Australian Professional Standards for Teachers

Using success criteria


About this Illustration of Practice

The teacher is working towards full registration at the Proficient career stage of the Standards. She uses a number of activities to engage students in using mathematical skills, particularly multiplicative thinking. The teacher uses questioning techniques that encourage students to select or develop their own approaches to solving the maths problems. The teacher tracks student progress against the lesson's success criteria as a means of responsive, ongoing assessment. Particular note is made of any student misconceptions. 

Standard 5
Assess, provide feedback and report on student learning
Focus area 5.1
Assess student learning
Career stage
Graduate
Descriptor
Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
Other descriptors
Standard 2
Know the content and how to teach it
Focus area 2.3
Curriculum, assessment and reporting
Career stage
Graduate
Descriptor
Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
  1. What might be the benefits of identifying explicit success criteria in your lessons?
  2. What questioning techniques could you use to support students' critical and creative thinking?
  3. What strategies could you use to collect formative assessment data in your classes?
Learning area
Mathematics
Year level
Year 1
Australian Curriculum content descriptions
ACMNA014
School
Melton Primary School
Victoria
Year level
Year 5
Year 6
Related subject
Mathematics
Stage of schooling
Primary
School type
Government
School location
Metropolitan
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Melton Primary School is located 44km west of Melbourne’s central business district. Melton Primary has developed a Professional Learning Community that is now deeply embedded into the culture of the school. Staff focus on learning rather than teaching, work collaboratively on matters related to learning, and hold themselves, and each other, accountable for the results that fuel continual improvement. Their shared mission, vision, and values are aligned to three big ideas: ensuring that students learn, building and maintaining a culture of collaboration, and focusing on results. Melton Primary School staff meet for an hour each week to engage in collaborative interactions around topics identified by the group, reflect on teaching and learning as part of case study investigations, collaboratively prepare lesson plans, and develop a deeper understanding of how students learn specific subject matter. They then integrate this knowledge into their teaching programs. 

© Australian Institute for Teaching and School Leadership (AITSL), 2014 (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.