EDFD462

TRANSITION INTO THE PROFESSION

Graduate Teacher
Professional Learning Plan
Name: Laura Valentine Student Number: S00250419

AUSTRALIAN INSTITUTE FOR TEACHING AND SCHOOL LEADERSHIP (AITSL)

AUSTRALIAN PROFESSIONAL STANDARDS FOR

TEACHERS

Developed and updated by Elke M Gunn ACU Ballarat FEA March 2020 1
 RATIONALE ON THE IMPORTANCE OF PROFESSIONAL LEARNING

The Professional Learning Plan (PLP) is important to clearly outline the goals and strategies
(AITSL, 2017) before commencing the teaching period. This will allow for reflection and
improvements to practices. Professional learning is an intensive, ongoing environment, which is
connected by practice (Keay & Lloyd, 2011). Professional learning is an essential part to provide
effective and successful teaching. The elements involved in professional learning will enable
teachers to have developed appropriate tools to offer quality teaching. This will help extend and
develop students critical thinking and problem solving skills as well as building learning
communities (Dinham, 2008). The commitment of teachers is crucial because without this,
professional learning will not occur. According to Day and Qing (2010) the students’
achievement and progress is determined by the level of commitment a teacher has towards their
professional learning and development.

As teachers, part of professional learning is the reflective process. This is important to critically
think and reflect on actions and implementations in the classroom that indicate the development
of learning. These applications in the classroom need to be specific and clear (Zimmerman,
2011), to enhance the learning process and help decipher what needs to be changed for a more
effective lesson in the future. To cater for all needs of children in a class there must be a skill of
understanding the specific learning styles. This is accomplished through professional learning
and reflecting on the activities that are set to show how children learn. This reflection process is
a “powerful and empowering tool for change and development in education” (Keay & Lloyd,
2011, p. 10).

Within Australia, teachers are fortunate to receive access to further learning and development
through university and professional development courses. This will ensure pre-service teachers
and all other teachers to be competent in their career. These courses are available and accessible
for most, if not all and should be completed throughout their whole career. It will support teachers
to keep up-to-date with the latest information and skills and guarantee students are getting the
best education possible.

Collaborative professional development and learning can be an effective component for practice.
Sharing different goals and strategies with colleagues, might help with developing and extending
notions of professional learning (Wake, Swan & Foster, 2016) and from this, think of other ways
that the teaching will positively impact on students’ learning.

From my previous placements, where I have had opportunities in both the primary setting and
early childhood setting, I have already experienced the amount of work that goes into planning
for lessons and implementing them. I understand that this Professional Learning Plan is important
to enhance my improvements when teaching and how this will help me in the future. This will
help me set achievable goals within my lessons and reflect on them to change if necessary.
Challenges that I have faced throughout my professional practice is controlling the whole class
if someone or a few students are misbehaving and continuingly developing my teacher voice
where it is strong and loud, however not yelling. I believe this is essential for my ongoing
practice.

Developed and updated by Elke M Gunn ACU Ballarat FEA March 2020 2
 SKILLS/COMPETENCIES NEEDED TO BECOME A HIGH FUNCTIONING TEACHING
PRACTITIONER

SKILL/COMPETENCY WHAT IS THE DEVELOPMENT REQUIRED

IN RELATION TO THIS SKILL?

Social and Emotional Competencies

Interpersonal Skills I haven’t much experience with providing feedback

to students, however when I have during my
placements, it hasn’t been very constructive. I want
to improve on this and provide extensive feedback
that is more beneficial.
Communication and Listening Skills I struggle with reflecting deeply and in a critical
way. I want to focus on my reflective practice and
in depth than what I have done in my previous
placements.
Team Work Skills

Organisational/Time Management Skills I need to have better time management skills and
not leave everything to the last minute. This makes
me become stressed and overwhelmed when it’s
not necessary. I want to manage my time more
effectively.
Personal Skills/Interests

Health and Wellbeing

PROPOSED STRATEGIES TO REFINE AND DEVELOP THESE PERSONAL

SKILLS
• Develop my feedback to be more constructive and beneficial for the students, outlining at least
one positive and one negative, never just negatives.
• Being an active member of the learning community and reflect in a deep and critical way straight
after my lessons, concentrating on the positive and negatives of the lesson.
• Writing a list of what needs to be done and spreading them out over a period of time, prioritising
what needs to be completed first and planning the rest at a reasonable later date.

