1

Know students and how they learn

FOCUS AREA
(with descriptor)

1.1

ICT
ELABORATION

Physical, social
and intellectual
development
and
characteristics
of students
(Demonstrate
knowledge and
understanding of
physical, social
and intellectual
development and
characteristics of
students and
how these may
affect learning.)

Demonstrate
knowledge and
understanding of
ways that
students ICT
use can influence
students social
and intellectual
development and
how this may
affect the
students
engagement and
learning.

Students are going through immense changes during high school and as a
teacher it is important to recognize this, and that this means students will be
at different stages of physical, social and intellectual development and will
need to plan lessons around this. ICT can engage students with the learning
task, particularly if it is in a social form. ICT can also help build students social
and intellectual development when successfully implemented within a
learning activity.
An online discussion board like Edmodo or Facebook, where content can be
uploaded and discussed in a safe but social manner, can allow students on
different levels of social development, or a student who may feel too shy to
speak up in class, to express their opinions or ideas more confidently. This is
especially the case in an Indonesian class, where at times students with a
lower level of language understanding do not feel confident to speak in the
target language in front of their peers especially in such a socially conscious
period in their lives.
It is also important to have different means of conveying information, not
only speaking and explaining to the class, but having a PowerPoint or visual
cues, or recording your class so students can playback a little slower to take in
the information better.

Understand
how students
learn
(Demonstrate
knowledge and
understanding of
research into
how students
learn and the
implications for
teaching.)

Demonstrate
knowledge and
understanding of
how student
engagement and
learning can be
enhanced
through the use
of digital
resources and
tools.

As a teacher you must be aware of different learning types and strategies

and how your students learn, in order to provide the most positive and
successful learning tasks for them. Student engagement and learning can be
enhanced using ICT, and can often bring students together to help each other
learn.
Asking your students to complete an online quiz such as this one:
http://www.edutopia.org/multiple-intelligences-learning-styles-quiz may give
light on the different types of learners within your class, and students may
better understand their own learning preferences and skills.
In a Psychology class, it would be useful to use Edmodo as a class page, where
they can collaborate ideas and discussion about topics as many students
interpret information differently and can provide different perspectives to
one another. Many students learn visually so it is important to have a
PowerPoint or a Prezi or some kind of hand out with images or graphs to aid
your explanations about neuron structure for example. Or as some students
are kinesthetic learners, they may learn about neuron structure best by
constructing a neuron themselves out of plasticine. It is important to be
flexible and provide many ways in which students can learn the content of a
topic, in ways that will extend their knowledge and improve their
metacognition.

Students with
diverse
linguistic,
cultural,
religious and
socioeconomic
backgrounds
(Demonstrate
knowledge of
teaching
strategies that
are responsive to
the learning
strengths and
needs of

Demonstrate the
ability to match
digital resources
and tools with
teaching
strategies in
ways that are
responsive to
students diverse
backgrounds.

Every teacher will have a very diverse class with students from different
linguistic, cultural, religious and socioeconomic backgrounds. The most
important role of a teacher then is participation and the involvement of all
students and encompassing their languages, cultures, religions and relevance
to their socioeconomic backgrounds.
This can be done by ensuring that many different teaching and learning
techniques are used a PowerPoint as the teacher speaks can aid students
who speak a language other than English at home, materials sourced online
should be culturally sensitive and not focused on Australian norms.
It is also very important not to assume all students have access to ICT and the
Internet at home, therefore providing opportunity to learn ICT skills at school
but not setting ICT based homework.
In an Indonesian class, quite often comparisons are made between Australia

1.2

1.3

INTERPRETATION & APPLICATION

1.4

1.5

students from
diverse linguistic,
cultural, religious
and
socioeconomic
backgrounds.)
Strategies for
teaching
Aboriginal and
Torres Strait
Islander
students
(Demonstrate
broad knowledge
and
understanding of
the impact of
culture, cultural
identity and
linguistic
background on
the education of
students from
Aboriginal and
Torres Strait
Islander
backgrounds.)

Differentiate
teaching to
meet the
specific
learning needs
of students
across the full
range of
abilities
(Demonstrate
knowledge and
understanding of
strategies for
differentiating
teaching to meet
the specific
learning needs of
students across
the full range of
abilities.)

and Indonesia but always with the upmost respect particularly regarding
religion. Online resources are a great connecting tool for a classroom to seek
information about another part of the world, its people and its customs.

