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Framework for APST portfolio

Professional Knowledge – Standard 1: Know students and how they learn

1.4: Strategies for teaching Aboriginal and Torres Strait Islander students
Descriptor: 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.
Situation:
As part of enrolment in 7409EDN First Australians, Diverse Cultural Identities and Communities
(Trimester 3, 2020), I was required to design potential teaching and learning activities that utilised local
community resources that fostered intercultural awareness.

Action:
To meet the assignment criteria, I selected a school in my local area where I grew up that has a strong
Indigenous population as well as local Indigenous cultural and support services within the community. I
designed potential lesson activities that incorporated local Indigenous services within the community
and celebrates local Dharawal cultural language and practices that meet Year 8 Science curriculum
descriptors.

Outcomes:
As a result, I have developed the knowledge and confidence to incorporate local Indigenous Australian
culture into classroom lessons as required by the Australian Curriculum cross-curriculum priority
‘Aboriginal and Torres Strait Islander Histories and Cultures’.

Evidence:
Excerpt from Assignment Task Sheet outline task details

Excerpt from Submitted assignment

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Professional Knowledge – Standard 1:

1.6: Strategies to support full participation of students with disability
Descriptor:
Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies
that support participation and learning of students with disability.

Situation:
As a part of my own independent study, I wanted to increase my knowledge and understanding of
strategies to further engage students with a disability into classroom activities and increase their ability
to participate (21/04/21).

Action:
I actioned this by completing an online course designed by the Nationally Consistent Collection of Data
on School Students with Disability (NCCD) entitled “Disability Standards For Education for Pre-service
Teachers”. The course consisted of five online modules that outlines teacher’s legal obligations and
responsibilities with students with a disability.

Outcomes:
After completing this online course, I believe I am fully aware of my legal obligations under
the Disability Discrimination Act 1992 (DDA) and the Disability Standards for Education 2005 (the
Standards). This understanding gives me the confidence to incorporate strategies that encourage and
support students with a disability participation into classroom activities.

Evidence:

Professional Knowledge – Standard 2:

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2.4: Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation
between Indigenous and non-Indigenous Australians

Descriptor: Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres
Strait Islander histories, cultures and languages

Situation:
As part of enrolment in 7409EDN First Australians, Diverse Cultural Identities and Communities
(Trimester 3, 2020), I was required to work through course work, readings, watch video tutorials that
discussed the history and negative results of government policies towards Indigenous Australians and
their long lasting effects currently experienced today.

Action:
I had to use my previous topic knowledge, newly developed understanding as well as provided
sources to respond to graphic depictions of Indigenous experiences during different time periods in
Australian history as a results of government policies.

Outcomes:
As a result, I have developed a better understanding of Indigenous history within the Australian
historical context and feel I can be more empathetic and respectful to Indigenous Australian students
both at school and in the wider community.

Evidence:
Excerpt from Assignment Task Sheet outline task details

Excerpt from Submitted assignment discussing 1 poster

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Professional Practice – Standard 3:

3.7: Engage parents/carers in the educative process

Descriptor: Describe a broad range of strategies for involving parents/carers in the educative process.

Situation:
While enrolled in 7403EDN Contemporary Influences on Secondary Schooling (Trimester 2, 2020), I
was required to create resources to be used to communicate key issues to parents/carers from the
school.

Action:
To meet the assignment requirements, I researched and found examples of information ‘fact sheets’
for parents to observe how the information and message from the authors is disseminated to the target
audience. I also researched and read up on effective strategies for communication with parents/carers
that includes and encourages their participation in the education process.

Outcomes:
As I result, I have a better understanding of how to effectively and appropriate communicate with
parents via email and ‘take home’ information pacts of which I can utilise in my future teaching career.
I also now have a good understanding of the transition to Senior school process for Year 10 students
in Queensland and the opportunities that exist for each student as a part of their Secondary Education
and Training (SET) plan.