Developed and updated by Elke M Gunn ACU Ballarat FEA March 2020 3
 Graduate Teacher Professional Learning Action Plan
PROFESSIONAL KNOWLEDGE: Standard 1 and 2
Standard 1: Know students and how they learn
GRADUATE Goals to improve professional knowledge- (you
AITSL FOCUS AREA and DESCRIPTORS may have 2 to 3)
1.1 Physical, social and intellectual development
and characteristics of students
Demonstrate knowledge and understanding of
physical, social and intellectual characteristics of
students and how these may affect learning.

1.2 Understand how students learn

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

1.3 Students with diverse linguistic, cultural,

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

1.4 Strategies for teaching Aboriginal and Torres

Strait Islander students
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.
1.5 Differentiate teaching to meet the specific I want to become more knowledgeable in teaching
learning needs of students across a full range of students with a cognitive impairment or disability such
abilities. as, dyslexia and developing different strategies that
Demonstrate knowledge and understanding of will help students achieve their best. I will use research
strategies for differentiating teaching to meet the to help build my understanding of the condition and
specific learning needs of students across the full provide me with teaching strategies that will help
range of abilities. benefit the impacted students. From this, I will create
a list of strategies that will clearly outline what I will
implement in the classroom. I will collaborate with
colleagues to discuss my findings and see their view
on it. My timeframe is to start this research at the
beginning of the first three weeks of term 1 and start
implementing strategies as soon as possible. My long
term goal is to continue being up to date with research
regarding these disabilities and strategies that will help
differentiate learning.
1.6 Strategies to support full participation of
students with disability
Demonstrate broad knowledge and understanding of
the legislative requirements and teaching strategies
that support participation and learning of students
with disability.

Updated AT1 Professional Learning Plan /Research Essay Master March 2020. Elke Gunn ACU FEA Ballarat (adapted by J le Noury 5/8/2020) 4
 Standard 2. Know the content and how to teach it

GRADUATE Goals to improve professional knowledge- (you

AITSL FOCUS AREA and DESCRIPTORS may have 2 to 3)
2.1 Content and teaching strategies of the
teaching area
Demonstrate knowledge and understanding of the
concepts, substance and structure of the content and
teaching strategies of the teaching area.

2.2 Content selection and organisation

Organise content into an effective learning and
teaching sequence.

2.3 Curriculum assessment and reporting

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

2.4 Understand and respect Aboriginal and

Torres Strait islander people to promote
reconciliation between Indigenous and non-
Indigenous Australians
Demonstrate broad knowledge of, understanding of
and respect for Aboriginal and Torres Strait Islander
histories, culture and languages.

2.5 Literacy and numeracy strategies

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

2.6 Information and Communication Technology
(ICT)
Implement teaching strategies for using ICT to
expand curriculum learning opportunities for students
I want to develop effective uses of ICT and only use it
as a tool to enhance the students learning, rather than
using ICT because it’s there and easy to put in a lesson.
Firstly, I will research and attend PD’s to understand
the benefits and negatives of ICT. Then when creating
lessons, I will use the research and the Victorian
Curriculum to implement effective uses of ICT into
the classroom to expand learning and development of
students. My long term goal is to increase my
understanding of how I use ICT in a beneficial way
and only when necessary. The timeframe is in the first
term, however each week or two I can start
implementing my new teaching strategies.