As a teacher, as any Australian citizen, it is important to recognize and

appreciate those who were here before us. It is important to know and
understand the impact of culture, cultural identity, and linguistic background
of Aboriginal and Torres Strait Islander students and the ways this might on
their learning.
Teachers should be aware issues like of refraining from showing images or
videos depicting or naming deceased people, understanding the cultural
importance of land, and understanding student absence particularly
extended absence such as if a relative has passed away.
Teachers should also understand that learning can be culturally different
Aboriginal people shared history and learning through storytelling and often
observation so it is important to consider this as well as the common
methods of reading textbooks.
In a Psychology class, if a student is absent for more than a week for Sorry
time after the passing of an acquaintance, I would communicate class content
and information to them via the class Edmodo page or email so they can still
be involved and keep on track if possible. A class Edmodo page would also be
useful to link students to other explanations, and engaging clips or videos
where there is visual evidence of a theory happening so they can see it for
themselves rather than reading from a textbook.
Select and use
specific digital
resources and
tools that are
matched to
teaching
strategies
designed to
meet students
individual and
diverse learning
needs.

In every class there will be students with a full range of abilities who will
have different learning needs. It is our job as teachers to recognize the need
for different strategies to meet these learning needs.

Whilst taking into account individual student learning, a teacher at times has
to embed these into whole class learning time. An interactive whiteboard
activity will help a kinesthetic learner, as they can actively take part in their
own learning by moving things around or pressing buttons on the
whiteboard.
Scaffolding provides equal opportunities for all students, and for a teacher to
provide opportunities for students with all learning needs offering
information in all forms is a start. Explaining information aurally, providing
visual cues such as a PowerPoint, and a handout of these so kinesthetic
learners can have something in front of them.
Group work is a great way for students to learn from each other and to help
other students. In an Indonesian class, allowing students to film a podcast in
groups is a clever way to get students active and engaged with learning
material, and ICT allows different students to be in charge of different aspects
one student who is strong at writing may write the script, another student
who is a confident speaker may be in front of the camera and so on. This
allows all students to be involved in a successful activity in a means they are
engaged and comfortable with.
ICT tools can be handy in that they can be administered in a confidential way
rather than here John, this is your task that is easier than Bobs task,
different Poll Everywhere polls could be created and performed.

1.6

Strategies to
support full
participation of
students with
disability
(Demonstrate
broad knowledge
and
understanding of
legislative
requirements and
teaching
strategies that
support
participation and
learning of
students with
disability.)

FOCUS AREA

2.2

It is important that students with any kind of disability, from vision or

hearing impairments, to dyslexia, autism or if they are physically disabled, are
supported to fully participate in the classroom by the teacher.
For a student with vision impairment, instead of reading the standard
textbook for Psychology they may need to be provided with a large-text copy
or an audio book version. For a hearing impaired student, they may need the
teacher to record their classes, so the student can playback slower or with
louder volume.
As a teacher in Psychology, I would try to be very flexible in providing
different kinds of learning activities and also assessment methods. For
students with dyslexia for example, instead of writing a lab report for
Psychology I may ask them to construct a Prezi, create a Podcast or report
their findings orally to me so the pressure to write complex essays or reports
is lifted.

Know the content and how to teach it

(with descriptor)

2.1

Demonstrate
knowledge and
understanding of
digital resources
and tools,
including
adaptive and
assistive
technologies,
that can support
the participation
and learning of
students with
disability.

ICT
ELABORATION

Content and
teaching
strategies of
the teaching
area
(Demonstrate
knowledge and
understanding of
the concepts,
substance and
structure of the
content and
teaching
strategies of the
teaching area.)

Demonstrate
knowledge and
understanding of
ways that the
use of digital
resources and
tools can
complement
teaching
strategies and
promote deep
learning of, and
engagement
with, the content
of specific
teaching areas.

Content
selection and
organisation
(Organise
content into an
effective learning
and teaching
sequence.)

Demonstrate the
ability to select
and organise
digital content in
relation to
relevant
curriculum.

