Standard 1: know students and how they learn
Focus area Descriptor (graduate level)
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
Evidence sample
Demonstrate knowledge and understanding of physical, social
and intellectual development and characteristics of students and ICT implementation and
1.1
lesson pacing
how these may affect learning .
Demonstrate knowledge and understanding of research into how ICT implementation and
1.2
students learn and the implications for teaching lesson pacing
Demonstrate knowledge of teaching strategies that are
responsive to the learning strengths and needs of students from Language and communication
1.3
diverse linguistic, cultural, religious and socioeconomic disorders workshop
backgrounds
Demonstrate broad knowledge and understanding of the impact
of culture, cultural identity and linguistic background on the
1.4
education of students from Aboriginal and Torres Strait Islander
backgrounds
Demonstrate knowledge and understanding of strategies for
Drama lesson plan and
1.5 differentiating teaching to meet the specific learning needs of
feedback
students across the full range of abilities
Demonstrate broad knowledge and understanding of legislative
Language and communication
1.6 requirements and teaching strategies that support participation
disorders workshop
and learning of students with disability.
Descriptor (graduate level) Evidence sample
Demonstrate knowledge and understanding of the concepts,
Mathematics probability
2.1 substance and structure of the content and teaching strategies of
sequence
the teaching area
Organise content into an effective learning and teaching
2.2
sequence
Use curriculum, assessment and reporting knowledge to design Mathematics probability
2.3
learning sequences and lesson plans sequence
Demonstrate broad knowledge of, understanding of and respect
2.4 for Aboriginal and Torres Strait Islander histories, cultures and
languages
Know and understand literacy and numeracy teaching strategies
2.5 Portfolio of digital resources
and their application in teaching areas
2.6 Implement teaching strategies for using ICT to expand
Portfolio of digital resources
curriculum learning opportunities for students
Descriptor (graduate level) Evidence sample
Set learning goals that provide achievable challenges for Drama lesson plan and
3.1
students of varying abilities and characteristics feedback
Plan lesson sequences using knowledge of student learning, Mathematics probability
3.2
content and effective teaching strategies. sequence
Drama lesson plan and
3.3 Include a range of teaching strategies
feedback
Demonstrate knowledge of a range of resources, including ICT, ICT implementation and
3.4
that engage students in their learning lesson pacing
3.5 Demonstrate a range of verbal and nonverbal communication
Strategies to support student engagement
Demonstrate broad knowledge of strategies that can be used to
3.6
evaluate teaching programs to improve student learning.
Describe a broad range of strategies for involving parents/carers
3.7
In the educative process
Descriptor (graduate level) Evidence sample
Identify strategies to support inclusive student participation and
4.1 Sharing creative writing
engagement in classroom activities
Demonstrate the capacity to organise classroom activities and
4.2 Sharing creative writing
provide clear directions
Demonstrate knowledge of practical approaches to manage
4.3
challenging behaviour
Describe strategies that support students’ wellbeing and safety
4.4 working within school and/or system, curriculum and legislative
requirements
 Use ICT safely, responsibly and Demonstrate an understanding of the relevant issues and the
Portfolio of digital resources
ethically 4.5 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 and comparable
judgments
Interpret student data
Report on student achievement
Demonstrate understanding of assessment strategies, including
Assessment and reporting
5.1 informal and formal, diagnostic, formative and summative
subject assessment task
approaches to assess student learning
Demonstrate an understanding of the purpose of providing timely
5.2 Sharing creative writing
and appropriate feedback to students about their learning
Demonstrate understanding of assessment moderation and its
Assessment and reporting
5.3 application to support consistent and comparable judgements of
subject assessment task
student learning.
Demonstrate the capacity to interpret student assessment data
5.4
to evaluate student learning and modify teaching practice.
Demonstrate understanding of a range of strategies for reporting
Assessment and reporting
5.5 to students and parents/carers and the purpose of keeping
subject assessment task
accurate and reliable records of student achievement

Standard 6: engage in professional learning

Focus area Descriptor (graduate level) Evidence sample

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

Engage with colleagues and Seek and apply constructive feedback from supervisors and
6.3 Portfolio of digital resources
improve practice teachers to improve teaching practices
Demonstrate an understanding of the rationale for continued
Apply professional learning and Language and communication
6.4 Professional learning and the implications for improved student
improve student learning disorders workshop
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
Understand and apply the key principles described in codes of
7.1
ethics and conduct for the teaching profession
Understand the relevant legislative, administrative and
7.2 organisational policies and processes required for teachers
according to school stage.
Understand strategies for working effectively, sensitively and
7.3
Confidentially with parents/carers
Understand the role of external professionals and community
Language and communication
7.4 representatives in broadening teachers’ professional knowledge
disorders workshop
and practice

Evidence is suitable and annotation is complete.

Evidence partially meets requirements but could be better.

Evidence partially meets requirements but could be better.

Evidence needs collecting and annotation needs writing.
Evidence partially meets requirements but could be better.
Evidence 1 - ICT implementation and lesson pacing (1.1, 1.2, 3.4)
Evidence partially meets requirements but could be better.
Evidence 2 - Portfolio of digital resources (2.5, 2.6, 4.5, 6.3)
Evidence partially meets requirements but could be better.
Evidence 3 - Drama lesson plan and feedback (1.5, 3.1, 3.3)
Evidence
Evidence 4 - Sharing creativepartially
writingmeets
(4.1, requirements
4.2, 5.2) but could be better.

Evidence 5 – Assessment and reporting subject assessment task (5.1, 5.3, 5.5)
Evidence 6 - Language and communication disorders workshop (1.3, 1.6, 6.4, 7.4)
Evidence 7 – Mathematics probability sequence (2.1, 2.3, 3.2)