STANDARD 1: KNOW STUDENTS AND HOW THEY LEARN

EPT436
FOCUS AREA Handout: Linking
Physical, social and intellectual 1.1
development and characteristics of
students
Understand how students learn 1.2
Students with diverse linguistic,
cultural, religious and
socioeconomic backgrounds
Strategies for teaching Aboriginal
and Torres Strait Islander students
PROFESSIONAL KNOWLEDGE
Evidence to Australian
Descriptor (graduate level) Professional Standards forsample
Evidence Teachers
Demonstrate knowledge and understanding of physical, social and 1
intellectual development and characteristics of students and how these
may affect learning.
Demonstrate knowledge and understanding of research into how 1
students learn and the implications for teaching
1.3 Demonstrate knowledge of teaching strategies that are responsive to the 1
learning strengths and needs of students
from diverse linguistic, cultural, religious and socioeconomic
backgrounds
1.4 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

Differentiate teaching to meet the
specific learning needs of students
across the full range of abilities
Strategies to support full
participation of students with
disability
backgrounds
1.5 Demonstrate knowledge and understanding of strategies for 1
differentiating teaching to meet the specific learning needs of
students across the full range of abilities
1.6 Demonstrate broad knowledge and understanding of 1
legislative requirements and teaching strategies that support
participation and learning of students with disability.

STANDARD 2: KNOW THE CONTENT AND HOW TO TEACH IT

FOCUS AREA Descriptor (graduate level) Evidence sample

Content and teaching strategies of the
teaching area
Content selection and organisation
Curriculum, assessment and
reporting
Understand and respect Aboriginal
and Torres Strait Islander people to
promote reconciliation between
Indigenous and non-Indigenous
Australians
Literacy and numeracy strategies
Information and Communication
Technology (ICT)
2.1 Demonstrate knowledge and understanding of the 2
concepts, substance and structure of the content and teaching
strategies of the teaching area
2.2 Organise content into an effective learning and teaching sequence 2
2.3 Use curriculum, assessment and reporting knowledge to 2
design learning sequences and lesson plans
2.4 Demonstrate broad knowledge of, understanding of and
respect for Aboriginal and Torres Strait Islander histories,
cultures and languages
2.5 Know and understand literacy and numeracy teaching strategies and
their application in teaching areas
2.6 Implement teaching strategies for using ICT to expand curriculum 2
learning opportunities for students

STANDARD 3: PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING

FOCUS AREA Descriptor (graduate level) Evidence sample

Establish challenging learning goals 3.1 Set learning goals that provide achievable challenges for students of 3
varying abilities and characteristics
Plan, structure and sequence learning 3.2 Plan lesson sequences using knowledge of student learning, content 3
programs and effective teaching strategies.
Use teaching strategies 3.3 Include a range of teaching strategies 3
Select and use resources 3.4 Demonstrate knowledge of a range of resources, including ICT, that 3
engage students in their learning
Use effective classroom 3.5 Demonstrate a range of verbal and nonverbal communication 3
communication strategies to support student engagement
Evaluate and improve teaching 3.6 Demonstrate broad knowledge of strategies that can be used to 3
programs evaluate teaching programs to improve student learning.
Engage parents/carers in the 3.7 Describe a broad range of strategies for involving parents/carers 3
educative process in the educative process

STANDARD 4: CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ENVIRONMENTS

PROFESIONAL PRACTICE

FOCUS AREA Descriptor (graduate level) Evidence sample

Support student participation 4.1 Identify strategies to support inclusive student participation and 4
engagement in classroom activities
Manage classroom activities 4.2 Demonstrate the capacity to organise classroom activities and 4
provide clear directions
Manage challenging behaviour 4.3 Demonstrate knowledge of practical approaches to manage challenging 4
behaviour
Maintain student safety 4.4 Describe strategies that support students’ wellbeing and safety 4
working within school and/or system, curriculum and legislative
requirements
Use ICT safely, responsibly and 4.5 Demonstrate an understanding of the relevant issues and the 4
ethically strategies available to support the safe, responsible and ethical
use of ICT in learning and teaching.

STANDARD 5: ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT LEARNING

FOCUS AREA Descriptor (graduate level) Evidence sample

Assess student learning 5.1 Demonstrate understanding of assessment strategies, including informal 5
and formal, diagnostic, formative and summative approaches to assess
student learning
Provide feedback to students on their 5.2 Demonstrate an understanding of the purpose of providing 5
learning timely and appropriate feedback to students about their learning
Make consistent an comparable 5..3 Demonstrate understanding of assessment moderation and its 5
judgements application to support consistent and comparable judgements of student
learning.
EPT436 Handout: Linking Evidence to Australian Professional Standards for Teachers