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Mteach Secondary Eportfolio Inventory Rhys
Mteach Secondary Eportfolio Inventory Rhys
Assessment Map
Unit Number Unit Name
102081 Adolescent Development and Teaching
102083 Diversity, Social Justice and Learning
102086 Designing Teaching and Learning
102096 Researching Teaching and Learning 1
102082 Pedagogy for Positive Learning Environments
102087 Secondary Curriculum 1A
102090 Secondary Curriculum 2A
102088 Secondary Curriculum 1B
102091 Secondary Curriculum 2B
102093 Secondary Professional Practice 1
102094 Secondary Professional Practice 2
102746 Inclusive Education: Principles and Practice
102085 Aboriginal and Culturally Responsive Pedagogies
102097 Researching Teaching & Learning 2
102605 Professional Practice Community Engagement
102098 Contemporary Teacher Leadership
tfolio Inventory
Assessment Standard
Case Study Standard 1.1, 1.3, 1.6, 4.3
Essay Standard 1.3, 7.1
Profesional Standards Task Standard 2.1, 2.2, 2.6
Critical Analysis Standard 1.3, 4.1, 4.4, 7.1,
Report Standard 4.1, 4.3, 7.1
Professional Task Standard 1.5, 2.1, 2.2, 3.1, 3.3
Professional Task Standard 1.3, 1.4, 2.1, 2.2, 2.3
Professional Task Standard 3.1, 3.2, 3.3, 3.4
Professional Task Standard 1.2, 1.5, 2.1, 2.3
Report Standard 4.1, 4.2, 4.3, 5.1, 5.2, 7.1, 7.2
Report Standard 6.1, 6.2, 6.3, 6.4, 7.2, 7.3, 7.4
Essay Standard 1.5, 1.1
Essay Standard 1.3, 1.4, 2.4
Literature Review Standard 3.5, 4.2, 4.3, 4.4, 5.4, 6.2
Report Standard 5.3, 5.1
Report Standard 6.2
Standard 1: Know Students and How They Learn
Focus
1.1 Physical, social and intellectual development and
characteristics of students
1.2 Understand how students learn
1.3 Students with diverse linguistic, cultural, religious and
socioeconomic backgrounds
1.4 Strategies for teaching Aboriginal and Torres Strait Islander
students
1.5 Differentiate teaching to meet the specific learning needs of
students across the full range of abilities
1.6 Strategies to support full participation of students with
disability
Unit Assessments - Please include information for all assessments that count toward the final grade (e.g.,
Assessment 1
Assignment Type
Alignment with AITSL Standards
Percentage of Unit Grade
Assessment 2
Assignment Type
Alignment with AITSL Standards
Percentage of Unit Grade
Assessment 3
Type
Alignment with AITSL Standards
Percentage of Unit Grade
Assessment 4
Type
Alignment with AITSL Standards
Percentage of Unit Grade
Assessment 5
Type
Alignment with AITSL Standards
Percentage of Unit Grade
Learn
Graduate Standard
Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students an
learning.
Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from divers
religious and socioeconomic backgrounds.
Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the ed
from Aboriginal and Torres Strait Islander backgrounds.
Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of stud
range of abilities.
Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation
students with disability.
Teach It
Graduate Standard
Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of
Organise content into an effective learning and teaching sequence.
Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and
Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
and Implement Effective Teaching and Learning
Graduate Standard
Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
Include a range of teaching strategies.
Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
Describe a broad range of strategies for involving parents/carers in the educative process.
and Safe Learning Environments
Graduate Standard
Identify strategies to support inclusive student participation and engagement in classroom activities.
Demonstrate the capacity to organise classroom activities and provide clear directions.
Demonstrate knowledge of practical approaches to manage challenging behaviour.
Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative
Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical
and teaching.
Understand strategies for working effectively, sensitively and confidentially with parents/carers.
Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge
on for all assessments that count toward the final grade (e.g., assignments, quizzes, exams)