Australian Professional Standards for Teachers

Home and school support learning


About this Illustration of Practice

A teacher of a prep class acknowledges the influence of a 'play-based approach' on her teaching. This is used to support her students' literacy, numeracy and social skills. The teacher timetables an 'Investigations' session during part of each day when students are allocated specific roles. These include assigning data-recording tasks and working closely with two boys on their self-selected literacy activity. She encourages her students to use their acquired skills, draw conclusions about their investigation and report these to the class.  Other adults in the classroom support the intended learning and the teacher later skillfully and appropriately reflects with two parents on the progress of their children during the year.

Standard 3
Plan for and implement effective teaching and learning
Focus area 3.1
Establish challenging learning goals
Career stage
Proficient
Descriptor
Set explicit, challenging and achievable learning goals for all students.
Other descriptors
Standard 5
Assess, provide feedback and report on student learning
Focus area 5.2
Provide feedback to students on their learning
Career stage
Proficient
Descriptor
Provide timely, effective and appropriate feedback to students about their achievement relative to their learning goals.
Standard 5
Assess, provide feedback and report on student learning
Focus area 5.5
Report on student achievement
Career stage
Proficient
Descriptor
Report clearly, accurately and respectfully to students and parents/carers about student achievement, making use of accurate and reliable records.
Standard 7
Engage professionally with colleagues, parents/carers and the community
Focus area 7.3
Engage with the parents/carers
Career stage
Proficient
Descriptor
Establish and maintain respectful collaborative relationships with parents/ carers regarding their children’s learning and wellbeing.
  1. What current learning intentions should you make explicit for students and families?
  2. How can you design engaging learning environments that motivate students to achieve the learning goals?
  3. How can teachers build collaborative partnerships with families that support young children’s learning?
Learning area
English
Year level
Foundation
Australian Curriculum content descriptions
ACELA1430
ACELA1432
ACELA1435
ACELY1651
School
Nixon Street Primary School
Tasmania
Year level
Early Childhood
Stage of schooling
Primary
School type
Government
School location
Provincial
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The teacher uses carefully designed play-based learning spaces that include art, block construction, literacy and numeracy areas. An imaginary 'café' provides a forum for the use of literacy, oral language and numeracy skills in a real-world context. As it is towards the end of the foundation year, the teacher highlights sentence structure, punctuation, 'finger spacing' between words and approximation to conventional spelling as goals for her students. The teacher is firmly convinced of the power of home-school collaboration to enhance children’s learning and she celebrates the reading and writing success of the two focus boys, referring to assessment data and congratulating the parents on their significant contribution to their child’s learning and positive dispositions.

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.