Evidence:
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Excerpt from Assignment Task Sheet

Excerpt from submitted assignment

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Professional Practice – Standard 4:

4.3: Manage challenging behaviour

Descriptor: Demonstrate knowledge of practical approaches to manage challenging behaviour.

Situation:
Whilst on placement at Miami State High (Oct. 2020), I taught a 9-science support class where I had
an opportunity to practice, refine and learn about behaviour management as part of my development
as a pre-service teacher. I also had to manage challenging behaviour in other class I taught while on
placement.

Action:
As part of my behaviour management strategy, I first tried to build a rapport with the students so that a
confidence to communicate was developed between myself and the students. I then incorporated
Queensland Education’s ’10 Essential Skills for Classroom Management’ as an approach to prevent
and react to student behaviour in my lessons. In this lesson specifically, I had to address student
behaviour’s using the ‘10 Essential Skill’ framework with varying degrees of success.

Outcomes:
I learnt a lot about behaviour management during this lesson, mainly from what I didn’t do or could of
done better when carrying out the ‘10 Essential Skills’ during the lesson’s activity. Although this lesson
was only mildly successful in that regard, as expressed in the Teacher Observation notes below, what
I learnt I used during the next few lessons as a part of my classroom behaviour management strategy
and had a lot more success and confidence in my behaviour management strategy.

Evidence:
Excerpt from Teacher Lesson Observation form
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Professional Practice – Standard 4:

4.4: Maintain student safety

Descriptor: Describe strategies that support students’ wellbeing and safety working within school
and/or system, curriculum and legislative requirements.
Situation:
Whilst on placement at Miami SHS (Oct. 2020), the unit of work on Ecology required many activities to
be conducted outside of the classroom, in the local bush area so that the students could cover the
course content and meet the curriculum activities. This required organising and planning with my
supervising teacher so that the students could complete the required activities safely whilst outside the
classroom.

Action:
Prior to the lesson, my supervising teacher and I visited the potential sites in the bush for that activity
to make a determination if the area was still safe to use for the activity (site used in previous years).
We observed the area and try to identify any unsafe risks or potential hazards for the students as well
as ourselves e.g. Snakes, broken branches, fallen trees, hidden trip hazards etc. After assessing the
two sites, we determined that they were safe and acceptable to use for the activity and discussed any
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personal protective equipment students would need e.g. hats, sunscreen if possible, water bottle etc.

Outcomes:
During this process, I learned a lot about conducting classroom activities outside of the classroom and
the organising, planning and safety analysis of the site it involves. These skills I will utilise during my
next placement as well as future teaching endeavours if similar activities or tasks are required.

Evidence:
Teacher Lesson Observation form

Student Activity

Professional Practice – Standard 4:

4.5: Use ICT safely, responsibly and ethically
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Descriptor: 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.

Situation:
While enrolled in 7403EDN Contemporary Influences on Secondary Schooling (Trimester 2, 2020), I
was required to create a resource aimed at communicating with parents and carers. Due to the
increase use of technology and BYO devices in schools, I decided to create an informational email to
parents/carers about the cyberbullying and the potential dangers of the internet for students as well as
recommend strategies to keep their child cybersafe.

Action:
I actioned this by conducting my own research on cyberbullying and cybersafety as I am inexperienced
in this area and haven’t faced this issue before. Once I found enough information on cyber safety, I
collated the information and synthesised my informational email highlighting the key information that
was relevant for the target audience (parents/carers).
Outcomes:
After this activity, I have informed myself on the potential dangers of being online and have found
strategies that I can pass on to my students so that we all can access the potential benefits of ICT
safely, responsibly and ethically. I also have created a email template that provides information on
cyber safety for parents/carers and students that could be reused in future if a task like this arises.
Evidence:
Parent/Carer Communication Resource: Assignment 1
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Professional Engagement – Standard 6:

6.1: Identify and plan professional learning needs

Descriptor: Demonstrate an understanding of the role of the Australian Professional Standards for
Teachers in identifying professional learning needs.

