Title page (optional)

A title page is not an essential part of your GTPA submission, but

you may include –

Title

Your Name

Your student number

Unit name and Code

Consider codes of ethics and conduct throughout your GTPA. i.e

obtain permission to use images of students and do not show
their faces or include names.

Make sure all mandatory inclusions are inserted into your GTPA. Use this
document to help you. You can access a blank copy of this template without
annotations to complete your GTPA.

The GTPA Pre Service Teacher Booklet will be essential as you complete the
assignment. Click the image to access.
 Like a checklist – tick off each section
when you have finished your
assignment to ensure it has all been
Mandatory Inclusion 1: Coversheet included.
The coversheet is to be the first page of your GTPA submission. This is to be followed by the Professional experience context
statement. The remaining required elements are to be integrated into your submission. Please review the Introduction in the Preservice Teacher
Booklet for advice regarding discerning use of evidence of practice. The evidence is also to be integrated into the submission. Evidence can be
presented in a range of modes.

GTPA submission - required elements 

** Accompanying evidence MUST be
1 Professional experience context statement included for Practice 1, 2, 3 and 5.
Refer to GTPA Booklet to assist you. These are the
Response to how you have addressed planning, teaching, assessing, Statement of for
Narratives
2 reflecting, and authenticity
the 5 sections
appraising (4000 – 5000 words) with embedded evidence for each practice
of your
I hereby verify GTPA.
Located in practice 1 – templatethat this
3 Profile of data collection and use
annotated below. GTPA
submission is
wholly
Both moderators to sign. Must be included my
in Practice 3.
4 Evidence of moderation practice own original
work. Where
A reference list of all materials (curriculum, school documents, policy, materials have
5 The very
beenlast part of
drawn
theory and research) cited in your submission using APA (7th edition)
your GTPA. Ensure
from other
Where I have used video or audio files in my GTPA submission, I have sources, they
6 you use thebeen
have APA
attached the guide (7th edition) to
necessary approvals and statement of ethics requirements
acknowledged. assist you.

Name: Signature: Date:

Statement of permission
The GTPA is part of ongoing research investigating professional readiness. It is very important to have GTPA assessments from a wide
range of Initial Teacher Education programs across Australia. These work samples will be used to verify the standard set for readiness.

I agree that my GTPA submission may be used for research purposes and that the submission will be de-identified and remain confidential.
The highest standard of confidentiality applies to all data. Your work will be de-identified to remove your name, the name of your
institution and all school and student identifiers. Please tick the box to record your agreement.

Check this box if you are

happy for your GTPA to form
part of any ongoing research.

Mandatory Inclusion 2: Professional experience context statement

(Included at front of GTPA submission) Complete the context statement in line with your
placement school, class and focus students. Use the
examples given to assist you.

