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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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Graduate standard: Demonstrate knowledge and understanding of physical, social and intellectual development

and characteristics of students and how these may affect learning.

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

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

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1.3 teaching strategies that are responsive to the learning strengths and needs of students from diverse backgrounds

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

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2.2 - Content selection and organisation

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2.2 - Content selection and organisation

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Graduate Standard: Organise content into an effective learning and teaching sequence.

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2.3 - Curriculum, assessment and reporting

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2.3 - Curriculum, assessment and reporting

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

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2.3 Summative assessment task and rubric curriculum aligned

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

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Policy

The purpose of this policy is to support schools in providing quality and meaningful education to Koorie students, where Koorie students engage fully in their schooling years, and gain the knowledge and skills to excel at year 12 or its equivalent.

A note on terminology used

The term Koorie is used inclusively and refers to both Aboriginal and Torres Strait Islander people living in Victoria. The Department of Education and the Victorian Aboriginal Education Association Incorporated (VAEAI), use the term throughout education documentation.

Koorie is a contemporary collective group term and may not be familiar to all Aboriginal and Torres Strait Islander peoples. As such, it is important to be respectful of how individual students, their families and community refer to themselves, and use this to guide the language used when referring to individuals or Community.

Terms such as Aboriginal, Aboriginal and Torres Strait Islander, Indigenous and First Nations Peoples are also commonly used in teaching and learning resources and practice guidance.

Details

Schools are expected to:

work in partnership with the local Koorie community to develop place-based approaches to improving student outcomes

support the development of high expectations and individualised learning for Koorie students

ensure all Koorie students have an individual education plan

create a learning environment for all students that acknowledges, respects and values Koorie cultures and identities

view success for their Koorie students as core business.

Background

Consistent with the principle of self-determination, (Marrung) was developed in partnership with the Victorian Aboriginal Education Association Incorporated (VAEAI). Strong partnerships with the Koorie community will be the foundation for achieving outcomes for Koorie students in Victoria.

Programs and reforms

Programs and actions under Marrung include:

working with schools with high Koorie absences and sharing effective practice

reviewing the Koorie Academy of Excellence and exploring opportunities to roll out an expanded model across the 4 Department regions

undertaking research to identify factors that contribute to academic achievement (including higher NAPLAN and ATAR score) and implement supporting strategies

Marrung Education Scholarships for high achieving Aboriginal students studying years 11 and 12 in government schools.

Koorie Education Workforce

The Koorie Education Workforce assist early years services and schools by providing guidance to enhance cultural inclusion practices, and to support the engagement, attendance, wellbeing and achievement of Koorie learners.

Koorie Education Managers (KEMs)

In Victoria there are four Koorie Education Managers, one in each region, who work collaboratively to ensure delivery of consistently high quality and culturally inclusive practices across education settings for all learners. KEMs lead cohesive, consistent and strategic implementation of Koorie Education priorities and provide programmatic and cross portfolio oversight and expertise in their region supporting learners from 0-18 years.

The KEM supports contextually informed and evidence based practice to be embedded, and facilitates constructive relationships and collaborative networks through effective consultation, governance and in partnership with Local Aboriginal Education Consultative Groups and other community agencies, government departments and local communities to support improved student learning outcomes for all Koorie learners.

Koorie Education Coordinators (KECs)

Koorie Education Coordinators lead consistent area-based coordination and provision of support to early years services and schools from the regional Koorie Education Workforce through multi-disciplinary area teams. Early years' service providers, schools, parents and community can obtain assistance with Koorie cultural inclusion, Koorie education guidance and support through their region by contacting the KEC with enquiries.

The KEC is able to arrange for a Koorie Engagement Support Officer (KESO) to work with early year's services and schools providing guidance to enhance cultural inclusion practices, and to support the engagement, attendance and wellbeing of Koorie learners. KECs provide high level expertise to lead the implementation of education initiatives, Koorie specific programs and inclusive practices that privilege engagement with Koorie community and support parent/carer partnerships in education.

Koorie Engagement Support Officer (KESOs)

KESOs are area based professionals who are members of the local Aboriginal community with an understanding of Aboriginal and Torres Strait Islander cultures and the histories. KESOs provide advice to schools about culturally inclusive learning environments, and the co-ordination of services to facilitate improved engagement of Koorie children and young people.