INTERPRETATION & APPLICATION

It is imperative to know the content of your teaching area and how to teach
it and instead of standing at the front of the classroom conveying your
knowledge to the students verbally, a range of ICT tools can be used to
complement teaching strategies and engage students.
For example, a PowerPoint, Prezi or interactive whiteboard (which has the
added benefit for kinesthetic learners) can be used to add meaning and
provide a visual explanation whilst the teacher describes a new concept. In
my psychology class, particularly when students are learning about the brain
and its structure and functions, visual and interactive technology will enable
them to learn on a much deeper level than copying out of their textbook. A
simple PowerPoint using images of the brain, and highlighting different parts
when explaining them is one way, but even better an interactive whiteboard
where students could come up and select the area of the brain related to
emotion for example would be engaging, and I believe content would be
more memorable when learnt during a student-involved task.
Another example, for my Indonesian language class a class wiki page or
Edmodo or Facebook group can help to show students what the content of
the course is, how it is relevant to them & how language learning is
embedded in learning about Indonesian history & culture. Again, technology
can aid learning, in this case even something very low-tech such as posters
with frequently used words or phrases will help student learning.
Organising subject content into an effective learning and teaching sequence
is beneficial for both teachers and students. I think it is important for
students to realize the scope of their subject at the beginning of the learning
period (term, semester, topic etc), and for them to be able to revisit this at
any time this could be done by posting the class timetable, and class
outlines as well as assessment detail on a shared class page such as a class
wiki, Edmodo page or shared Facebook group. Its also important, for
example in my Psychology class, to have information relative to the
curriculum available for students in some form of ICT. A revision quiz prior to
assessment could be done using Poll Everywhere, or a class project could be
constructed using Prezi where all students have access. On sites such as
Edmodo, the class can see a brief overview of a topic to be studied and then
as learning progresses, more detail can be added with student contribution.
Then this information is readily available for students to refer back to.

2.3

2.4

2.5

Curriculum,
assessment
and reporting
(Use curriculum,
assessment and
reporting
knowledge to
design learning
sequences and
lesson plans.)

Demonstrate the
ability to use
digital resources
and tools when
devising learning
sequences and
lesson plans
designed to
meet curriculum,
assessment and
reporting
requirements.

Understand
and respect
Aboriginal and
Torres Strait
Islander people
to promote
reconciliation
between
Indigenous and
nonIndigenous
Australians
(Demonstrate
broad knowledge
of, understanding
of and respect
for Aboriginal
and Torres Strait
Islander
histories,
cultures and
languages.)
Literacy and
numeracy
strategies
(Know and
understand
literacy and
numeracy
teaching
strategies and
their application
in teaching
areas.)

Learning sequences and lesson plans developed on the basis of a sound

understanding of your subjects curriculum and assessment is important
especially when meeting requirements for SACE. The constructing of lesson
plans can be done with ease using Microsoft programs like Word & Excel.
Socrativ or Poll Everywhere could be used for formative assessment, or to
simply gauge where students are at prior to their assessment, to ensure
theyve been given adequate time and instruction to learn target material.
In my Psychology class, I would use an online submission form so students
can upload their work easily and as a teacher I can check for plagiarism and
be able to send students feedback almost immediately via email or another
confidential online method.
In earlier years Indonesian classes, assessments can be in the form of a Prezi
or YouTube video about their family, using Indonesian vocabulary. As the
teacher, it is easy to access and quick to mark, and most students will be
much more engaged with assessment than if they were presented with an
essay or Q & A.

It is important to acknowledge, understand and respect Aboriginal and
Torres Strait Islander people and to attempt to incorporate their culture in
the most considerate and culture-conscious way. When delivering content
such as a YouTube video, or Prezi embedded with Aboriginal culture content,
it is important to ensure students understanding of the significance of this,
and to extend to a broader context about Aboriginal storytelling culture. It is
highly important to respect the values of Aboriginal and Torres Strait Islander
people for example, to refrain from showing media material such as
photographs or videos, featuring deceased Aboriginal people.
In Indonesian language classes indigenous groups of Indonesia are discussed,
and often then compared to Australias indigenous people if a comparative
video or images are used on a PowerPoint, a teacher should ensure no
deceased persons name or image is depicted.

Know and
understand how
digital resources
and tools can
enable, support,
enhance and
accelerate deep
learning in
literacy and
numeracy.