Please indicate below brief details about the professional experience context (e.g. school or learning centre) in which you are undertaking your
GTPA. All fields must be completed.
 Employing sector
Education phase
School/learning centre
postcode
Placement duration (weeks)
Size of school/learning
centre and size of class
Other school/learning centre
demographics
School/learning centre
pedagogical framework/s
Year level
Teaching areai
Area of specialisation/major
Focus of learning sequence
or unit of work
Student characteristics in
this class
Curriculum Content Area
English
Health and Physical Education
Humanities and Social Sciences
Languages
Mathematics
Science
Technologies
The Arts
Other
Practice 1: Planning
Written section (800 to 1000 words)
Narrative for Practice 1 goes here.
Discuss and interpret data used for planning
and include samples of the data below.
Ensure you have included data about the
whole class.
State State–Independent Public School Catholic Independent School
Early Childhood Primary Secondary F/P-10 F/P-12 Other
For example: 4000, 3056, 7258
[Number] weeks
School/learning centre: [Number] Class:
[Number]
For example: Community partnerships, sporting and cultural programs, specialised programs, Special
Education unit, ICSEA (Index of community socio-educational advantage), cultural and linguistic composition
of the student population
For example: Framework for Improving Student Outcomes (FISO), Explicit instruction, Marzano’s Art and
Science of Teaching, Dimensions of teaching and learning
F/P–Year 3 Year 4–Year 6 Year 7–Year 10 Year 11–Year 12
Note: If your professional experience placement is undertaken across multiple year levels (e.g. multi-age classes,
years 4, 5, 6), please record the year level of the three focus students.
Please see below for a listing of curriculum content areas and related school subjects. Choose the curriculum
area that best matches the subject you have chosen when completing your GTPA:
English Health and Physical Education Humanities and Social Sciences
Languages Mathematics Science Technologies The Arts Other
Did you choose your area of specialisation or major as the teaching area for your GTPA?
Yes No
For example: Number and algebra
For example: Number of students with Individual Education Plans, special needs, disabilities, gifted and talented,
diverse cultural and linguistic backgrounds including students from Aboriginal backgrounds and Torres Strait
Islander backgrounds
Related School Subjects
Includes English as an Additional Language or Dialect (EALD), Essential English, Literature, Other English
Includes Health Education, Physical Education, Other Health and Physical Education
HASS, Civics and Citizenship, Economics and Business, Legal Studies, Geography, History, Ancient
History, Modern History, Philosophy, Psychology, Religion, Other Humanities and Social Sciences
Includes Arabic, Auslan, Chinese, Framework for Aboriginal Languages and Torres Strait Islander Languages,
Framework for Classical Languages, French, German, Hindi, Indonesian, Italian, Japanese, Korean, Modern
Greek, Spanish, Turkish, Vietnamese, Other Languages
Includes Essential Mathematics, General Mathematics, Mathematical Methods, Specialist Mathematics,
Mathematics A/B/C, Other Mathematics
Includes Biology, Chemistry, Earth and Environmental Science, Physics, Marine Biology, Other
Science
Includes Design and Technologies, Digital Technologies, Home Economics, Hospitality, Other
Technologies
Includes Dance, Drama, Media Arts, Music, Visual Arts, Other Arts
Includes Work Studies, Other Learning Areas
Remember to use the GTPA criteria
specifications to guide your submission. This
is what we will use to mark your GTPA. Make
sure you include all aspects of the marking
criteria.
Identify and discuss 3 focus students.

An example from the GTPA

criteria specifications for
this practice area.

The GTPA Pre Service

Teacher Booklet outlines
what you need to do in
each practice area and
what to submit. Make sure
you refer to this often.

Mandatory Inclusion 3: Profile of data collection and use (Embedded in Practice 1)

In the table below record the types of data you collected and used in your planning, teaching, assessing, reflecting and appraising as presented in your
GTPA. For each type identify its purpose, source, the relevant APSTs you are meeting, whether this data is related to the whole class or to an individual
student, and whether the data collection instrument was designed by you (for example, a formative assessment), or it was a commercial product or
other form.

Year level/Class group/Subject group:

 Designed by
Level of use preservice
teacher
Timing in the teaching Relevant
Type of data Purpose Source
and learning cycle APSTs
Whole
Student Yes No
Class

1.
Planning teaching learning
and assessment using data 2.

3.

Teaching informed by
planning and continual
collection of data

Assessing making
judgements and providing
feedback to Improve student
learning

Reflecting on practice to
improve future teaching and
student learning

Appraising effectiveness of
teaching and identifying
impact on student learning

Name of data – ie.

Planning Data,
Formative data,
Summative Data,
Feedback,
Moderation, etc

Indicate Yes OR No –
did you design this
data?
 Content Descriptor(s):
SEQUENCE OF TEACHING AND LEARNING
LINKS TO SCOPE LESSON OUTCOMES AND JUSTIFICATION LESSON SUMMARY ADJUSTMENTS ASSESSMENT
AND SEQUENCE/ AND/OR SPECIAL OPPORTUNITIES
Students will be able to represent their Introduction – Body – Conclusion
MENTOR TEACHERS CONSIDERATIONS
current understanding as they: Structure of Class (Whole/Small/Whole)
PROGRAM
Pedagogical Decisions

Type of
Title of lesson Assessment
LESSON

and some
1

detail. Eg –
Observation,
Conferencing, ,
etc.

Differentiation –
Could use Learning Intention who for? Whole
LESSON

and Success Criteria here. Class? Focus

2

Student A, other
Brief connections to relevant
students? What
Content Descriptors.
are you
Breakdown of lesson – can use
adjusting
subheadings Introduction, body,
/considering?
conclusion.

Can include links to resources.

LESSON

Dot points should be used.