KESOs play an integral role to engage families, communities, education and service providers to facilitate Aboriginal and Torres Strait Islander learners to participate fully in education. They support all learning settings to transition students and families across all learning stages where appropriate: into early years, primary, secondary and further education.

Other initiatives

Other initiatives to support the learning, development and educational outcomes of Koorie learners include:

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Koorie Education: Policy | education.vic.gov.au

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The purpose of this policy is to support schools in providing quality and meaningful education to Koorie students, where Koorie students engage fully in their schooling years, and gain the knowledge and skills to excel at year 12 or its equivalent.

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

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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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Graduate Standard: Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.

ICT capability is essential for students to thrive in today's digital world, enabling them to participate confidently and responsibly in the future, across various aspects of their lives (ACARA, 2022). I have implemented various forms of ICT while on my professional experience placement, to deliver curriculum content to my students.  Artefact 1 demonstrates my ability to incorporate ICT learning activities within my lesson plan, specifically through the Education perfect platform, to improve students’ knowledge and understanding of the curriculum content. I integrated interactive lessons from the online platform Education Perfect into my teaching, enabling students to engage with a range of information sources, extract key details, and demonstrate their understanding through mix-and-match tasks, application questions, and quizzes. I selected this ICT platform because it enabled me to effectively monitor student progress. The data provided by Education Perfect allowed me to identify students requiring additional support with content knowledge, as well as those who would benefit from extension activities. Based on these insights, I made targeted adjustments to ensure all students could access and engage with relevant curriculum content. This ICT strategy effectively supported diverse learning needs and expanded meaningful learning opportunities for all students.

Artefact 2 further demonstrates my ability to incorporate teaching strategies using ICT into student learning activities, through the use of a Kahoot, a digital game-based activity. This Kahoot implemented into my lesson on placement, served as a formative assessment revision strategy, providing an engaging way for students to assess their current knowledge and understanding of the emotions, empathy and sensitivity unit of work. As a result of the Kahoot, I was given an insight to individual student’s current levels of understanding based on the online quiz results. This feedback allowed me to target certain topic areas and adjust future learning activities, to improve student learning outcomes whilst also enhancing my teaching practice (Kalleny, 2020). Implementing the Kahoot into the classroom significantly enhanced student participation in learning activities. This observation aligns with research indicating that game-based learning platforms can improve engagement and deepen understanding of curriculum content.

References:

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2022). Information and Communication Technology (ICT) Capability. Australian Curriculum. https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/information-and-communication-technology-ict-capability/

Kalleny N. K. (2020). Advantages of Kahoot! Game-based Formative Assessments along with Methods of Its Use and Application during the COVID-19 Pandemic in Various Live Learning Sessions. Journal of microscopy and ultrastructure, 8(4), 175–185. https://doi.org/10.4103/JMAU.JMAU_61_20

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3.1 - Establish challenging learning goals

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3.1 - Establish challenging learning goals

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

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

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Graduate standard: Include a range of teaching strategies.

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Graduate Standard:

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

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3.5 - Use effective classroom communication 

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3.5 - Use effective classroom communication 

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

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3.5 verbal and non-verbal communication strategies

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

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

When parents engage in their child’s learning, student achievement and wellbeing are increased, therefore it is vital for teachers to build effective and collaborative partnerships with parents of their students (AITSL, 2024). There are many strategies which can assist in involving parents/carers to best support students, which can include, parent-teacher interviews, email check ins, phone calls, parent information nights and parent support group meetings.

Artefact 1 showcases my participation in parent/carer-teacher-student conferences during placement, where I supported my mentor and contributed notes and comments to parents, focusing on their child’s achievement, behaviour and wellbeing in the classes which I had taught. Parent/carer-teacher-student conferences offer valuable opportunities for teachers and play a key role in establishing and building collaborative relationships focused on the student’s learning, wellbeing, and academic achievement (Victorian Government, 2020). This process allowed me to develop my communication skills and build confidence in engaging with parents and carers and gain a deeper understanding of how to support student progress through collaborative goal setting.