As a teacher of any subject area it is critical to know and understand literacy

and numeracy teaching strategies and how to implement these within your
subject and lesson plans. Many ICT tools can enable, support, enhance and
accelerate literacy learning, as most subjects require some form of written
assessment. Teachers can utilise programs such as Poll Everywhere or
Socrativ to check on students understanding of new or complex terminology,
for example when learning about brain structure and function in a Psychology
class. Even visual ICT tools such as a PowerPoint or Prezi where students can
match an image with its name (e.g. axon terminal) will enhance their
learning. Basic programs such as Microsoft Word offer Spellcheck which will
highlight any mistakes and hopefully lead students to recognize their errors,
particularly frequent misspellings.
ICT tools can also enable, support, enhance and accelerate numeracy learning
tools available on most computers can aid mathematic problems using the
calculator or Microsoft Excel to put in formulas and increase logical thinking.
http://www.chartgo.com/ is a handy tool to enter in numerical data to
produce a visual representation of data from a Psychology class group
investigation.

2.6

Information
and
Communication
Technology
(ICT)
(Implement
teaching
strategies for
using ICT to
expand
curriculum
learning
opportunities for
students.)

Curriculum learning opportunities for students will be expanded by

implementing ICT teaching strategies. ICT tools are engaging, reach students
on different levels, and through mediums they are familiar with and enjoy
using. Student & teacher shared pages such as Edmodo and Facebook groups
allow both parties to upload and share content, and discuss it while the
teacher can supervise this. Content that builds on curriculum such as
YouTube videos, links to informative sites, or relevant games (e.g. language
games for Indonesian), can be linked to so students can access material
outside of class where there may not be time to engage in all activities.
Poll Everywhere can be used for the teacher to gauge how the class felt about
a certain lesson, or to gauge the class level of understanding about a new
topic, or to revise prior to an assessment task.
In an Indonesian class, all of the above would be used, along with an
interactive whiteboard. An interactive whiteboard allows students to get
involved in their own learning, and collaborate using a visual ICT tool. In this
class, students could create their own Prezi embedding images or videos
about themselves and their hobbies and families. This way, Prezi and ICT in
general is allowing reading, writing and speaking skills to be improved within
one task. ICT is a tool of engagement and enriching in all learning approaches.

Plan for and implement effective teaching and learning

FOCUS AREA
(with descriptor)

Establish
challenging
learning goals
(Set learning
goals that
provide
achievable
challenges for
students of
varying abilities
and
characteristics.)
3.1

Demonstrate the
ability to use a
range of digital
resources and
tools in ways
that enable
deeper
engagement
with curriculum
and support a
range of
approaches to
learning.

ICT
ELABORATION
Demonstrate
knowledge and
understanding of
how the use of
digital resources
and tools can
support
approaches to
teaching that
enable all
students to
pursue their
individual
curiosity, set
their own
educational
goals, manage
their own
learning, choose
the way they
respond to tasks
and challenges
and assess their
own progress.

INTERPRETATION & APPLICATION

This standard is about establishing challenging learning goals for all

students, with consideration that it is likely each student will require a

different learning plan with different learning goals. It is important learning
goals are challenging, not too easy as they will lose interest and too difficult
as they will become frustrated. Empowering the student and allowing them
to manage their own learning, set their own goals & assess their own
progress should ensure they stay motivated and have a more tailored
learning experience. This can be made possible by using ICT tools such as:
Moodle to set goals or tasks & tick them off as the student progresses
Providing alternative learning resources and tasks/assessment is important.
This can be achieved using
- Audio books in addition to reading a hard copy of a text
- Making a PowerPoint, Prezi, Podcast, YouTube clip etc instead of
writing an essay
The basis of this standard is to know your students, be able to differentiate
between their learning skills and goals and be flexible. ICT tools allow this
flexibility and students can learn anywhere and anytime.

In my Indonesian class I asked my year 9 class to visit
http://www.education.vic.gov.au/languagesonline/indonesian/sect31/index.
htm & play the online games. These games get progressively more difficult
and complex, providing inbuilt scaffolding so students can achieve to the best
of their ability independently.

Plan, structure
and sequence
learning
programs (Plan
lesson sequences
using knowledge
of student
learning, content
and effective
teaching
strategies.)