Plan of action- how I will achieve my goals
Goal 1.5 – Reading current research relating to
cognitive disabilities. Discuss ideas and other
assistance from colleagues.
Timeframe: 3 weeks.
Relevant support networks and resources
Working with companies like ‘Raising Children’
https://raisingchildren.net.au/school-age/school-
learning/learning-
difficulties/dyslexia?gclid=CjwKCAjwgZuDBhBTE
iwAXNofRGD3qgfNfkXpeZJ90WYnrxUhIfQH4bD
4GwKMUj1WewLXO8nwo5aPdxoC55EQAvD_BwE

Department of education and training

- https://www.education.vic.gov.au/school/
Updated AT1 Professional Learning Plan /Research Essay Master March 2020. Elke Gunn ACU FEA Ballarat (adapted by J le Noury 5/8/2020) 5
 teachers/teachingresources/discipline/english/
reading/Pages/default.aspx

Goal 2.6 - develop understanding of ICT Victorian Curriculum

through attending professional development
courses and reading current research and relevant
websites.
Timeframe: First term, however, implementing
each week or two.
- https://victoriancurriculum.vcaa.vic.edu.au
Online professional development course:
- ICT Teaching Strategies for Primary School (full
course)
o $200
o https://online-pd-courses-for-
teachers.thinkific.com/courses/evidence-
based-ict-teaching-strategies-for-primary-
school

Critical reflection (Professional Engagement)

Standard 1: Know your students and how they learn and Standard 2: Know the content and how to teach is
(AITSL, 2017) , is crucial in creating an environment where students feel valued and safe, and one where their
thinking is challenged through knowing the appropriate way to teach the content. Vygotsky believes teachers who
understand and know their students’ level of comprehension, will enable the process of advancing their
understanding of the topic (Woollacott, Booth & Cameron, 2014). In my previous experience, I participated in
helping a student with dyslexia with her learning and reading. By the end I thought I was able to grasp how she
learnt through the exercises she was undertaking, however I would like to learn more strategies to help her and
other students with this condition in the future. This would connect to standard 1 and 2, in how to teach the
specific content to students with disabilities or impairments. ICT is a component that I want to develop different
strategies and understand more deeply to help dyslexic students. ICT can assist and support in the reinforcement
of information (Benmarrakchi, et al., 2017) and therefore overall, benefiting their learning and development.

Updated AT1 Professional Learning Plan /Research Essay Master March 2020. Elke Gunn ACU FEA Ballarat (adapted by J le Noury 5/8/2020) 6
 PROFESSIONAL PRACTICE: Standard 3,4 &5

Standard 3. Plan for and implement effective teaching and learning

GRADUATE Goals to improve professional knowledge- (you
AITSL FOCUS AREA and DESCRIPTORS may have 2 to 3)
3.1 Establish challenging learning goals
Set learning goals that provide achievable challenges
for students of varying abilities and characteristic.

3.2 Plan, structure and sequence learning

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

3.3 Use teaching strategies

Include a range of teaching strategies.

3.4 Select and use resources
Demonstrate knowledge of a range of resources,
including ICT, that engage students in their learning.
3.5 Use effective classroom communication
Demonstrate a range of verbal and non-verbal
communication strategies to support student
engagement.
I want to have a range of resources that will cater for
all abilities and needs. I want to learn how different
resources will help different people and how I can
implement them into all the lessons. I want to learn
more hands-on activities that will involve resources. I
will watch read academic pieces and educational
websites that discuss the value of resources and
engage in my professional learning communities to
see what resources are available. My goal will be
gathering more valuable resources and implementing
them into my lessons. This will be achieved in four
weeks, however the collection of resources will be
continuous.

3.6 Evaluate and improve teaching programs

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

3.7 Engage parents/carers in the educative
process
Describe a broad range of strategies for involving
parents/carers in the educative process.
Parents/carers is an area I want to improve on. I want
to develop multiple communicative strategies that are
effective. Further, I want to learn about all the different
times parents should be notified. I will communicate
with my colleagues to gauge what techniques and
strategies they use and what appropriate things they
communicate to parents/carers. I will also ask
parents/carers at the beginning of the year what they
expect from me and what form of communication they
prefer, to further my professional knowledge. I will do
this before the commencement of the term 1, in 2
weeks.