Artefact 2 showcases an email I composed and sent to the parents of students I was teaching during placement, informing them about the upcoming swimming unit their child would be participating in. Through this strategy, I encourage two-way communication inviting parents to share any relevant information or concerns regarding their child, aiming to support and enhance each student’s learning experience.

Artefact 3 provides evidence of my involvement in reporting student achievement during my professional placement. The teacher feedback I provided is shared with parents and carers via the school’s online platform, where it is accessible through the student’s profile. This approach enables families to stay informed about assessment tasks, individual results, and personalised feedback. It also supports ongoing communication by allowing parents/carers to contact the teacher directly if they have any questions or concerns about their child’s progress.

Australian Institute for Teaching and School Leadership. (AITSL). (2024). Strengthening parent engagement to improve student outcomes. Australian Institute for Teaching and School Leadership. https://www.aitsl.edu.au/research/spotlights/strengthening-parent-engagement-to-improve-student-outcomes

Victorian Government. (2020). Student reports and parent/carer-teacher-student conferences. https://www2.education.vic.gov.au/pal/reporting-student-achievement/guidance/student-reports-and-parent/carer-teacher-student ‌

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Standard 3.7 - Parents and carers artefact

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

It is the role of teachers to create a safe and inclusive setting for student learning, through the utilisation of appropriate and effective classroom management strategies, ensuring the development of an engaging classroom environment (Hepburn & Beamish, 2019). Classrooms with a positive climate encourage greater student engagement and increase motivation to learn (Bertills et al., 2019).

Artefact 1 is a lesson plan which demonstrates how I create an inclusive learning environment that supports participation from all students within my lesson. Strategies such as modified equipment, peer support, and flexible roles ensure students of all abilities can engage meaningfully. Clear instructions, visual cues, and mixed-ability groupings further promote accessibility for students with diverse learning needs. By embedding inclusive practices in both skill drills and games, I provide equitable opportunities for students to feel confident, challenged, and supported in their learning.

Artefact 2 demonstrates mentor feedback received after teaching a year 7 Health and PE lesson. Strategies that were highlighted by my mentor of being inclusive and increasing student participation and engagement have been annotated and highlighted in yellow. By learning the students’ names and showing interest in their lives outside of the classroom, was a successful strategy which built rapport with my students, allowing them to feel seen, valued and respected, allowing for an inclusive learning environment to be established. By clearly setting and consistently reinforcing expectations, students understood what was required of them, which enabled them to contribute positively to the classroom environment. Similarly, I aimed to create engaging learning activities, such as the think pair share and a revision Kahoot to actively involve all students in their learning. These strategies provided multiple entry points for participation, catering to different confidence levels and learning styles. The Think–Pair–Share encouraged peer interaction in a supportive setting, allowing students to share their ideas without the pressure of speaking in front of the whole class, while the Kahoot offered an interactive, game-based approach that boosted motivation and engagement, specifically needed at thew end of the lesson. These approaches align with Standard 4.1 by fostering a positive and inclusive learning environment where all students feel encouraged and supported to participate.

Bertills, K., Granlund, M., & Augustine, L. (2019). Inclusive teaching skills and student engagement in Physical Education. Frontiers in Education, 4. https://doi.org/10.3389/feduc.2019.00074

Hepburn, L., & Beamish, W. (2019). Towards Implementation of Evidence-Based Practices for Classroom Management in Australia: A Review of Research. Australian Journal of Teacher Education, 44(2), 82–98.

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Standard 4.1 - Support student participation

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Graduate Standard: Demonstrate the capacity to organize classroom activities and provide clear directions.

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4.2 Organise activities and provide clear instruction

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Graduate Standard: Demonstrate knowledge of practical approaches to manage challenging behavior.

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

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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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Graduate Standard: 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.

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Evaluating the evidence for educational technology - Part 2 - enabling learning

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Evaluating the evidence for educational technology - Part 2 - enabling learning

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

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

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

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

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Graduate Standard: 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.

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

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

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Standard 6 professional learning first nations peoples

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

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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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Graduate standard: Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student 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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Graduate standard: Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.

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

Teachers have a legal and professional responsibility to understand and comply with the legislative, administrative, and organisational requirements relevant to their role (VIT, 2025).