Select and
sequence digital
resources and
tools in ways
that
demonstrate
knowledge and
understanding of
how these can
support deep
learning of the
content of
specific teaching
areas and
effective
teaching
strategies.

As teachers it is important to be organised and have planned well ahead to

ensure lesson, units of work, term, semester and year plans are sequenced
and flow smoothly into one another. Lesson flow needs to make sense,
providing students with a basis on which to build their knowledge and
increase the complexity and depth of their understanding. It is suggested
teachers plan big small that is in order to gauge the scope of subject,
start by looking at your year plan, then work toward semesters, then terms,
units then onto weekly and individual lesson plans. Then the yearly plan can
be tweaked if needed, but this ensures everything will be covered and can
guide how much time is dedicated to certain topics. Planning and structuring
of learning programs need to take into account curriculum, IB/SACE
requirements, school requirements or cultural understandings and of course
individual student learning and effective teaching strategies to ensure this
occurs.
ICT tools can support deep learning of the content and aid teaching strategies
implemented to do this. A tool I would use is Edmodo, setting up and
maintaining a class page would allow content to be uploaded throughout the
year. A term or semester plan could be posted, as well as weekly content and
homework. This allows students to be organised, and plan their own learning
or study plan. Implementing ICT tools in lessons will engage students with
the content. For Indonesian I would use lots of YouTube clips, such as
Indonesian Masterchef when learning about food to engage student with
authentic content.

Use teaching
strategies
(Include a range
of teaching
strategies)

Demonstrate
knowledge and
understanding of
how to support
teaching
strategies
through the use
of digital
resources and
tools in ways
that facilitate
accelerated and
deep learning,
promote creative
and innovative
thinking and
inventiveness,
engage students
in exploring real
world issues and
solving authentic
problems,
promote student
reflection and
promote
collaborative
knowledge
construction.

A skilled teacher has a repertoire of teaching strategies and employs these at

the correct times, and is able to use different strategies at different times and
for different students. ICT plays a huge role in teaching strategies these days
so it is important teachers are aware of these, have a good understanding of
how they work and can be used in the classroom and keep up to date with
the latest tools. Some ICT tools include an interactive whiteboard, which
allows students to actively engage with material projected from a laptop or
other device (great for kinesthetic learners), PowerPoints/Prezi to not only
explain content but also have images and links to videos to deepen content
knowledge. If students have access to their own ICT via laptop, iPad or mobile
device they can access educational websites, podcasts, games and can
collaborate their findings and ideas on an Edmodo classroom page or make a
brainstorm page using www.popplet.com. Allowing students to shape their
own learning by giving them control over which resources they use, and
offering them a range of resources and teaching strategies will help them not
only learn the content but also how to learn.
For my psychology class, I would split the class into 5 groups and ask each
group to research one trait of the Big 5 theory of personality. They would be
given 30 minutes to research using an iPad (with suggested
resources/websites to visit). Then students would be regrouped to sit at a
table with of a member of each group. Then students would be asked to
present their groups findings to their classmates. This requires students to
facilitate their own learning in a group setting, uses ICT and then students are
teaching others, deepening their learning.

3.2

3.3

Select and use

resources
(Demonstrate
knowledge of a
range of
resources,
including ICT,
that engage
students in their
learning.)

Demonstrate
knowledge of the
use of digital
resources and
tools to support
students in
locating,
analysing,
evaluating and
processing
information
when engaged in
learning.

As teachers we need to understand our subject and its content and find
appropriate resources for teaching this. We need to find resources that are
specific, appropriate for the level of learning and comprehension of the
student. Therefore we also need to know the types of resources and teaching
that will engage our students we need to know our students, their interests,
skills and learning types in order to reach them on a relevant and motivating
level. Teaching students to locate, analyse, evaluate, and process information
is an important skill, and as teachers we need to direct them to appropriate
resources. In some instances this may include a general website such as
Wikipedia, and teaching them to be critical. Other times it will be teaching
them how to do an advanced search on Google in order to find more specific
and authentic resources. Directing students to websites ending in edu.au
will ensure students are accessing appropriate educational content from
Australian sources.
In an Indonesian class I would direct my students to
http://www.education.vic.gov.au/languagesonline/indonesian/indonesian.ht
m as this is a purpose-built website for students of Indonesian.