3

While not essential in this principle, annotations through here can greatly assist in highlighting significant inclusions and considerations in your Unit Plan. They can help to
demonstrate your thinking and justifications. Annotations are not included in the word count. Eg. Highlight Literacy and Numeracy connections, curriculum connections, why
differentiation has been used. You could also annotate here in a different colour to show notes of ‘reflection’ (Practice 4) – what changes would you make, in the moment decisions,
next-step, fit-for-purpose.
 LESSON
4
LESSON
5

The sequence of lessons needs to be at least 6 lessons. Six

LESSON

lessons is the recommended number but if it is one or two more

6

that is fine depending on your placement planning. Your lesson

sequence needs to lead to a summative assessment as this is
what you will be reflecting on and moderating. See the diagram
on page 5 of the PST booklet.

Adapted From: Australian Academy of Science. (2012). Light Shows: Year 5 Physical Sciences. Primary Connections: Linking Science with literacy. Canberra, ACT: Australian Academy of Science.
Annotations through these lessons are helpful also.

Continue to complete each box for

all of your lessons. Remember, a To support this planning also include a summative assessment and accompanying marking
Unit Plan contains less detail than criteria and standards (i.e summative assessment outline and relevant rubric for example).
Lesson Plans. Dot points can be The assessment is summative in the sense that its purpose is to assess student learning in
used to support clarity. response to teaching over the period of the placement.
Accompanying data samples that informed practice and decision-making.

Include:

-Data Samples that informed your planning and

decision making – annotations on these are optional but
recommended. You can use them to highlight how you
are reading each piece of data, what you are taking from
the data, students’ level of ability, analysis of data, etc.

Most PST’s will include evidence directly such as with a

screenshot for example. The key is that the evidence is
integrated into the GTPA and placed near where it is
discussed. It can be in a variety of forms such as print,
visual, audio or multimodal but cannot be placed in a
Google Doc for example where a permission is required.
Ensure it is visually clear.

Data samples could include:

-Whole class data

-Focus student data

-Samples of work

-Formative data

-etc.

**You may annotate any/all of these pieces of data

through Practice 1.
Practice 2: Teaching
Written section (800 to 1000 words)
` Narrative for Practice 2 goes
here.
Apply your planning to the
classroom context.
Adjustments you would make
based on analysis of data in
Principle 1.
A range of teaching strategies to
support engagement and
learning – with reasons
(literature).
In-the-moment decision making
should be included. Examples.
Think planned Vs modifications
made – why?
Consider students – whole class
and differentiate to meet all
learners needs.
General capabilities – including
Literacy and Numeracy that you
will teach to create success in
learning.
Remember for each practice area that you must address all the criteria in the scoring rubric. See above the
criterion for this practice area.
You will teach all of your lesson sequence
whilst on placement but in this section you
choose 2 lesson plans from your lesson
sequence to include in this practice. These
can be any 2 lesson plans. They do not
need to be sequential but do need to be
detailed. It is recommended to include
ones aligned to assessment i.e formative or
summative assessment. Choose 2 lessons
that really detail your key teaching and
learning strategies which supported
student growth.
Consider the 4 criterion of the rubric in here, through your
samples and in your unit plan – have you identified
everything?
-Challenging and engaging teaching and learning strategies to
build upon prior knowledge.
- Provide differentiated teaching and learning opportunities
-Teach general capabilities – show in planning – Numeracy
and Literacy
-Show adjustments based on ongoing assessment.
 Annotations MUST be included throughout the
the use of annotations;

– Teaching decisions (why you have planned so

– strategies/adjustments made when teaching

the-moment decisions)
Lesson Plan 1 (Primary) - to highlight numeracy/literacy connections
Lesson title: Date:
-to make curriculum connections,
Topic: Duration of lesson:
-examples of differentiation which will be justifi
Learning areas Strands & sub-strands Content descripto
Links to the Australian
Curriculum:

Lesson rationale: What influenced your lesson choice? e.g. student interest, global/local event.

Students background knowledge: What is your starting point – what do the students already Teacher focus: What areas will you concentrate on
know, what have they done before, how does this lesson connect to or build on their existing knowledge? management, voice, body language, student motivatio

Greater detail should be included in these 2 lesson plans

than what was included in the Unit Plan.

Learning objectives: What will the students learn? Learning environment and resources: Where
indoors or outdoors. What resources will you need to h

Assessment strategies: How will you identify what the students have learnt and how will you record this?

Stage of lesson Approx. Pre-service teacher’s actions Student actions/tasks

time What will you do during this time? What will the students be doing during this time?
What prompting questions might you need to prepare?
How might you assess and record student learning?
How will you cater for individual differences?
Evaluation and self reflection of the lesson: How well did your lesson plan meet your lesson objectives? What aspects of the lesson worked mo
the lesson could be improved and how could they be improved? e.g. Lesson flow, classroom management, resources, assessment of student learning.