Situation:
As a part of enrolment in 7411EDN (Trimester 1, 2021), I had to complete an assignment whereby I
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had to show an understanding of the APST standards by collecting evidence of attainment of meeting
each standard whilst studying a Master of Teaching. This is a requirement for graduation by Griffith
University and accreditation by the Queensland College of Teachers.

Action:
I actioned this by reviewing my completed course work, assignments, placement teacher observation
sheets and other learning activities I have participated in to identify which APST standards I have met
whilst studying my degree, and to collect evidence that I have met set APST outcomes. Once I have
identified which APST’s I was weak in or only just met (based off the evidence collected), I could
complete the second part of the assignment whereby I am required to develop professional learning
plan based off the identified area of improvement.

Outcomes:
As a result, I have a much more well-rounded view of my experience as a Master of Teaching
(Secondary Education) and how many assignments and courses related to the APST and the
expressed outcomes, as a pre-service teacher, are expected to meet. It also help identify areas of
improvement that I can develop in goals for my next placement and future teaching career.

Evidence:
7411 EDN Assignment task sheet excerpt

Professional Engagement – Standard 6:

6.2: Engage in professional learning and improve practice

Descriptor: Understand the relevant and appropriate sources of professional learning for teachers.

Situation:
Whilst on placement at Merrimac SHS (Aug. 2020), I participated in a PD course conducted by the
AUSPELD foundation about Specific Learning Disorders for students.

Action:
I listened to the presentation and took my own notes and participated in activities about specific
learning disorders and how to implement strategies that encourages engagement and participation
from students with these learning disorders.

Outcomes:
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Having participated in this PD workshop, I have increased my knowledge and understanding of

specific learning disorders students in my classroom may have and now am aware of new
differentiation strategies I can rely upon in my future teaching career. The information pack and
Specific Learning disorder flow chart provided is a great resource of which I will definitely utilise.

Evidence:
PD Workshop Handout

Professional Engagement – Standard 6:

6.3: Engage with colleagues and improve practice

Descriptor: Seek and apply constructive feedback from supervisors and teachers to improve teaching
practices.
Situation:
Whilst on placement at Merrimac SHS (Aug. 2020), I received feedback on the lessons I taught via
Teacher Observation sheets provided by my supervising teacher. As this was my first placement, the
feedback and simple tasks involved learning 10 new student names a lesson as a strategy to help
build a rapport with students and ultimately help with behaviour management.

Action:
Following a growth mindset philosophy, I used the feedback received as areas to improve on for my
next lesson. For every lesson, I used the feedback to develop a specific goal in an area I wanted to
improve on. In the evidence below, the example provided details one learning area involving learning
students name which is important in building a rapport with your students.

Outcomes:
Although this may seem not very important, at the time I was in my first placement so simple little goals
like learning 10 students names every lesson was important at that stage of my development and
improving on my teaching skills within the classroom. I then used this small goal for each lesson
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approach in later teaching placements to build on foundational teaching skills.

Evidence:
Excerpts from 3 different Teacher Lesson observations from my Supervising Teacher

Professional Engagement – Standard 7:

7.1: Meet professional ethics and responsibilities

Descriptor: Understand and apply the key principles described in codes of ethics and conduct for the
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teaching profession.

Situation:
While enrolled in 7403EDN Contemporary Influences on Secondary Schooling (Trimester 2, 2020), I
was required to respond to a selected scenario and address the relevant legislation, education policies
and ethical dilemmas that relate to the scenario.

Action:
Once I selected the scenario, I researched both Commonwealth and Queensland education legislation
relating to the scenario as well as any policy and standards that would determine appropriate
responses and courses of action.

Outcomes:
As a result, I am aware of my Queensland and National legislative responsibilities as a teacher whilst
in the classroom and understand the policies, guidelines and standards relevant to teaching. It is
important to know your legal obligations, employer policies and industry guidelines in any job role,
especially in the teaching profession.