Use effective
classroom
communication
(Demonstrate a
range of verbal
and non-verbal
communication
strategies to
support student
engagement.)

Use a range of
digital resources
and tools to
support effective
communication
of relevant
information and
ideas, taking into
account
individual
students
learning needs
and
backgrounds,
the learning
context, and
teaching area
content.

A teachers role as a facilitator means effective classroom communication is

one of the most important skills a teacher can have. Teachers should have a
range of verbal and non-verbal communication strategies to support student
engagement. At the most basic, a teacher needs to have presence in the
classroom and a loud, confident voice that is expressive and motivating for
students, not monotone or marred with lots of ums and ahs. Teachers
also need to move around the classroom in order to engage students with
proximity and to use positive body language that lets students know the
teacher is interested in them, wants to be there and is passionate about their
subject. ICT tools assist teachers in both verbal and non-verbal classroom
communication and beyond. Edmodo pages and email are great ways to
communicate with students outside the classroom, to share homework or
feedback outside of class or to prepare for a flipped classroom. For in class
tasks, a Prezi or PowerPoint with graphics like pie charts, images and links to
or embedded video is a great visual (non-verbal) way to get content across to
students in an engaging way. In my Indonesian class, the use of a PowerPoint
would allow me to share some authentic images with the class to make the
cultural learning relevant to them, as well as having a slide outlining that
lessons tasks which can be checked off as the lesson progresses. A way to
do this non-verbally, is to have students construct their own checklist on
Moodle.

Evaluate and
improve
teaching
programs
(Demonstrate
broad knowledge
of strategies that
can be used to
evaluate teaching
programs to
improve student
learning.)

Demonstrate the
capacity to
assess the
impact of digital
resources and
tools on
students
engagement and
learning when
adapting and
modifying
teaching
programs.

As a teacher, and any professional, it is important to be constantly seeking to

improve practice and this can be done by evaluating and improving teaching
strategies and programs with the hope of improving student learning as an
outcome. A number of strategies can be employed to do this both individually
and by referring to your students. Firstly, self-reflection is in important
element in teaching after every lesson to reflect on how it went and what
did and didnt work. Reacting to this reflection and implementing any
changes for improvement will ensure teaching programs are improved.
Usually teachers can gauge if a task is too hard, or students arent engaged.
But ICT tools can help obtain more specific feedback from students, which
can be anonymous if preferred. Such tools are Poll Everywhere and Socrativ.
For example, in a Psychology class, at the beginning of the year I may create a
survey on surveymonkey.com or a poll using Poll Everywhere about how
students learn and about the topic they are most interested in, and perhaps
another poll mid semester to see if they feel my teaching strategies are
working for them.
In order to evaluate and improve teaching programs it would also be useful
to meet and debrief with colleagues and other teachers in your subjects

3.4

3.5

3.6

association to hear any suggestions they may have about improvements of

the teaching program.

3.7

Engage
parents/carers
in the
educative
process
(Describe a
broad range of
strategies for
involving
parents/carers in
the educative
process.)

Every student in a classroom is a child of a parent or carer and therefore

There are a number of strategies to involve parents/carers in the educative
process including notes in a students diary, add an element to an assignment
asking students to get their parents to review their work, and having parent
information nights. However ICT digital resources and tools can support
innovative ways of communicating and collaborating with parents/carers to
engage them in their childrens learning. The best method is usually email
there is a record of correspondence and both parent and teacher can reply in
their own time and can also attach documents of interest. Phone calls are
often required, but these can be inconvenient as both parents and teachers
are busy people. Edmodo or Facebook pages for parents are also good ICT
tools to keep parents informed and in the loop about what is happening in
class, upcoming assessments and even how they can best assist their child
and ways they can get involved if they wish.
In my Indonesian class, at the completion of the topic learning about
traditional food Id organize an afternoon or evening in which students have
the opportunity to cook some traditional food. Id ask students to invite their
parents/carers/families along to taste and socialize.
Its important to involve parents/carers in the educative process, especially in
the case any issues arise then the teacher will have an existing rapport with
the parents.

Create and maintain supportive and safe learning environments

FOCUS AREA
(with descriptor)

4.1

Describe how
digital resources
and tools can
support
innovative ways
of
communicating
and collaborating
with
parents/carers to
engage them in
their childrens
learning.