Updated AT1 Professional Learning Plan /Research Essay Master March 2020. Elke Gunn ACU FEA Ballarat (adapted by J le Noury 5/8/2020) 7
 Standard 4. Create and maintain supportive and safe learning environments
GRADUATE
AITSL FOCUS AREA and DESCRIPTORS
4.1 Support student participation
Identify strategies to support inclusive student
participation and engagement in classroom activities.
4.2 Manage classroom activities
Demonstrate the capacity to organise classroom
activities and provide clear directions.
4.3 Manage challenging behaviour
Demonstrate knowledge of practical approaches to
manage challenging behaviour.
4.4 Maintain student safety
Describe strategies that support students’ wellbeing
and safety working within school and/or system,
curriculum and legislative requirements.
4.5 Use ICT safely, responsibly and ethically
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.
Updated AT1 Professional Learning Plan /Research Essay Master March 2020. Elke Gunn ACU FEA Ballarat (adapted by J le Noury 5/8/2020)
Goals to improve professional knowledge- (you
may have 2 to 3)
My goal is to have specific strategies for student
participation in all areas of ability. For instance, I will
have a list of strategies that accommodate for students
that are more reserved, students who have disabilities
or impairments and students who are from diverse
backgrounds/EAL/D. I will do this by researching and
attending professional development courses. From
researching, my long term goal is creating
opportunities for all students to participate. The
timeframe will be more long term around half the year,
however, smaller goals will be every two weeks,
which would include at least two strategies every time
for an inclusive learning environment to occur.
I want to better my understanding of ways to approach
and manage challenging behaviour, such as
misbehaving students in the classroom. I will research
current information about strategies to perform when
dealing with this and watch example videos on ways
to communicate these strategies to the students and go
to a professional development course. Before the start
of the year, I will discuss with colleagues who had the
class the previous year, if possible, and get information
about the potential challenging students so I am ready
beforehand. The timeframe will be for term 1, and if
possible having some strategies in the first 3 weeks of
term 1.
8
 Standard 5. Assess, provide feedback and report on student learning
GRADUATE
AITSL FOCUS AREA and DESCRIPTORS
5.1 Assess student learning
Demonstrate understanding of assessment strategies,
including informal and formal, diagnostic, formative
and summative approaches to assess student learning.
Goals to improve professional knowledge- (you
may have 2 to 3)
I want to learn more about the differences between
formative and summative approaches and how I am
able to apply them into the classroom. I will discuss
with previous educators and mentors that I have met
along the way to show me some examples and
techniques. My goal is to develop an understanding of
this form of assessments and provide a quality learning
environment as a result. This should be able to be
achieved in 4 weeks.

5.2 Provide Feedback to students on their
learning
Demonstrate and understanding of the purpose of
providing timely and appropriate feedback to
students about their learning.
5.3 Make consistent and comparable judgements
Demonstrate understanding of assessment
moderation and its application to support consistent
and comparable judgements of student learning.
I want to learn how to give constructive feedback to
students and feedback that is appropriate for future
tasks. I will go through textbooks that talk about
providing valuable feedback and how it’s important
for it to be efficient as well. I would give this 3 weeks
to accumulate ways in which would help me give
helpful feedback to students work.

5.4 Interpret student data

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

5.5 Report on student achievement

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.

Plan of action- how I will achieve Relevant support networks and resources
my goals
Goal 3.4 – viewing educational websites and Department of Education and Training
texts that discusses resources https://www.education.vic.gov.au/school/teachers/classrooms/
Timeframe: 4 weeks. Pages/resources.aspx

Goal 3.7 – develop strategies for

communicating with parents/carers through
professional discussions with colleagues and
parents.
Timeframe: Before term 1, in 2 weeks.

Goal 4.1 – attend professional development Professional development course:

sessions that explain strategies that engage - Effective Strategies to Engage Reluctant Learners:
students who are reserved, reluctant or live o 28/04/21
with a disability. o 9:30-3.00
Updated AT1 Professional Learning Plan /Research Essay Master March 2020. Elke Gunn ACU FEA Ballarat (adapted by J le Noury 5/8/2020) 9
 Timeframe: Every two weeks to have some o Victoria
more strategies, up until half the year. o $225

