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Science investigations

Lansdowne Crescent Primary School is a Foundation to Year 6 school with approximately 400 students. The school has adopted an approach to teaching science that promotes collaboration with experts in the local community and encourages students to take responsibility for their learning through peer teaching program delivery

https://www.aitsl.edu.au/tools-resources/resource/science-investigations-illustration-of-practice

Number sentences

This series of Mathematics tasks was planned for Year 6 students in a metropolitan government primary school. The learning tasks were developed by a team of teachers to target students’ conceptual understandings related to the order of operations in number sentences. The task design process used by the teachers involved them discussing the concept, observing students engaged in learning related to the concept, then developing strategies to further the students’ learning

https://www.aitsl.edu.au/tools-resources/resource/number-sentences-illustration-of-practice

Teachers supporting students with disability

Standards for Teachers with access to discussion questions and supplementary resources to facilitate professional learning opportunities. Each series includes: Full lesson footage showcasing teachers in action; aligned to Teacher Standard Focus Areas Teacher audio commentary providing insights, , differentiation and inclusive teaching practices to support full participation of students with disability, Standards elaborations Using Teacher Standard 1.6: Strategies to support full participation

https://www.aitsl.edu.au/teach/supporting-students-with-disability/teachers-supporting-students-with-disability

Yarn meeting

The school is a co-educational primary school in a low socio-economic community in the outer south western suburbs of Sydney. All students live in social housing. Many students come from single parent families and unemployment is high. Approximately 26% of children are Aboriginal or Torres Strait Islander and 17% are Pacific Islander. Other cultural groups are also represented. John Warby Public School provides many supports for the Aboriginal and Torres Strait Islander community including

https://www.aitsl.edu.au/tools-resources/resource/yarn-meeting-illustration-of-practice

How can I make sure my teaching meets the needs of students in a remote community setting?

Consider how the knowledge, skills and experiences students bring can be valued in the teaching and learning program. Like any cohort of students you are teaching, you need to have high expectations about what each student can achieve. ”Find out what has gone on before – in the school, for students. “Learning is not separated from language and country as both are integral to world views, learning needs of students across the full range of abilities

https://www.aitsl.edu.au/tools-resources/resource/how-can-i-make-sure-my-teaching-meets-the-needs-of-students-in-a-remote-community-school

HALT Summit 2022

The Highly Accomplished and Lead Teacher (HALT) Summit 2022 HALT Summit 2022 The Highly Accomplished and Lead Teacher (HALT) Summit on Friday 13 and Saturday 14 May 2022

https://www.aitsl.edu.au/teach/understand-certification-and-halt-status/halt-summit-2022

HALT Summit 2023

The Highly Accomplished and Lead Teacher (HALT) Summit 2023 HALT Summit 2023 The Highly Accomplished and Lead Teacher (HALT) Summit on Friday 5 and Saturday 6 May 2023

https://www.aitsl.edu.au/teach/understand-certification-and-halt-status/halt-summit-2023

Career stages

and revising programs, analysing student assessment data and taking account of feedback from parents, stages There are four stages you will go through as a teacher: Graduate, Proficient, Highly, the specific learning needs of students across the full range of abilities. Graduate teachers have, . They know how to select and apply timely and appropriate types of feedback to improve students, teachers As a proficient teacher, you will have met the requirements for full registration through

https://www.aitsl.edu.au/standards/understand-the-teacher-standards/career-stages

Supplementary guidelines to support the Accreditation of initial teacher education programs in Australia: Standards and Procedures

There are a number of supplementary guidelines which support the implementation of the Standards and Procedures. These guidelines have been revised and updated for currency alongside the 2020 Accreditation Guidelines and include: Action Now: Selection of entrants into initial teacher education Primary specialisation (Program Standard 4.4): Guidelines Developing formal partnerships (Program Standard 5.1): Guidelines Assessment criteria for Graduate Teacher Standards 1.4 & 2.4

https://www.aitsl.edu.au/tools-resources/resource/supplementary-guidelines-to-support-the-accreditation-of-initial-teacher-education-programs-in-australia-standards-and-procedures

Assessment design criteria

Darwin High School is one of only two government schools in Darwin that cater purely for senior students at years 10–12. Within the assessment moderation, the pre-service teachers are assessing student work against 'assessment design criteria'. Assessment design criteria are used by teachers within the Northern Territory Curriculum Framework to clarify what students need to learn and to design assessment tasks that provide opportunities for students to demonstrate evidence of learning

https://www.aitsl.edu.au/tools-resources/resource/assessment-design-criteria-illustration-of-practice
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