Support
student
participation
(Identify
strategies to
support inclusive
student
participation and
engagement in
classroom
activities.)

ICT
ELABORATION
Identify
strategies that
address the
diverse needs of
learners through
learner- centred
approaches that
are supported by
selection and
sequencing of
available digital
resources and
tools.

INTERPRETATION & APPLICATION

Supporting student participation by including and interacting in a positive

way with all students within the classroom is important in student
engagement. Students participation in the classroom is how the teacher can
evaluate if students are engaged, interested and their level of understanding.

To engage students within an online setting and encourage participation,
Edmodo could be used to allow students to upload content, comment and
ask questions of each other with the teacher able to oversee and ensure
appropriateness and students safety. A class wiki that requires students to
contribute a comment or question weekly encourages participation and some
students may feel more comfortable doing this online than within a
classroom setting.

ICT within a classroom also allows for alternative assessment to take place.
For example, a student with learning difficulties who finds writing essays
tough could instead make a Prezi or PowerPoint presentation or a video using
iMovie to explain their findings on Social Cognition for a Psychology class.
Most importantly ICT can enrich a class by offering visual and audio aids, and
therefore appeal to all students and their individual learning preferences.

Manage
classroom
activities
(Demonstrate
the capacity to
organise
classroom
activities and
provide clear
directions.)

Demonstrate the
capacity to
manage student
access to digital
resources and
tools to support
student
engagement and
learning.

Manage
challenging
behaviour
(Demonstrate
knowledge of
practical
approaches to
manage
challenging
behaviour.)

Demonstrate
knowledge of
practical
approaches for
encouraging
responsible
social
interactions and
make use of
digital resources
and tools, as
appropriate to
the needs,
backgrounds and
interests of
students, when
managing
challenging
behaviours.

4.2

4.3

A significant part of being a teacher is having the ability to manage

classroom activities, which requires a high level of organization and
established rules, as well as giving clear instructions and developing routines,
all in order to maximize class time for learning.

ICT can be integrated in many ways to assist both teachers and students in
managing classroom activities. For example, similar to MyUni, at the
beginning of the term/semester/year the teacher could post the Unit Plan
with key dates, assessment information and hints for getting ahead on a ICT
tool such as Edmodo or a private Facebook group shared with students. This
minimizes the time spent on administration in class.

Within class, the teacher could use a projector, or better yet an interactive
whiteboard to display the tasks to be completed for that class, so from the
moment students enter the classroom they know what they need to do & the
timeframe for each task. One of the benefits of the interactive whiteboard is
its flexibility the teacher can add detail if students need elaboration on how
to do a task, or change the time allowed for a task. For student organization,
Moodle can be used so students can see what tasks need to be done, and
tick them off a checklist as they go. Also, basic Microsoft program Excel can
be used to monitor student progression, whereby the teacher can see past
and current assessment results in an easy to read manner.
Managing challenging behaviour in a classroom can be difficult, but teachers
can use preventative strategies such as establishing classroom rules,
expectations, and consequences in order to minimize issues and time spent
on behaviour management. Having a presence in the classroom, being
organized and engaging students should reduce the occurrence of challenging
behaviour.

As much of student misbehaviour is a result of boredom, the use of ICT can
be capitalized on to engage students, reducing the opportunity for
challenging behaviour. ICT tools such as YouTube for funny videos pertaining
to class content, or relevant games or quizzes such as at
http://www.digitaldialects.com/Indonesian.htm for an Indonesian class can
be used to keep students busy and engaged.

An interactive whiteboard is a clever way to display tasks to be completed,
show students how far theyve progressed, and also to keep track of students
who are not following class expectations. Often having their name on the
board is enough to get students back on track, but if not an email could be
sent home following continued challenging behaviour. ICT could also be used
as a kind of reward in earlier years, for example those who finish their tasks
could be allowed to visit educational websites or play relevant games for the
final 5 minutes of classtime.

4.4

4.5

Maintain
student safety
(Describe
strategies that
support students
well- being and
safety working
within school
and/or system,
curriculum and
legislative
requirements)

Demonstrate
understanding of
risks to students
well-being and
safety while
using digital
resources and
tools.
Demonstrate
understanding of
practices and
tools to mitigate
these risks.

