AITSL Standard Evidence Map
Standard 1 Know students & how they learn
Descriptors
1. Use teaching strategies based on knowledge of
1 students physical, social and intellectual
development and characteristics to improve
student learning
1. Structure teaching programs using research and
2 collegial advice about how students learn
1. Design and implement teaching strategies that
3 are responsive to the learning strengths and
needs of students from diverse linguistic,
cultural, religious and socio economic
backgrounds
1. Design and implement effective teaching
4 strategies that are responsive to the local
community and cultural setting, linguistic
background and histories of Aboriginal and
Torres Strait Islander students
Primary Classroom Evidence
The students loved being involved
in physical education. They
recognised how important it is to
have regular brain breaks. This
gives them an opportunity to exert
their energy so they are able to
focus and be ready for learning.
Physical education is crucial for
physical development as students
need to learn to be active as much
as they need to learn intellectually.
Social development is an essential
learning area in primary schools as
students grow, it is important they
learn social etiquette, and social
skills. They learn to value
themselves and their peers in a
respectful and appropriate manner.
As students develop intellectually,
scaffolding plays a significant role in
supporting students learning
It is crucial to adapt and modify
teaching strategies and content to
suit the needs and learning
abilities/levels of the students you
are teaching. My colleagues and I
asked students to complete a
Howard Gardners Multiple
Intelligence test to see what type of
learners we had in our year 3 class.
This allowed us to develop teaching
programs suitable to their preferred
learning style and ability.
I am familiar with the importance of
acknowledging and respecting
students from different cultural
backgrounds. Inclusive practices are
crucial for all students to feel safe
and comfortable in the class.
I had the privilege of teaching HASS
(Chinese New Year & Australia Day)
on my placement. I needed to be
careful to ensure I wasnt speaking
out of context or offending anyone
during the delivery of my lesson.
During my university degree I
studied an Indigenous Education
Unit that focused on Aboriginal and
Torres Strait Islander students and
how their culture impacts and

1. Develop teaching activities that incorporate
5 differentiated strategies to meet the specific
learning needs of students across the full range
of abilities
1. Design and implement teaching activities that
6 support the participation and learning of
students with disabilities and address relevant
policy and legislative requirements
Standard 2 Know the content & how to teach it
Descriptors
2. Apply knowledge of the content and teaching
1 strategies of the teaching area to develop
engaging teaching activities
2. Organise content into coherent, well- sequenced Year 3 Maths, Reading and Spelling
2 learning and teaching programs
2. Design and implement learning and teaching
3 programs using knowledge of curriculum,
assessment and reporting requirements
2. Provide opportunities for students to develop
4 understanding of and respect for Aboriginal and
Torres Strait Islander histories, cultures and
languages.
affects their learning. This unit
prepared me to cater for the needs
of these particular students in a
professional and respectful manner.
The Envision maths booklet is an
example of differentiation used in
the Year 3 class. This book
contained activities for all abilities
(low, medium and high).
We had a young boy with Autism in
our class. My mentor and I were
able to modify the work for him that
would still keep him in engaged.
We communicated frequently with
his education assistant to ensure
they felt confident and involved in
his development and learning.
Classroom Evidence
The science lessons that I taught on
placement is an example of
engagement through ICT and
investigations. I used activities from
the Primary Connections (Year 3)
booklet.
The maths lessons were often linked
to reading and spelling. On one
occasion, I asked the students to
play a maths board game that
required them to read and spell at
the same time.
Moderation is a significant part of
assessment and reporting, as
students need to feel as though
their mark is fair and correct. I
would normally give over the
shoulder feedback so students
immediately knew how they were
progressing
HASS lesson - The similarities and
differences between places in terms
of their type of settlement, the
diversity of people (e.g. age,
birthplace, language, family
composition), the lives of the people
who live there, and feelings and
perceptions about places
(ACHASSK069)
We discovered the British
settlement and reflected on the

