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Flexible delivery of mathematics

Flexible delivery of mathematics, Parkes High School is located in western New South Wales and has an enrolment of approximately 700 students. A significant number of students commute by bus from smaller rural communities into Parkes. The school maintains a strong academic emphasis whilst catering for students who may pursue alternative pathways. At the school, the coordinator of mathematics is responsible for the delivery of an online Gifted and Talented Program for students in remote locations, mentoring of new teachers

https://www.aitsl.edu.au/tools-resources/resource/flexible-delivery-of-mathematics-illustration-of-practice

Teaching challenging material

The teacher develops students' skills and understanding in abstract data modelling. The lesson focuses on the use of the bubble sort algorithm. The teacher first demonstrates this using a video of a Hungarian dance, then has the students work together on hypothesising how they would code and improve the algorithm. The lesson culminates with the students creating a stop-motion video to demonstrate and apply their understanding of an allocated algorithm, John Monash Science School is the first school of its kind in Victoria and one of only three such specialist science providers in Australia. Opening for the first time in 2010 the facilities and infrastructure are multi-storey and based on a ‘learning commons’ design to facilitate the variety of flexible teaching and learning approaches characteristic of the school. JMSS has formed strong partnerships with researchers and academics in a broad mix of scientific fields at Monash University. JMSS

https://www.aitsl.edu.au/tools-resources/resource/teaching-challenging-material-illustration-of-practice

Leading science at MacFarlane Primary School

The leaders and teachers in this school describe hands-on and experiential approaches central to whole-school science teaching. Other strategies include the use of the Primary Connections science program from Foundation to Year 6, appointing a specialist science teacher for Years 5-6, as well as an ethnobiologist who provides expert advice on Indigenous flora and fauna. They discuss the valuable contributions of two Indigenous cultural leaders who offer traditional science perspectives, MacFarlane Primary School is one of five primary schools located within Katherine, and one of six schools that form part of a wider system, based on geographical groupings, known as the Rivers Cluster. Cluster schools work collaboratively to establish local educational priorities relevant to their communities. The school has an ethnobiologist who visits the school regularly to enhance the teaching of science

https://www.aitsl.edu.au/tools-resources/resource/leading-science-at-macfarlane-primary-school-illustration-of-practice

Templates for submitting full applications for accreditation

Templates for submitting full applications for accreditation, Providers submitting full applications for accreditation will be required to complete four templates at stage one of the accreditation process, with the addition of a Stage two report (Template 5) at stage two. A Graduate Teacher Standards Map has also been developed to support providers to show where the Graduate Teacher Standards are taught, practised and assessed throughout the program. Template 1 - Application coversheet - contains high-level information about the program being

https://www.aitsl.edu.au/tools-resources/resource/templates-for-submitting-full-applications-for-accreditation

Feedback Implementation

Feedback Implementation, Evidence-based guidance on feedback including considerations and suggested further resources/evidence

https://www.aitsl.edu.au/tools-resources/resource/feedback-implementation

Formative assessment in the classroom

Formative assessment in the classroom, A teaching team demonstrates how they use formative assessment with students in the classroom to make adjustments and respond to student learning and understanding. The teachers use informal and formal assessment practices with a range of strategies for students and teachers to communicate understanding. Teachers combine a range of assessment methods to assess student learning and ensure multiple opportunities for students to demonstrate understanding

https://www.aitsl.edu.au/tools-resources/resource/formative-assessment-in-the-classroom-illustration-of-practice

Action Now: Selection of entrants into initial teacher education – Guidelines - Factsheet

Action Now: Selection of entrants into initial teacher education – Guidelines - Factsheet, This factsheet has been developed in support of Action Now: Selection of entrants into initial teacher education: Guidelines. The factsheet provides information on selection processes and the impact of selection guidelines

https://www.aitsl.edu.au/tools-resources/resource/action-now-selection-of-entrants-into-initial-teacher-education-guidelines---factsheet

Asia Literacy and the Australian Teaching Workforce

The current study was conducted by researchers from Deakin University, led by Professor Christine Halse from the Centre for Research in Education Futures and Innovation (CREFI). The study was commissioned by the Australian Institute for Teaching and School Leadership (AITSL), funded by the Department of Education, Employment and Workforce Relations, and managed by the Asia Education Foundation, for Principals. The findings and recommendations are derived from a large-scale national survey, The study arose from Australia’s need for an Asia literate teaching workforce to lead the development of future generations of Asia literate citizens. The nationally agreed goals for schooling in the Melbourne Declaration on Educational Goals for Young Australians (MCEETYA, 2008) affirm that young Australians need to be ‘Asia literate’ and able ‘to relate to and communicate across cultures, especially the cultures and countries of Asia’ (p. 9). This policy agenda is being implemented through

https://www.aitsl.edu.au/tools-resources/resource/asia-literacy-and-the-australian-teaching-workforce

Inclusive play

In a play-based learning session, a pre-service teacher explores a number of strategies for how she can use her role to facilitate student participation and engagement. These include assisting students to join and rejoin groups, extending students to participate in more challenging activities, and facilitating group activities. The challenge for the teacher is how far to exert her authority in a situation where notionally the play and activities is student-centred and determined, Ross Park is the oldest government primary school in Alice Springs. It has almost 400 students of which 25 per cent are Indigenous. At the school, a pre-service teacher from Charles Darwin University is in her final round of teaching practice. A play-based learning session is timetabled for younger students to allow them to become more actively engaged in learning. The teacher's role is to facilitate their engagement

https://www.aitsl.edu.au/tools-resources/resource/inclusive-play-illustration-of-practice

Using Google Forms To Innovate Your Assessment Practices

Using Google Forms To Innovate Your Assessment Practices, Information on some innovative ways to use Google Form for student surveys, quizzes, and assessments

https://www.aitsl.edu.au/tools-resources/resource/using-google-forms-to-innovate-your-assessment-practices
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