b)    Teachers set explicit, challenging and achievable learning goals for all students

 

c)     Teachers develop and maintain a culture of high expectations and empower students to present their own ideas

 

d)    Teachers consider students’ backgrounds, interests and prior knowledge to create authentic and meaningful learning opportunities

 

e)    Teachers provide opportunities for students to initiate and assist in planning school events

 

f)      Teachers build connectedness with parents/carers and the broader community to strengthen social ties, care and support for students

b)    plan and deliver structured lessons, monitor learning, adapt routines and adjust time allocated to maximise student learning opportunities and understanding

c)     use a range of teaching strategies that leverage and develop different skills and abilities

d)    assist students to choose appropriate resources and processes to collect information for their learning program

e)    use effective teaching strategies to integrate ICT into learning programs in ways that make selected content relevant and meaningful

f)      use a range of question types to engage students and stimulate further investigation

g)    support students to identify and explore real world issues and problems.

b)    explain relationships between ideas and help students connect new and existing knowledge

c)     determine students’ current levels of understanding and introduce new content accordingly

d)    regularly use worked examples to introduce new knowledge and skills, and to scaffold student learning

e)    draw out students’ misconceptions and frame questions to challenge students’ ideas

f)      continuously monitor students’ learning and adapt routines to maximise student learning opportunities and understanding.

b)    provide examples of concepts in similar contexts to assist students to apply their learning

c)     support students to form theories, find patterns and make connections in their learning. Teachers design investigations of current issues that require students to compare and contrast different perspectives

d)    use questioning to probe student thinking and prompt them to justify their responses

monitor student understanding, provide feedback and adapt instruction based on group needs. 

b)    design authentic, fit-for-purpose assessments based on the learning objectives and students’ individual needs and abilities

c)     work with colleagues to develop assessment rubrics with explicit assessment criteria and make consistent judgements validated by moderation

d)    use multiple forms of formative assessment and provide feedback to students to help them reflect on the learning processes and the impact of effort on achievement, identify their strengths and areas for improvement, and form new learning goals

e)    analyse student data, reflect on the effectiveness of their own teaching and identify appropriate  professional learning.