Australian Professional Standards for Teachers

Curriculum and pedagogy in the early years


About this Illustration of Practice

In the teacher’s pre-primary and year 1 room, students undertake different kinds of mathematical tasks. The activities include measurement, 3D construction and prediction, and counting using dice. The teacher works with a group of students on a board game involving mathematical ideas about 'trading' and concepts of value. She also acts as guide and mentor in the early childhood section of the school. She reviews a colleague's literacy lesson, highlighting where her colleague's teaching strategies and resources have proven particularly effective in differentiating and implementing curriculum goals.

Standard 1
Know students and how they learn
Focus area 1.1
Physical, social and intellectual development and characteristics of students
Career stage
Highly Accomplished
Descriptor
Select from a flexible and effective repertoire of teaching strategies to suit the physical, social and intellectual development and characteristics of students.
Other descriptors
Standard 2
Know the content and how to teach it
Focus area 2.5
Literacy and numeracy strategies
Career stage
Highly Accomplished
Descriptor
Support colleagues to implement effective teaching strategies to improve students’ literacy and numeracy achievement.
  1. In what ways can teaching be differentiated to cater for the diverse learning needs of students?
  2. What are the characteristics of feedback to colleagues based on classroom observation?
Learning area
Mathematics
School
Lance Holt School
Western Australia
Year level
Early Childhood
Stage of schooling
Primary
School type
Non Government
School location
Metropolitan
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Lance Holt School is an independent, K–7 school of 120 students in the West End of the port of Fremantle. The school's curriculum is based on the Australian Curriculum and Western Australian Curriculum Framework, and is rich in first hand, investigative opportunities for children. The school's pedagogical practices are influenced by the elements of the national Early Years Learning Framework (EYLF). At the school, teachers follow lines of inquiry arising from children’s interests and plan flexibly to achieve learning goals while maintaining children’s engagement.
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 30 June 2019, provided you retain this notice and all acknowledgements associated with the material.