Follow up: Are there any areas that you feel you need to follow up with the students?

Mentor teacher comments: Pre-service teacher comments:

These two boxes are optional. You may choose to delete

these or include Mentor/Personal comments from when
these lessons were taught.
Lesson Plan 2 (Primary)
Lesson title: Date:

Topic: Duration of lesson:

Learning areas Strands & sub-strands Content descripto

Links to the Australian
Curriculum:

Lesson rationale: What influenced your lesson choice? e.g. student interest, global/local event.

Students background knowledge: What is your starting point – what do the students already Teacher focus: What areas will you concentrate on
know, what have they done before, how does this lesson connect to or build on their existing knowledge? management, voice, body language, student motivatio

Learning objectives: What will the students learn? Learning environment and resources: Where
indoors or outdoors. What resources will you need to h

Assessment strategies: How will you identify what the students have learnt and how will you record this?

Stage of lesson Approx. Pre-service teacher’s actions Student actions/tasks

time What will you do during this time? What will the students be doing during this time?
What prompting questions might you need to prepare?
How might you assess and record student learning?
How will you cater for individual differences?
Evaluation and self reflection of the lesson: How well did your lesson plan meet your lesson objectives? What aspects of the lesson worked mo
could be improved and how could they be improved? e.g. Lesson flow, classroom management, resources, assessment of student learning.

Follow up: Are there any areas that you feel you need to follow up with the students?

Mentor teacher comments: Pre-service teacher comments:

Evidence to support your presentation of how you differentiated your teaching to support the
diverse learning needs within your class. These could be materials that you developed or
adapted.

Include resources here that you have

created that supported your teaching of
the lessons.

Evidence of differentiation to support the

diverse needs of the class.

**You need to annotate – Teaching

decisions – strategies/adjustments
throughout the lesson plans, highlighting
numeracy/literacy connections,
curriculum connections, differentiation
as examples.
Practice 3: Assessing
Written section (800 to 1000 words)

Narrative for Practice 3 goes

here.

Discuss how you are involving

students in the assessment
process.

Identify formative assessment

and student feedback
opportunities

Is your summative assessment

valid and fit-for-purpose?

Quality of students work based

on curriculum and achievement
standards.

Consider the 4 criterion of the rubric in here,

through your samples and in your unit plan –
have you identified everything?

-A variety of assessment tools and practices.

Are they fit-for purpose?

-Provide feedback to learners

-Judge the quality of work in line with

curriculum and achievement standards.

-Engage in moderation (you will plan to
complete 2 moderation sessions with your
moderation buddy who will most likely be
your mentor teacher but it is the second
session which is explicitly recorded and
included in this GTPA).
Required accompanying evidence embedded in your text:
The work samples are completed in response to the
summative task and are to include your feedback. The
samples should be drawn from your focus students and used
in your moderation practice.
 De-identify the sample. This is the summative
STUDENT SAMPLE 1 assessment sample. Include feedback on each
sample. This can be an annotation or handwritten.
Student work sample with feedback

Accompanying annotated statement of criteria and standards

Cognitive commentary

What is a Cognitive Commentary?

-How did you arrive at the judgement of

the quality of student work? At least one copy for each student
– this can be moderated by both
-Strengths/limitations of the work
moderators.
considered
or
-Next steps for this student to progress
their learning. -you may include a second copy
that shows scoring by the other
Should be 1 paragraph in length.
moderator.
STUDENT SAMPLE 2

Student work sample with feedback

Accompanying annotated statement of criteria and standards

Cognitive commentary
STUDENT SAMPLE 3

Student work sample with feedback

Accompanying annotated statement of criteria and standards

Cognitive commentary
 Don’t forget the evidence of moderation – this is a mandatory
inclusion in your GTPA.

Mandatory Inclusion 4: Evidence of moderation practice: Summative

assessment (Embedded in Practice 3)
For moderation purposes, you are to select three samples of student work showing the range of achievement at year level (above, below, meets
expectations). These samples will be from your three focus students (see references to focus students in Practices 1-5). Where attrition occurs in
the group of focus students originally identified in Practice 1, work samples of other students at a comparable level may be selected as evidence
for Practices 4 and 5.