Artefact 1 demonstrates my understanding of these frameworks through the context of planning school swimming excursions, where I identified and categorised relevant key state and federal policies including the Child safety, Duty of care, Risk management, Water safety, Inclusivity and Staffing policies. This artefact highlights my ability to align policy obligations with both state and national curriculum requirements. It also evidences my capacity to apply this knowledge in practice to ensure student safety, promote inclusive participation, and uphold compliance, further demonstrating my understanding of AITSL Standards 4.4 (Maintain student safety) and 1.6 (Support full participation of students with disability).

Artefact 2 references Principle 3.2 of the VIT Code of Conduct, which emphasises that teachers must be aware of and comply with the legal obligations associated with their profession. To uphold this principle, I am required to fulfil mandatory reporting and other child protection responsibilities. I have demonstrated my understanding and compliance of this through the successful completion of the ‘Protecting Children: Reporting and Other Legal Obligations (PROTECT) module’ (artefact 3), a compulsory requirement prior to commencing my professional placement. This training reflects my commitment to meeting legislative and administrative responsibilities and ensuring the safety and wellbeing of all students.

Each school is required to have policies in place that align with legislative requirements and must be understood and implemented by staff to ensure compliance. Artefact 4 showcases the policy library of my professional placement school, demonstrating my engagement with and review of key policies. This process has deepened my understanding of the administrative and organisational frameworks that must be enacted within secondary school settings.

Victorian Institute of Teaching. (VIT). (2025). The Victorian Teaching Profession’s Code of Conduct. https://www.vit.vic.edu.au/sites/default/files/media/pdf/2025-02/Document_The-Victorian-Teaching-Professions-Code-of-Conduct.pdf

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Artefact 7.2 - comply with legislative, administrative and organisational requirements

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

According to the VIT (2025) Code of Conduct, teachers are expected to uphold professional relationships with parents and carers (Principle 1.6) and actively engage in collaborative partnerships with students' families (Principle 1.7). When teachers effectively engage parents in learning, they foster strong partnerships that enhance support systems and contribute to improved educational outcomes (AITSL, 2024).

Whilst on professional placement, I observed my mentor employ a range of strategies to engage effectively, sensitively, and confidentially with parents and carers during student/parent/teacher conferences. These strategies included building rapport by learning the names of parents and carers, using clear and respectful language that was mindful of the diverse backgrounds of families, encouraging open and continuous communication via email and phone, whilst also focusing on collaborative problem-solving and inviting suggestions to support student learning. He also reassured parents that confidentiality was maintained when discussing each student’s progress. This experience deepened my understanding of how strong, collaborative relationships with families can positively impact student learning and wellbeing.

While on professional placement and with guidance from my mentor, I composed a respectful and supportive email to a parent, focusing on the student’s wellbeing and participation in our PE program, as demonstrated by artefact 2. This communication reflects my ability to initiate positive and collaborative communication with families. By expressing concern and offering support, I show an awareness of the importance of strong teacher parent partnerships in enhancing student outcomes. This was reinforced by a follow-up phone call, showcasing another effective approach to engaging with parents and carers and highlighting my understanding of how to work with them in an effective, sensitive, and confidential manner.

Finally, artefact 3 highlights my knowledge of a variety of communication strategies which focuses on parent engagement, empowerment and involvement, that I can utilize within my practice to enhance parent/carer relationships.

Australian Institute for Teaching and School Leadership. (AITSL). (2024). Strengthening parent engagement to improve student outcomes. https://www.aitsl.edu.au/research/spotlights/strengthening-parent-engagement-to-improve-student-outcomes

Victorian Institute of Teaching. (VIT). (2025). The Victorian Teaching Profession’s Code of Conduct. https://www.vit.vic.edu.au/sites/default/files/media/pdf/2025-02/Document_The-Victorian-Teaching-Professions-Code-of-Conduct.pdf

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7.3 - Engage with the parents and carers

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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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Graduate Standard: 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.

Throughout my professional placements and university studies, I have actively worked to deepen my understanding of Aboriginal and Torres Strait Islander cultures, identities, and languages, and have integrated this knowledge into my teaching practice. Artefact 1 demonstrates my understanding of strategies which create a Positive Climate for Learning and Development, a key priority outlined in the Marrung Aboriginal Education Plan. By implementing the principles of the Marrung Education Plan, particularly the focus on creating a positive climate for learning, I demonstrate an understanding of the importance of culture, identity, and language in shaping the educational experiences of Aboriginal and Torres Strait Islander students, as Marrung emphasises that students thrive in environments where their cultural identity is valued and respected (Victorian Department of Education and Training, 2016).