Evidence:
7403 EDN Assignment 1 Task Sheet

Excerpt from submitted assignment

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Professional Engagement – Standard 7:

7.2: Comply with legislative, administrative and organisational requirements

Descriptor: Understand the relevant legislative, administrative and organisational policies and
processes required for teachers according to school stage

Situation:
While enrolled in 7403EDN Contemporary Influences on Secondary Schooling (Trimester 2, 2020), I
was required to undergo weekly coursework which included, powerpoints, readings, video tutorials
etc., to learn about legislation, policy and procedures as well as industry guidelines relevant

Action:
I actioned this by completing readings, watching powerpoints, participating in tutorial discussions and
completing required assignments where I had to put this newly developed knowledge into practice and
respond to questions and scenarios. A sound knowledge and understanding of the relevant legislative,
administrative and organisational policies relating to the education field as a teacher is required to
complete the coursework and pass the 7403edn subject.

Outcomes:
As a result of my completion of this course, I have developed a good understanding and an awareness
of education legislation, guidelines and policy relating to my role as a teacher. This is very important as
tool to utilise in my future teaching career.

Evidence:
7403 EDN Course Description
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Professional Engagement – Standard 7:

7.3: Engage with the parents/carers

Descriptor: Understand strategies for working effectively, sensitively and confidentially with
parents/carers.
Situation:
As part of my participation in the STEAM TECE Endeavour program (Feb-June, 2020), I took part in
weekly PD sessions by experienced teachers on different areas of teaching. The Week 11 PD involved
a presentation on Strategies for Effective Communication with Parents and Carers.

Action:
As a part of the presentation, I took notes and participated in small group activities creating both verbal
and written hypothetical responses to parents/carers. This allowed us as a group to role play and
somewhat rehearse teacher/parent communication prior to experiencing it for real as teachers.

Outcomes:
After this PD workshop, I feel I have the confidence and understanding to engage with parents/carers
about their child and effectively communicate with them in an appropriate, respectful and engaging
way. Although this is easier said than done, I believe I have the tools and framework to begin such
communication.

Evidence:
Excerpt of Notes from Workshop
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Professional Engagement – Standard 7:

7.4: Engage with professional teaching networks and broader communities
Descriptor: Understand the role of external professionals and community representatives in broadening
teachers’ professional knowledge and practice.

Situation:
During the 2020 academic year, I was a part of the STEAM Teaching and Education Centre of
Excellence (TECE) Endeavour program funded by Queensland Education (Feb-June 2020). This
involved weekly personal development workshops on a range of topics and areas of focus within the
teaching profession with the aim to improve the quality of graduate teachers to meet the needs of the
21st century learners.

Action:
I attended each workshop and participated in all learning activities to take advantage of the opportunity
for learning whilst attending the STEAM TECE.

Outcomes:
My weekly attendance to the STEAM TECE workshops exposed me to a wide variety of tools and
strategies used by experienced teachers to be effective facilitators of learning for their students. It not
only gave me ideas and strategies to use in future teaching career, but also the confidence in myself
that I do have the personality and skills to be an effective and successful teacher.

Evidence:
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Goal Overview and Goal Planner

Goal Overview (Goal Setting)

Specific- SMART Goal Statement: (What do you want to achieve?)

On my next placement, I want to further develop my confidence and skills in behaviour management by
better incorporating the ’10 Essential Skills for Behaviour Management’ into my lessons.

Justification - Why do you need to focus on this area? (e.g. audits, observations, and/or previous
experiences)
After reading through my portfolio, previous Teacher Observations and my own self-reflection, this was an
area I did make improvements in, however it is still an area I have identified as having plenty of room for
improvement. This relates to APST 4.3 Managing Challenging Behaviour. Having strong behaviour
management is essential for teachers so that they can create safe, supporting learning environments where
effective student learning can occur. Also, at this early stage of my development as a pre-service teacher,
the development of skills in behaviour management are still in their early stages and should be constantly
practiced and improved on throughout my teaching career to meet the needs of 21 st century students (as
expressed in the curriculum). It is a dynamic, everchanging skill that constantly needs focus and
improvement as different strategies will work for different situations, students, classes and schools.
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Relevance – How does this goal address school/system priority areas? Which APST does this goal align
to?

