Organisational chart: Linking Evidence to Australian Professional Standards for Teachers
STANDARD 1: KNOW STUDENTS AND HOW THEY LEARN
FOCUS AREA
Physical, social and intellectual
development and characteristics
of students
Understand how students learn
Students with diverse linguistic,
cultural, religious and
socioeconomic backgrounds
Strategies for teaching Aboriginal
and Torres Strait Islander
students
PROFESSIONAL KNOWLEDGE
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
STANDARD 2: KNOW THE CONTENT AND HOW TO TEACH IT
FOCUS AREA
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)
STANDARD 3: PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING
FOCUS AREA
Establish challenging learning
goals
Plan, structure and sequence
learning programs
Use teaching strategies
Select and use resources
PROFESIONAL PRACTICE
Use effective classroom
communication
Evaluate and improve teaching
programs
Engage parents/carers in the
educative process
STANDARD 4: CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ENVIRONMENTS
FOCUS AREA
Support student participation
Manage classroom activities
Manage challenging behaviour
Maintain student safety
Use ICT safely, responsibly and
Descriptor (graduate level) Evidence sample
1.1 Demonstrate knowledge and understanding of physical, social LEPS school and class profile
and intellectual development and characteristics of students and with annotation
how these may affect learning.
1.2 Demonstrate knowledge and understanding of research into how EEA202 assessment 1 and
students learn and the implications for teaching annotation
1.3 Demonstrate knowledge of teaching strategies that are
responsive to the 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
backgrounds
1.5 Demonstrate knowledge and understanding of strategies for EPT329 report and annotation
differentiating teaching to meet the specific learning needs of
students across the full range of abilities
1.6 Demonstrate broad knowledge and understanding of EPT218 prac report and
legislative requirements and teaching strategies that support annotation
participation and learning of students with disability.
Descriptor (graduate level) Evidence sample
2.1 Demonstrate knowledge and understanding of the Lesson feedback sheet from
concepts, substance and structure of the content and teaching EPT218 and annotation
strategies of the teaching area
2.2 Organise content into an effective learning and teaching EPT218 shapes lesson plan
sequence and annotation
2.3 Use curriculum, assessment and reporting knowledge to EPT218 prac report and
design learning sequences and lesson plans annotation
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 Lesson feedback sheets
and their application in teaching areas EPT218
2.6 Implement teaching strategies for using ICT to expand EPT329 report and annotation
curriculum learning opportunities for students
Descriptor (graduate level) Evidence sample
3.1 Set learning goals that provide achievable challenges for
students of varying abilities and characteristics
3.2 Plan lesson sequences using knowledge of student learning, Annotation and lesson
content and effective teaching strategies. sequences from ept329
3.3 Include a range of teaching strategies Images of students working in
groups with annotation
3.4 Demonstrate knowledge of a range of resources, including ICT,
that engage students in their learning
3.5 Demonstrate a range of verbal and nonverbal communication Behaviour analysis EPT329
strategies to support student engagement
3.6 Demonstrate broad knowledge of strategies that can be used to Teaching program and
evaluate teaching programs to improve student learning. annotation
3.7 Describe a broad range of strategies for involving parents/carers Good news phone call from
in the educative process EPT329 and annotation
Descriptor (graduate level) Evidence sample
4.1 Identify strategies to support inclusive student participation and EPT218 prac report and
engagement in classroom activities annotation
4.2 Demonstrate the capacity to organise classroom activities and Images of an ordered routine
provide clear directions & annotation
4.3 Demonstrate knowledge of practical approaches to manage EPT329 behaviour analysis
challenging behaviour write up and annotation
4.4 Describe strategies that support students’ wellbeing and safety
working within school and/or system, curriculum and legislative
requirements
4.5 Demonstrate an understanding of the relevant issues and the
 Organisational chart: Linking Evidence to Australian Professional Standards for Teachers

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
Provide feedback to students on
their learning
Make consistent an comparable
judgements
Interpret student data
Report on student achievement
5.1 Demonstrate understanding of assessment strategies, including EPT329 prac report and
informal and formal, diagnostic, formative and summative annotation
approaches to assess student learning
5.2 Demonstrate an understanding of the purpose of providing Images of students reading
timely and appropriate feedback to students about their learning with annotation
5..3 Demonstrate understanding of assessment moderation and its
application to support consistent and comparable judgements of
student learning.
5.4 Demonstrate the capacity to interpret student assessment data
to evaluate student learning and modify teaching practice.
5.5 Demonstrate understanding of a range of strategies for reporting Transcript of ‘Good News
to students and parents/carers and the purpose of keeping Phone call’ from EPT329
accurate and reliable records of student achievement

STANDARD 6: ENGAGE IN PROFESSIONAL LEARNING

FOCUS AREA Descriptor (graduate level) Evidence sample

Identify and plan professional
learning needs
Engage in professional learning
PROFESSIONAL ENGAGEMENT
6.1 Demonstrate an understanding of the role of the National
Professional Standards for Teachers in identifying professional
learning needs.
6.2 Understand the relevant and appropriate sources of professional Anaphylaxis certificate with

and improve practice learning for teachers. annotation

Engage with colleagues and
improve practice
Apply professional learning and
improve student learning
6.3 Seek and apply constructive feedback from supervisors and EPT329 report
teachers to improve teaching practices
6.4 Demonstrate an understanding of the rationale for continued
professional learning and the implications for improved student
learning

STANDARD 7: ENGAGE PROFESSIONALLY WITH COLLEAGUES, PARENTS/CARERS AND THE COMMUNITY

FOCUS AREA Descriptor (graduate level) Evidence sample

Meet professional ethics and
responsibilities
Comply with legislative,
administrative and organisational
requirements
Engage with the
parents/carers
Engage with professional
teaching networks and broader
communities
7.1 Understand and apply the key principles described in codes of
ethics and conduct for the teaching profession
7.2 Understand the relevant legislative, administrative and NSW working with children
organisational policies and processes required for teachers check & annotation
according to school stage.
7.3 Understand strategies for working effectively, sensitively and
confidentially with parents/carers
7.4 Understand the role of external professionals and community JFHS PD Day
representatives in broadening teachers’ professional knowledge
and practice

Evidence is suitable and annotation is complete

Evidence partially meets requirements but could be better

Evidence needs collecting and annotation needs writing