Australian Professional Standards for Teachers

Engaging students


About this Illustration of Practice

Here an early childhood teacher models innovative practice and explores new ways to engage students in school learning. Inquiry-based approaches are being implemented across the school with teachers making learning goals specific and communicating these to students. There is a focus on strategies to enhance students’ comprehension of information texts, working from students’ interests to achieve key curriculum goals in literacy and numeracy.

Standard 2
Know the content and how to teach it
Focus area 2.2
Content selection and organisation
Career stage
Highly Accomplished
Descriptor
Exhibit innovative practice in the selection and organisation of content and delivery of learning and teaching programs.
  1. How could you harness students’ interests and capacity to initiate their own learning through play as a starting point for co-constructing learning?
  2. What strategies could you use to enhance students’ comprehension and creation of particular kinds of texts?
Learning area
English
Year level
Foundation
Australian Curriculum content descriptions
ACELA1430
ACELA1434
ACELY1645
ACELY1651
School
Havenview Primary School
Tasmania
Year level
Foundation
Early Childhood
Related subject
English
Stage of schooling
Primary
School type
Government
School location
Provincial
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In her own class, the focus teacher uses students’ ‘real life’ experiences with garden tools into the classroom to make learning purposeful. From this innovative platform, she builds students’ literacy knowledge and skills and engages students in reading, talking about and writing non-fiction texts. She has precise learning intentions for individuals and the class and analyses learning to plan explicit interventions for individual students, based on the driving topic of ‘Tools’ and their literacy learning needs.
Content provider
Organisation
Early Childhood Australia (ECA)

© 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.