An Acknowledgement of Country is a daily practice that shows respect for Aboriginal and Torres Strait Islander peoples and their connection to land. In alignment with the Marrung Aboriginal Education Plan, artefact 2 showcases the Acknowledgement of Country that I delivered at the start of each lesson during placement, demonstrating my commitment to recognising and respecting Aboriginal and Torres Strait Islander cultures, identities, and connection to Country. By using this practice in the classroom, it fosters a culturally safe and inclusive environment, which respects Aboriginal and Torres Strait Islander students through upholding cultural protocols (Reconciliation Australia, 2024). Developing this enabled me to expand my knowledge and understanding of Aboriginal culture, and to appreciate how culture, identity, and language influence student learning.

Artefact 3 is an IND202 Indigenous Unit Assignment that highlights various strategies for decolonising education, with a focus on integrating Aboriginal and Torres Strait Islander perspectives into my future teaching practice. Through this assignment, I expanded my understanding of Aboriginal connections to land and Country and identified ways to support reconciliation. The task involved researching the influence of culture on the education of Aboriginal and Torres Strait Islander students, allowing me to deepen my knowledge of culturally responsive teaching approaches that incorporate comprehensive understanding of Aboriginal and Torres Strait Islander cultures, identities, and languages within pedagogy, curriculum development, and community engagement. This has equipped me to better meet the educational needs of Aboriginal and Torres Strait Islander students.

Reconciliation Australia. (2025). Acknowledgement of Country and Welcome to Country. https://www.reconciliation.org.au/reconciliation/acknowledgement-of-country-and-welcome-to-country/#AcknowledgementofCountry

Victorian Department of Education and Training. (2016). Marrung Aboriginal education plan 2016–2026. Department of Education and Training, Victoria. https://www.education.vic.gov.au/school/teachers/management/marrungeducationplan/Pages/default.aspx

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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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Graduate standard: Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.

Differentiation is a critical component which teachers must use within their planning of lessons, content and activities, to promote the development of knowledge and skills in every student, regardless of individual differences. This ensures an inclusive and equitable classroom environment, allowing all students to master the intended learning objectives (DET, 2023).

Artefact 1 demonstrates my ability to differentiate my teaching, to meet the needs of a variety of learners, using the ‘change it’ pedagogical approach for differentiation, as a guiding framework for this lesson plan. Throughout the lesson, strategies have been highlighted to target a variety of students learning needs, allowing for individual student challenge and to promote inclusivity in the classroom, as evident in the annotations. I have provided modifications to equipment, game rules, positioning, whilst also providing task cards and additional resources for students who may require further visual and auditory assistance throughout each learning activity. Furthermore, I have incorporated different modifications to learning activities, to target a low, middle and high ability group.

Artefact 2 demonstrates my proficiency in applying differentiated instruction to meet the diverse learning needs within my classroom, through designing a target game lesson grounded in the Game Sense approach. I developed and implemented tailored strategies for four distinct students. These strategies were crafted to align with each student's unique abilities and learning profiles, ensuring that all learners had equitable opportunities to achieve the lesson's objectives. By incorporating appropriate modifications and challenges, I aimed to enhance engagement and participation across the entire class, thereby fostering an inclusive and supportive learning environment.

References:

Department of Education and Training (DET). (2023). High impact teaching strategies (HITS). https://www.education.vic.gov.au/school/teachers/teachingresources/practice/improve/Pages/hits.aspx

(HITS). https://www.education.vic.gov.au/school/teachers/teachingresources/practice/improve/Pages/hits.aspx

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

Engaging with professional teaching networks and broader community representatives plays a vital role in enhancing teachers’ professional knowledge and practice. Collaboration with external professionals fosters reflective practice, supports continuous learning, and enriches the educational experience for students (AITSL, 2025). The VIT also emphasises the importance of building connections beyond the school by actively engaging with community representatives to inform inclusive and responsive pedagogy and strengthen teaching practice (VIT, 2025).