My SMART goal aligns with standard 4 ‘Creating supportive and safe learning environments’, more
specifically 4.3 ‘Managing challenging behaviour. However, it does relate to 4.1 Support student
participation, 4.2 Manage classroom activities and 4.4 Maintain student safety as if a teacher
doesn’t have the ability to manage challenging behaviour in their classroom, then flow on negative
effects will impact classroom activities, student participation in these activities and potentially
student safety within the classroom. This is recognised as an important focus area by Education
Queensland and is included in the ‘Positive Behaviour For Learning’ Policy. ‘Positive Behaviour for
Learning’ is a whole-school framework that promotes positive behaviour and helps schools
develop safe and supportive learning environments.

Goal Planner (Professional Learning Plan)

Actions: What strategies might put in place to Indicators: How will you know the goal has been
accomplish your goal? met? What evidence might you collect to prove this?

Action 1: Collaborative Measuring Action 1

I will develop lesson plans in consultation with my I will use qualitative feedback from my supervising
supervising teacher and highlight where I will teacher via Teacher Observation sheets as well as a
incorporate skills 1-4 into my lesson. I will also debrief discussion after my lessons, taking notes where
create a flow chart for the remaining skills (5-10) required. To gain some quantitative data, I will provide
and describe how I will use them if required during a checklist to my supervising teacher and ask a tally
the lesson. My supervising teacher will complete system to be used for every time I included one of the
Teaching Observations sheets for each lesson as 10 Essentials skills into my lesson. Although there isn’t
well as an after lesson debrief to provide feedback a set number of each ‘Essential Skills’ I intend to use in
and discuss the successes and failures of the each lesson, however the data will be used to assess
previous lesson. Observing other teacher’s which Essential Skills I haven’t used in the less and try
lessons and consultation with them to discuss of to draw conclusions why. These will be used with my
their behaviour management strategies will also own post lesson self-reflective notes to assess if my
help me develop my knowledge and understanding SMART goal has been achieved.
of behaviour management and help me
accomplish my SMART goal.

Action 2: Future Focused Measuring Action 3

Improving my confidence and skills ins behaviour As my career as a teacher progresses, the source of
management, as expressed in my SMART goal, is my evidence will most likely arise from self-reflective
important for my teaching career as it is a practices and my own observations during lessons.
foundational skill for all teachers that will be Trying different strategies and approaches to managing
constantly relied upon and further refined behaviour management and learning through my
throughout my progression as a teacher. experiences of what worked, what didn’t work is a main
Behaviour management so important for teachers source of qualitative evidence. Asking fellow teachers
to have a good grasp of as it is essential for or Head of Departments, to observe lessons and
creating a safe, supportive environment that complete Lesson Observation sheets to receive
facilitates student learning. Without strong feedback and advice is another source of evidence
behaviour management skills, student learning will specifically on behaviour management. Discussion and
be negatively affected. I can share my experiences consultation with other teaching staff, PD workshops as
and what I have learnt with fellow pre-service well as my own research will help provide data and be
teachers as well as other teaching staff later on in a source of information for strategies to use and
my career sharing my knowledge collaboratively incorporate into my behaviour management approach.
with my peers.

Action 3: Other (if relevant) Measuring Action 3

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Research – What research supports the framing of your goal? What research supports your goals
importance?
The current research supports the importance of behaviour management for teachers and the need to have
these foundational skills in place for effective student learning to occur. Hattie’s research found that a key
difference in student achievement was the ability and excellence of the teacher themselves. He found expert
teachers ‘are more effective scanners of the classroom behaviour’ and had ‘multidimensional complex
perceptions of classroom situations’ (Wilkinson & Meiers, 2007) (Hattie, 2003). Marzano, Marzano &
Pickering (2003) found that effective teacher-student relationships that centred around appropriate levels of
dominance and cooperation from the teacher were important in managing challenging behaviour within the
classroom. Merret and Wheldall (1993) survey 176 high school teachers and found the vast majority of
teachers believed classroom behaviour management skills to be of major importance to them professionally
in their role as a teacher. Auxp and Gersch (2008) found that having strong behaviour management skills
isn’t just important for student learning, but important for teachers themselves as their attitudes, stress and
wellbeing is greatly affected my frequent student misbehaviour as a result of difficulty in behaviour
management (Auxp & Gersch, 2008).