Goal 4.3 – attend PD’s and view videos to Professional development course:
show how to manage challenging behaviours - Behaviour Management for New and Beginning
like misbehaving students. Teachers
Timeframe: 1 term. First 3 weeks, have a o 17/05/21
few strategies. o 9:30-3:00
o Victoria
o $225
Educational video about how to talk to problematic students
- https://www.youtube.com/watch?v=nFagQ7sTTos

Goal 5.1 - Discussing goals with colleagues Constantly revising and changing my notes and strategies to
and/or previous educators and mentors to keep up to date.
assist.
Timeframe: 4 weeks

Goal 5.2 – read academic literature to inform Academic textbooks

myself about the importance and strategies of - Practical Classroom Assessment (Readman, Allen &
feedback. Reinertsen, 2020)
Timeframe: 3 weeks.

Critical reflection (Professional Engagement)

Students should feel safe and supported when entering their classroom everyday as it this will create students to
feel motivated and have an optimistic view for learning (Hébert, et al., 2014). Planning and giving constructive
feedback is an essential part in the process of creating an effective learning environment and promotes students
learning. When I was at placement at a primary school, I was able to use a variety of resources to constantly be
changing the style of how they were learning. However, I would still want to continue learning about different
resources for other types of students, whether they have learning difficulties or that they are a gifted child. I want
to work on my ability to communicate effectively with parents/carers and develop a variety of strategies to manage
challenging behaviour like building a caring student-teacher relationship (Lucero, 2012). This is very important
for all students to flourish and achieve the best possible results. I am beginning to understand that having
professional experience will increase my knowledge exponentially.

Updated AT1 Professional Learning Plan /Research Essay Master March 2020. Elke Gunn ACU FEA Ballarat (adapted by J le Noury 5/8/2020) 10
 PROFESSIONAL ENGAGEMENT: Standard 6 & 7
Standard 6. Engage in professional learning
GRADUATE Goals to improve professional knowledge- (you
AITSL FOCUS AREA and DESCRIPTORS may have 2 to 3)
6.1 Identify and plan professional learning needs
Demonstrate an understanding of the role of the
Australian Professional Standards for Teachers in
identifying professional learning needs.

6.2 Engage in professional learning and improve
practice
Understand the relevant and appropriate sources of
professional learning for teachers.
6.3 Engage with colleagues and improve practice
Seek and apply constructive feedback from
supervisors and teachers to improve teaching
practice.
I want to gain knowledge about professional learning
and development to help improve my practice in the
future. I will do this by listening to educational
podcasts which will give me many different
techniques and strategies to use in my classroom and
also how I can further develop my skills. My overall
goal is to increase my knowledge and understanding
in all aspects professionally, which will help improve
my practice. The timeframe is ongoing, as there is
always new information coming about and I can
continually be developing my expertise.

6.4 Apply professional learning and improve

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

Standard 7.
Engage professionally with colleagues, parents/carers and the community
GRADUATE
AITSL FOCUS AREA and DESCRIPTORS
7.1 Meet professional ethics and responsibilities
Understand and apply the key principles described in
codes of ethics and conduct for the teaching
profession.
7.2 Comply with legislative, administrative and
organisational requirements
Understand the relevant legislative, administrative
and organisational policies and processes required for
teachers according to school stage.
Goals to improve professional knowledge- (you
may have 2 to 3)
I aim to increase my understanding of the code of
ethics and conduct, and ensure students at all times are
taught in an ethical way. I will achieve this by reading
over the Code of Ethics statement and taking notes of
the current pedagogical research. I will continue to go
back to these statements and principles when working
professionally and apply them into the teaching
profession. This should be done in a week and at the
beginning of the year.

Updated AT1 Professional Learning Plan /Research Essay Master March 2020. Elke Gunn ACU FEA Ballarat (adapted by J le Noury 5/8/2020) 11
 7.3 Engage with the parents/carers
Understand strategies for working effectively,
sensitively and confidentially with parents/carers.

7.4 Engage with professional teaching networks

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

Plan of action- how you will achieve your Relevant support networks and resources
goals
Goal 6.2 – listening to educational podcasts to keep Podcasts
up to date with current ideologies. - Teachers on teaching (Paul Tritter)
Timeframe: Continuous throughout my teaching - Free teacher PD (SimpleK12.com)
career.