To broaden my knowledge of Health and Physical Education content, I have engaged with ACHPER (artefact 1) a nationally recognised professional association throughout my degree, to find teaching resources, discovering new games, ideas and strategies which I can implement when teaching HPE. This professional teaching network has allowed me to stay up to date with current with best practices, curriculum updates, and emerging research in HPE, allowing me to improve my professional knowledge and practice.

Additionally, I have connected with professional networks including the Student Wellbeing Hub, an Australian Government-funded initiative created in partnership with state and territory education departments, non-government school sectors, and Education Services Australia. My engagement with this network is reflected in Artefact 2, which showcases the completion of an online module focused on supporting student wellbeing.

Similarly, by completing professional learning modules and exploring resources developed by Headspace and Beyond Blue, specifically the ‘Be you program’ (Artefact 3), I have broadened my understanding of how these community-based approaches support inclusive, mentally healthy learning environments by drawing on the expertise of external professionals.

These external professional and community representatives have equipped me with valuable knowledge and practical skills and effective strategies that I can apply in the classroom, specifically when teaching the Health and Physical Education curriculum, which places a strong emphasis on youth mental health and wellbeing.

Australian Institute for Teaching and School Leadership. (AITSL). (2025). The essential guide to professional learning: Collaboration. https://www.aitsl.edu.au/tools-resources/resource/the-essential-guide-to-professional-learning-collaborationAITSL+1AITSL+1

Victorian Institute of Teaching. (VIT). (2025). Thrive in 2025 with AITSL. https://www.vit.vic.edu.au/news/thrive-2025-aitsl

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Standard 7.4 - Engage with professional teaching networks and broader communities

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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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Graduate Standard: Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.

Artefact 1 reflects my understanding of the legal responsibilities set out in the Disability Discrimination Act 1992 and the Disability Standards for Education 2005, which require teachers to make reasonable adjustments to ensure students with disability can access learning equitably (Australian Government, 2005). This is supported by Artefact 2, which showcases the VIT Code of Conduct Principle 1.1, which states that I must provide inclusive learning opportunities that respect individual differences and support diverse learner needs (VIT, 2025). Artefact 3 demonstrates my engagement with the School Operations Students with Disability policy (Department of Education, 2025), which reinforces my responsibility to provide reasonable adjustments that enable students with disability to participate in education on the same basis as their peers. Throughout my professional placements, I have endeavored to meet these requirements, by creating and implementing strategies within my lessons that are inclusive and support the participation of students with a disability.

Artefact 4 is an Individual Education Plan (IEP) that I developed with my mentor teacher during my professional placement, designed to address the specific learning needs of a student with disability. This artefact clearly identifies and outlines targeted strategies to support the student’s engagement and access to learning. These included the use of visual supports, flexible groupings, assistive technology, behaviour support approaches, sensory/break cards, task scaffolding, modified assessments, and opportunities for independent work in quiet settings.  These strategies act in alignment with the requirements of the Disability Discrimination Act 1992 and the Disability Standards for Education 2005, ensuring reasonable adjustments that promote equitable participation in the classroom.

To deepen my understanding in this area, I engaged with a wide range of resources to research various strategies that support students' learning and participation in the classroom. This is demonstrated in my mind map (Artefact 5), where I have outlined targeted teaching approaches tailored to the needs of students with ADHD, autism, intellectual disabilities, and physical disabilities. This artefact showcases my ability to understand instructional strategies that promote equitable participation and reflects my commitment to fostering inclusive practices that uphold the dignity, respect, and educational wellbeing of students with disability.

Australian Government. (2005). Disability standards for education 2005. Federal Register of Legislation; Australian Government. https://www.legislation.gov.au/F2005L00767/latest/text

Department of Education. (2025). Students with disability: Policy. Policy and Advisory Library. https://www2.education.vic.gov.au/pal/students-disability/policy

Victorian Institute of Teaching. (VIT). (2025). The Victorian Teaching Profession’s Code of Conduct. https://www.vit.vic.edu.au/sites/default/files/media/pdf/2025-02/Document_The-Victorian-Teaching-Professions-Code-of-Conduct.pdf

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Standard 1.6 - Strategies to support full participation of students with disability