout my teaching practice, I actively embed First Nations perspectives in Art and Media units, recognising that a student’s cultural and linguistic background profoundly shapes their educational journey. By using culturally responsive pedagogies and undertaking professional learning, I strive to create a culturally safe classroom where all students feel seen and valued, ensuring their unique voices and identities are celebrated to support equitable outcomes.

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Organise content into an effective learning and teaching sequence.

Overview:

For me, effective content selection and organisation in visual art means carefully choosing projects that build skills sequentially. I always start with foundational drawing and colour theory, using accessible materials to teach core concepts like line, tone, and composition. From there, I introduce new techniques and media, such as painting or sculpture, ensuring each project applies and expands on what my students have previously learnt. This approach ensures a logical learning progression, building confidence and allowing for more complex creative expression. It also helps me to tailor the curriculum to different skill levels, catering to individual student needs while ensuring a cohesive learning journey.

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ECN724 Later Years Curriculum Program: I designed the nine-week program by aligning it with the VCAA Study Design and structuring learning through Bloom’s Taxonomy and Vygotsky’s scaffolding.

I organised the program as a clear, step-by-step sequence that built knowledge and skills towards assessments. I used direct teaching for clarity, scaffolded support for different learners, and practical group activities to apply concepts. Regular check-ins and practice tasks reduced stress and helped students progress. This structure met curriculum requirements while building confidence, critical thinking, and teamwork.

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ECN724 AT1 Later Years Teaching Strategies_V01.3

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Year 9 Studio Art Lesson Sequence

This lesson plan contains five sequencially aligned lesson delivered to a year 9 Studio Arts class, which focuses on the exploration of the different artists, themes, techniques, materials and motivations behind them many Western Art Movements, from Ancient - to contemporary.

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2.3 Curriculum, assessment and reporting

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2.3 Curriculum, assessment and reporting

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Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.

Overview:

I've become increasingly exposed to the practice of sequencing learning programs, inevitably teaching me to think more with the end in mind. I begin with the curriculum's learning goals, plan assessments to measure student achievement, and then design my teaching to guide students towards success.

It's transforming me from a novice teacher who focuses on activities to an educator who designs coherent, evidence-based, and student-focused learning experiences.

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Year 7 Report writing_Redacted

I've come to understand that report writing and data insertion are a critical part of Standard 2.3. By meticulously recording and analysing student assessment data, I am able to clearly communicate achievement to both students and parents. This process allows me to demonstrate how student progress is measured against the curriculum's learning goals. Ultimately, it's a foundational step in evaluating the effectiveness of my teaching and ensuring I can design meaningful learning sequences moving forward.

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My curriculum design process uses a backwards design approach. First, I identify the desired results by deconstructing the curriculum to pinpoint key knowledge and skills, which I use to complete the overview and achievement standards in my unit planner. Next, I determine acceptable evidence by collaboratively creating summative and formative assessments to measure student learning. Finally, I plan the learning experiences and instruction by writing quality learning intentions and designing activities that align with the assessments. I also incorporate opportunities for reflection to refine the curriculum for the future

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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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Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.

Overview: In my practice, I know it's essential to understand and respect Aboriginal and Torres Strait Islander peoples. This isn't just about one single lesson, it's about promoting reconciliation by embedding their histories, cultures, and languages throughout my teaching. I aim to create a learning environment that is inclusive, respectful, and genuinely values the oldest living cultures in the world.

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Studio Art Slide Deck These slides were made for Year 9 Studio Art demonstrates respect by beginning with a Acknowledgement of Country and integrating the importance for reconciliation. By focusing on symbolism and visual components, it teaches students to view Aboriginal art as a rich language for communication.

This also leads to the introduction of ICIP - promoting a respectful understanding of cultural intellectual property and inspiring students to connect their own history with their own art creations. This fosters a deep appreciation for Aboriginal art's cultural significance.

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Aboriginal Torres Strait Islander Art in the Classroom 2:

I apply Kylie Neagle’s pedagogical framework to move beyond imitation. Instead of simply teaching students "how to do" Aboriginal art, I teach about the art, the artist, and their cultural context. This approach priorities understanding and respect, ensuring that learning is meaningful and culturally appropriate. It helps me to facilitate critical discussions on history, culture, and the importance of reconciliation through art.

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Know and understand literacy and numeracy teaching strategies and their application in teaching areas.

Overview: Art isn't just about creativity - it's a language. I must teach students how visual literacy and numeracy - like proportion and scale... essential for effective communication and expression.

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8 Ways Lesson Plan: I created this learning activity by utilising several components of the 8 Aboriginal Ways of Learning (https:/ /www.8ways.online/) to assist students with their understanding of symbolism and storytelling in a Year 9 Visual Arts unit. A single period (48 mins) was dedicated to these activities.

Utilising these pedagogical approaches provided two benefits: 1) it allowed students to use effective learning strategies and 2) it prompted discussion on Indigenous ways of learning and how they can relate to art. While there were no students who identified as Indigenous in these classes, the exercise was clearly beneficial to all students.

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Professional Development Case Study: This document from Unit ECN726, addresses the standard by outlining various literacy and numeracy teaching strategies for a Visual Arts context. It discusses applying techniques like differentiated instruction, inquiry-based learning, and project-based learning to integrate these skills into art projects. The document also details specific examples, such as using ratios for scaling drawings to reinforce numeracy and encouraging descriptive writing for art critiques to build literacy

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Collaborating with the English Department to ensure consistent School-Wide literacy: I initiated a meeting with my Year 8's English teacher - and this directly addresses Standard 2.5 discuss how to embed consistant literacy in my art class. I'm not only understanding and applying these skills, but also leveraging my students' existing analytical strengths. Collaborating with them on a worksheet allows me to ensure a consistent approach to vocabulary and analysis across both subjects, reinforcing their learning and contributing to school-wide consistency in literacy strategies.