Goal 7.1 – developing my understanding of Code of Early Childhood Australia

Ethics and ensuring I am practicing it in the
classroom, which is done through educational
websites and pedagogical research.
Timeframe: One week at the beginning of the year.
- http://www.earlychildhoodaustralia.org.au/our-
publications/eca-code-ethics/
Victoria Teaching Profession’s Code of Ethics
- https://www.vit.vic.edu.au/professional-
responsibilities/conduct-and-ethics

Critical reflection (Professional Engagement)

The development of professional learning is an ongoing process that is critical for allowing students to receive
the best possible outcome. Further, it will allow for teachers to feel prepared and ready to enter into their career
(Chang-Seo, 2018) allowing them to ease into it, whilst improving on their skills and goals. Professional
engagement with colleagues, parents/carers and the community is a daily occurrence and there should be strategies
in place to do this successfully. I feel as though my professional experience at a school or centre has been very
beneficial for my learning and development and this will only strengthen throughout the next placement and my
future career. I do want to improve on my communication skills with parents and develop a good relationship
with my future students and family. I think I can meet this goal when viewing educational resources such as
professional development courses. Parents need to feel respected and included in their child’s education (Lambent
Productions, 2006), therefore showing the importance of communication.

Updated AT1 Professional Learning Plan /Research Essay Master March 2020. Elke Gunn ACU FEA Ballarat (adapted by J le Noury 5/8/2020) 12
 References

Australian Institute for Teaching and School Leadership. [AITSL]. (2017). Australian Professional Standards
for Teachers. https://www.aitsl.edu.au/teach/standards

Benmarrakchi, F., Kafi, J., Elhore, A., & Haie, S. (2017). Exploring the use of the ICT in supporting dyslexic
students’ preferred learning styles : A preliminary evaluation. Education and Information Technologies,
22(6), 2939-2957. https://doi.org/10.1007/s10639-016-9551-4

Chang-Seo, A. J. (2018). The Importance of Teacher Development: Investigating Teacher Experiences and
Perspectives in Professional Learning Communities. ProQuest Dissertations Publishing.

Day, C. & Qing, G. (2010). The New Lives of Teachers. Routledge.

Dinham, S. (2008). In How to Get Your School Moving and Improving: An Evidence-based Approach. ACER
Press.

Hébert, T. P., Corcoran, J. A., Coté,, J. M., Ene, M. C., Leighton, E. A., Holmes, A. M., & Padula, D. D.
(2014). It’s Safe to Be Smart. Gifted Child Today Magazine, 37(2), 95–101.
https://doi.org/10.1177/1076217514520966

Keay, J. K., & Lloyd, C. M. (2011). Linking Children’s Learning with Professional Learning: Impact, Evidence
and Inclusive Practice. SensePublishers.

Lambent Productions. (2006). Communicating with Parents. [Video/DVD] Teachers TV/UK Department of
Education. https://video.alexanderstreet.com/watch/communicating-with-parents-2

Lucero, L. (2012). Creating a safe learning environment for all students: Teaching strategies for helping
defiant and physically aggressive students succeed. ProQuest Dissertations Publishing.

Wake, G, Swan, M , & Foster, C. (2016). Professional learning through the collaborative design of problem-
solving lessons. Journal of Mathematics Teacher Education, 19(2), 243–260.
https://doi.org/10.1007/s10857-015-9332-9

Woollacott, L., Booth, S., & Cameron, A. (2014). Knowing your students in large diverse classes: a
phenomenographic case study. Higher Education, 67, 747-760. https://doi-
org.ezproxy1.acu.edu.au/10.1007/s10734-013-9664-2

Zimmerman, J. A. (2011). Principals Preparing For Change: The Importance Of Reflection And Professional
Learning. American Secondary Education, 39(2), 107–114.
https://search.proquest.com/docview/865921400?pq-origsite=primo&accountid=8194

Updated AT1 Professional Learning Plan /Research Essay Master March 2020. Elke Gunn ACU FEA Ballarat (adapted by J le Noury 5/8/2020) 13