Australian Professional Standards for Teachers

Evaluating teaching and learning


About this Illustration of Practice

Effective teaching and learning in this teacher’s classroom is based on a deep knowledge of her students’ intellectual development and characteristics. This is evident in her approach to the planning of lessons, the strategies she uses to engage students with the content of the curriculum area, and in her responses to students’ individual learning needs. In the clip, which focuses on students learning about number and place value in Mathematics, the teacher provides students with a diverse range of physical resources for which to learn about the concept.

Standard 3
Plan for and implement effective teaching and learning
Focus area 3.6
Evaluate and improve teaching programs
Career stage
Proficient
Descriptor
Evaluate personal teaching and learning programs using evidence, including feedback from students and student assessment data, to inform planning.
Other descriptors
Standard 5
Assess, provide feedback and report on student learning
Focus area 5.1
Assess student learning
Career stage
Proficient
Descriptor
Develop, select and use informal and formal, diagnostic, formative and summative assessment strategies to assess student learning.
  1. What should be included in a well-structured learning and teaching program or lesson sequence?
  2. How can you use evidence and feedback within a lesson to modify your teaching?
  3. How might you improve your informal and formal, diagnostic, formative and summative assessments of student learning?
Learning area
Mathematics
Year level
Year 1
Australian Curriculum content descriptions
ACMNA004
ACMNA015
School
Ross Park Primary School
Northern Territory
Year level
Year 1
Related subject
Mathematics
Stage of schooling
Primary
School type
Government
School location
Remote
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Ross Park is the oldest government primary school in Alice Springs. The teacher has been at the school for four years. She currently teaches a Transition/year 1 class. Her longer term planning to meet the individual needs of her students has led her to introduce a problem solving session at the beginning of most of her lessons. She has taken this approach because of the diversity of ability levels in her composite class; also because many of her students understand formulas or principles but are unable to apply them to problems or real life situations.

Content provider
Organisation
Education Services Australia

© Australian Institute for Teaching and School Leadership (AITSL), 2012 (except where indicated under acknowledgements). You may use, reproduce and adapt this material for educational purposes until 31 December 2016, provided you retain this notice and all acknowledgements associated with the material.