Timeframe: When do you hope to complete this goal?

I plan to complete this goal in the short term by the end of my 5-week placement at Ormeau Hill SHS
beginning on April 19.

References
Axup, T., & Gersch, I. (2008). Challenging behaviour: the impact of challenging student behaviour upon
teachers' lives in a secondary school: teachers' perceptions. British Journal of Special Education, 35(3),
144-151, DOI: https://doi.org/10.1111/j.1467-8578.2008.00388.x

Hattie, J. (2003). Teachers make a difference: What is the research evidence? Interpretations, 36(2), 27-
38. Retrieved November 23, 2007 from http://www.acer.edu. au/documents/RC2003_Hattie_
TeachersMakeADifference.pdf

Marzano, R. J., Marzano, J. S., & Picketing, D. J. (2003). Classroom management that works.
Alexandria, VA: ASCD.

Merrett. F. & Wheldall, K. (1993) How Do Teachers Learn to Manage Classroom Behaviour? A study of
teachers’ opinions about their initial training with special reference to classroom behaviour management,
Educational Studies, 19:1, 91-106, DOI: 10.1080/0305569930190106.

Wilkinson, J., & Meiers, M. (2007). Managing student behaviour in the classroom. NSWIT Research
Digest, 2.
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Appendix C: Rubric for Assessed Knowledge and Skills

Level of Achievement Outstanding 100-85 Very High 84.5-75 High 74.5-65 Satisfactory 64.5-50 Unsatisfactory 49.5-0
Part 1: (i) APST Portfolio An excellent Comprehensive and cohesive Connections between Explains how the APST Insufficient evidence
Portfolio documentation is exemplar portfolio with thoughtful and context, evidence and APST are met
(60%) complete knowledgeable explanations of are demonstrated
connections between context,
evidence and all APSTs
(ii) Portfolio is An excellent Synthesises evidence to support Evidence is used to Links to evidence Insufficient evidence
evidenced exemplar the explanation of how APSTs demonstrate how you met
were met APST
Part 2: (i) Sets a goal for An excellent Goal clearly meets SMART goal Goal generally meets SMART Sets a professional goal Insufficient evidence
Goal future practice exemplar guidelines goal guidelines
Setting (ii) Goal is justified An excellent Goal is thoughtfully and Links specific goal to school/ Mentions priority and Insufficient evidence
(20%) exemplar knowledgeably justified system APST priority is justified
Part 3: (i) Develops An excellent Plans for how the goal will be Explains how goal is Identifies collaborative Insufficient evidence
Professional collaborative action exemplar met collaboratively collaborative and will address actions
Learning goal
Plan (ii) Develops future An excellent Plans for how the goal will Explains how goal is future Identifies future Insufficient evidence
(20%) focused action exemplar be future focused are clear focused and will address goal focused actions
and comprehensive
(iii) Develops Goal An excellent Goal planning shows thought Goal planning is practical and Goal planning will Insufficient evidence
Planning exemplar and clear understanding of manageable in a classroom support goal
requirements of teaching and setting implementation
learning
(iv) Draws on An excellent Use of a range of literature to Uses literature to support Includes sources using Insufficient evidence
literature to support exemplar support discussion which is discussion using academic academic referencing
discussion timely and current. referencing
(v) References Applies academic Insufficient evidence
sources referencing
ALL APST MET (you must receive a ‘met’ to pass assessment overall): 1.4, 1.6, 2.4, 3.7, 4.3, 4.4, 4.5, 6.1, 6.2, 6.3, 7.1, 7.2, 7.3, 7.4 Met Not Met