2. Apply knowledge and understanding of effective
5 teaching strategies to support students literacy
and numeracy achievement
2. Use effective teaching strategies to integrate ICT
6 into learning and teaching programs to make
selected content relevant and meaningful
Standard 3 Plan for & implement effective teaching and learning
Descriptors
3. Set explicit, challenging and achievable learning This was usually stated in the WALT/
1 goals for all students
3. Plan and implement well structured learning
2 and teaching programs or lesson sequences that executive lessons in literacy and
engage students and promote learning
3. Select and use relevant teaching strategies to
3 develop knowledge, skills, problem solving and
critical and creative thinking
3. Select and/ or create and use a range of
4 resources, including ICT, to engage students in
their learning
3. Use effective verbal and non- verbal
5 communication strategies to support student
understanding, participation, engagement and
achievement
3. Evaluate personal teaching and learning
6 programs using evidence, including feedback
traditional land owners (Aboriginals)
Number and reading lessons were
group sessions. The activities were
scaffolded for the ability group (low,
medium, high)
Virtues Project using ICT
Students learnt about perseverance
in ART. They attempted drawing a
dragon once and then they watched
a You tube clip about attempting
things more than once to enhance
their work for more detail. Students
then had to reflect/ examine how
they could improve their work and
made a second/ third/ fourth
attempt.
Classroom Evidence
WILF. I sometimes made a checklist
on the IWB for students to refer to
during the lesson.
I was required to teach at least 4
numeracy. In literacy I focused on
punctuation (capital letters, full
stops etc.) and in numeracy, I
focused on understanding numbers
to and beyond 1000.
Visual Learning (Keys to Success)
Each week, our class would focus on
one particular visual learning skill.
Egg we looked at curiosity in the
first week and how this enables us
to understand and appreciate things
better.
We incorporated Visual Learning
Project with Science and students
were curious to learn the difference
between living & non-living
things. Students used I-Pads to
research and were also given an
opportunity to explore living/ non-
living specimens in the school.
I used a large range of verbal and
non verbal methods of
engagement, including class signals
(clapping and the bell). I also used
non- verbal communication strategy
such as the stare and proximity.
I often used the 3, 2, 1 feedback
method. At the end of most lessons
 from students and student assessment data, to
inform planning
3. Plan for appropriate and contextually relevant
7 opportunities for parents/ carers to be involved
in their childrens learning
Standard 4 Create and maintain supportive and
Descriptors
4. Establish and implement inclusive and positive
1 interactions to engage and support all students
in classroom activities
4. Establish and maintain orderly and workable
2 routines to create an environment where student rotate in groups to examine a
time is spent of learning tasks
4. Manage challenging behaviour by establishing
3 and negotiating clear expectations with students Green = On task/ good behaviour
and addressing discipline issues promptly, fairly (the student has been making
and respectfully
I would ask students to give me 3
things they learnt, 2 things they still
need to learn and 1 concept they
struggled with
If I assigned homework to students,
I would also send out a parent
information pamphlet. This gives
them an understanding of how they
can support their childs learning
both in and outside of the
classroom.
safe learning environments
Classroom Evidence
Maths Rotations
Students would rotate in groups
during their maths lesson. They
would engage in a variety of
student centred maths games/
activities.
In Science, students were asked to
particular item. They needed to
identify if the item/s at each station
were living or non-living.
Students were given approx. 5 mins
at each station to work as a team
and identify the item correctly.
Behaviour Rewards Chart
green choices
Yellow = I need to think about my
behaviour students have been
given a warning
Red Off task/ bad behaviour. The
student has made a red choice and
therefore will need to fill out a
consideration form at home with

4. Ensure students wellbeing and safety within
4 school by implementing school and/ or system,
curriculum and legislative requirements
their parents/ carer.
Images and signs were placed
around the class to model what
safe/ sensible behaviour looks like
in school. When students were
disobeying safety rules, they were
asked to refer to the signs and
consider their behaviour and think
about the risks associated with their
actions.

4. Incorporate strategies to promote the safe, Mindfulness awareness activities

5 responsible and ethical use of ICT in learning and students were given a lecture on
teaching how to treat their I-pads with
respect. The class had posters that
explain I-pad virtues.

Standard 5 Assess, provide feedback and report on student learning

Descriptors Classroom Evidence
5. Develop, select and use informal and formal
1 diagnostic, formative and summative
assessment strategies to assess students
learning
5. Provide timely, effective and appropriate Provision of timely feedback to
2 feedback to students about their achievement students within assignment
relative to their learning goals deadline constraints.

5. Understand and participate in assessment I used a variety of internal and

3 moderation activities to support consistent and
comparable judgements of student learning
5. Use student assessment data to analyse and
4 evaluate student understanding of subject/
external moderation material to
ensure my judgements of student
progress was fair and accurate
After assessing students work, I was
able to identify the different ability
 content, identifying interventions and modifying
teaching practice
5. Report clearly, accurately and respectfully to
5 students and parents/ carers about student
achievement, making use of accurate and
reliable records
Standard 6 Engage in professional learning
Descriptors
6. Use the Australian professional standards for
1 teachers and advice from colleagues to identify
and plan professional learning needs
groups in the classroom. With this in
mind, I was able to deliver lessons
that catered for students needs as I
had a better understanding of how
to teach the content to each ability
group.
I was asked to complete a checklist
and rubric to report students
progress. This gave the students/
parents a brief idea of what their
progress looks like so far in terms of
an A, B, C, D, E or F grade
Classroom Evidence
Multiple in class observations and
recommendations during my
placement. I had two mentors and
the deputy principle who saw me
teach and provided helpful and
constructive feedback.

6. Participate in learning to update knowledge and I attended two professional

2 practice, targeted to professional needs and
school and/ or system priorities
6. Contribute to collegial discussion and apply
3 constructive feedback from colleagues to
improve professional knowledge and practice
6. Undertake professional learning programs
4 designed to address identified student learning
needs
development days and 2 phases of
learning meetings with the other
year 3 teachers.
Multiple in class observations and
recommendations
A range of professional
development days, all relevant to
identified student learning needs

Standard 7 Engage professional with colleagues, parents/ carers and the

community
Descriptors Classroom Evidence
7. Meet codes of ethics and conduct established by I was able to identify the code of
1 regulatory authority, systems and schools ethics and conduct at Kingston
Primary prior to my placement
which made it easier for me to meet
the expectations during my prac
experience.
7. Understand the implications of and comply with
2 relevant legislative, administrative,
organisational and professional requirements,
policies and processes
7. Establish and maintain respectful collaborative
3 relationships with parents/ carers regarding their
childrens learning and well being
7. Participate in professional and community
4 networks and forums to broaden knowledge and
improve practice
I was able to identify the relevant
legislative, administrative,
organisational and professional
requirements, policies and
processes at Kingston Primary prior
to my placement which made it
easier for me to meet the
expectations during my prac
experience.
I was unable to attend the parent
information evening, however, I
made an effort to interact with
parents/ families before and after
school.
I organised myself a membership at
the local gym to ensure I was
extending relationships with
children, families and community
beyond the school setting. I also
attended several staff outings which
allowed me to broaden my
knowledge and improve my
practice