This is your moderation This is you

Moderator 1*:
buddy. Moderator 2: (Preservice teacher)
Name:
Name:
Title/position:
Title/position:
Signature:
Signature:
Date:
Date:

*
Suitable personnel to act as Moderator 1 could include your supervising teacher, or other teachers or administrators in the school.
 Take note – This student
Student sample 1: Meets year level expectations MEETS expectations

What is your proposed grade of student work prior to moderation? _____________

How does this relate to the grade awarded to the student work by the other assessor?
_____________
Complete this page for all 3 Focus
students following moderation with
What adjustment, if any, did you make to your proposed grade? ____________
your buddy. Filling in these pages
helps to identify the role of
moderation and how you and your
moderator buddy came to an agreed
mark.
On reflecting on the relationship of the two grades, address the following:

1. Where the teacher’s grading decision and yours differed, what was the source of the difference (e.g.
particular interpretations of the specified criteria)?

2. What feedback would you report to the student and parents/carers about student achievement in this work?

3. What did you learn about the application of scoring rubrics, criteria specifications, and standards used in the
judgement of student work?
 Take note – this student is
Student sample 2: Above year level expectations ABOVE expectations.

What is your proposed grade of student work prior to moderation? _____________

How does this relate to the grade awarded to the student work by the other assessor?
_____________

What adjustment, if any, did you make to your proposed grade? ____________

On reflecting on the relationship of the two grades, address the following:

1. Where the teacher’s grading decision and yours differed, what was the source of the difference (e.g.
particular interpretations of the specified criteria)?

2. What feedback would you report to the student and parents/carers about student achievement in this work?

3. What did you learn about the application of scoring rubrics, criteria specifications, and standards used in the
judgement of student work?
 Take note – this student is
Student sample 3: Below year level expectations
BELOW expectations.

What is your proposed grade of student work prior to moderation? _____________

How does this relate to the grade awarded to the student work by the other assessor?
_____________

What adjustment, if any, did you make to your proposed grade? ____________

On reflecting on the relationship of the two grades, address the following:

1. Where the teacher’s grading decision and yours differed, what was the source of the difference
(e.g. particular interpretations of the specified criteria)?

2. What feedback would you report to the student and parents/carers about student achievement in this work?

3. What did you learn about the application of scoring rubrics, criteria specifications, and standards used in the
judgement of student work?
Practice 4: Reflecting
Written section (800 to 1000 words)

Narrative for Practice 4 goes

here.

Reflect on fit-for-purpose of
data gathered and used.
Consider the 4 criterion of the rubric in here,
Identify additional data that you through your samples and in your unit plan –
could use to make further have you identified everything?
changes.
-Scope and sufficiency of data to identify
Consider changes made and learning needs and inform next-steps.
how they impacted student
learning. -Identify differences between planned
teaching and pedagogic reasoning.
Reflect on data and how this
informed your understanding of -How was data used to review student
students. progress and modify teaching and
assessment.
Identify future and next-step
teaching and assessment to - Identify and justify future teaching practices
promote learning. – literature NEEDED.

No extra evidence is required for this section.

Practice 5: Appraising
Written section (800 to 1000 words)

Narrative for Practice 5 goes

here.
Include 2 examples of enacted
practice and decision making.
Example 1 needs to focus on
whole class teaching and
learning.
Example 2 needs to focus on
meeting the needs of students;
individual or small group.
Through each example, connect
theory and practice and support
with evidence.
Consider the 4 criterion of the rubric in here,
through your samples and in your unit plan –
have you identified everything?
--Connect theory and practice to:
-evaluate effectiveness of teaching
-discern impact on student learning
-Examine and discuss teaching decisions and
their effectiveness for progressing student
learning.

Appraise your teaching

effectiveness through
identification of growth and
change through evidence
included.

Identify students’ readiness to

proceed with learning.
Pre- and post-teaching samples of student work. This could be drawn from the three focus
students to inform your appraisal of the impact of your teaching on student learning.

Further embedded evidence required in Practice 5.

-Pre and Post-teaching samples of student work. This

could be from focus students

-Other relevant resources to support your appraisal of

teaching and learning (next page)
Relevant resources to support your appraisal of learning and teaching.
Reference list

You will submit this GTPA as one word

document but it can also be submitted as a
pdf if formatting changes on submission.
Ensure your file is no larger than 100 MB.

A reference list of all materials (curriculum, school

documents, policy, theory and research) cited in
your submission using APA referencing.