Students safety and wellbeing in the classroom is of the upmost importance

and teachers are legally responsible to show a duty of care for their students
and are obliged to follow mandatory reporting guidelines.

ICT can be implemented to post the class rules and expectations on a shared
site such as Edmodo, wiki page or private Facebook group, as well as being
visually established in the classroom. Teachers could also direct students to
visit mental wellbeing sites such as http://www.headspace.org.au/ where
they can find more information about broader wellbeing and specific
individual information if they wish.

Students safety and wellbeing is also at risk whilst using digital resources and
tools, in particular with the growing incidence of cyber bullying. As a teacher,
before commencing ICT use at the start of each year I would instruct students
to visit http://www.cybersmart.gov.au/ and give a succinct lesson on the safe
and responsible use of ICT and each students accountability for refraining
from and reporting cyber bullying.

Sites such as Edmodo and private Facebook groups where teachers are
moderators are the best option to ensure students are using ICT safely and
appropriately, and teachers can deal with any cyber bullying.

Use ICT safely,

responsibly and
ethically
(Demonstrate an
understanding of
the relevant
issues and the
strategies
available to
support the safe,
responsible and
ethical use of ICT
in learning and
teaching.)

Demonstrate
understanding of
safe, legal, and
ethical use of
digital resources
and tools,
including cyber
safety practices,
respect for
copyright,
intellectual
property, and
the appropriate
documentation
of sources.

The use of ICT in the classroom offers many benefits for the teacher and
students, however it must be used in a safe, responsible and ethical manner.

Having a clear school ICT policy will help students and teachers follow safe
ICT procedures and deal with any issues and follow up with consequences
should it arise.

Students safety and wellbeing is at risk whilst using digital resources and
tools, in particular with the growing incidence of cyber bullying. As a teacher,
before commencing ICT use at the start of each year I would instruct students
to visit http://www.cybersmart.gov.au/ and give a succinct lesson on the safe
and responsible use of ICT and each students accountability for refraining
from and reporting cyber bullying.

As a teacher, you also have a responsibility to be responsible and ethical in
your own ICT use when teaching, making sure to give credit where credit is
due and keep student information confidential. Teacher moderated sites such
as Edmodo and private Facebook groups are ideal in keeping students safe
online, and preventing cyber bullying.

Assess, provide feedback and report on student learning

(with descriptor)

ICT
ELABORATION

INTERPRETATION & APPLICATION

Assess student
learning
(Demonstrate
understanding of
assessment
strategies,
including
informal and
formal,
diagnostic,
formative and
summative

Demonstrate
understanding of
the educative
value of
providing
students with
multiple and
varied
diagnostic,
formative and
summative
assessments and

As a teacher we are responsible for the learning of our students, but we are
also responsible for assessing their knowledge. It is important to employ a
number of strategies to assess students; including informally and formally,
diagnostic, formative and summative approaches.

Teachers should provide students with a variety of assessment to ensure all
students have an equal opportunity to perform well. For example, in an
Indonesian class, allowing time for students to have impromptu conversation
with the teacher as informal formative assessment will allow students to
prepare and perform better for an oral summative assessment. Providing
different means of assessment such as tests, essays, assignments, problem

FOCUS AREA

5.1

approaches to
assess student
learning.)

5.2

5.3

the application of
digital resources
and tools in
facilitating a
range of
approaches to
assessment.

Provide
feedback to
students on
their learning
(Demonstrate an
understanding of
the purpose of
providing timely
and appropriate
feedback to
students about
their learning.)

Make
consistent and
comparable
judgements
(Demonstrate
understanding of
assessment
moderation and
its application to
support
consistent and
comparable
judgements of
student
learning.)

solving tasks and individual and group assessment will ensure assessment of
student learning is fair and allows for student improvement.
An ICT tool that can be used to assess student learning is sporcle or quizlet
which gives instant feedback to students and teachers. SurveyMonkey could
be used to give students a quick quiz on their current language or vocabulary
knowledge of Indonesian in order to design future learning tasks and
assessment.
Feedback is a crucial part of the learning process students need to receive
their results and also need to receive constructive feedback which highlights
where and how they did not perform well, and most importantly how they
can perform better in the future, and what can be learnt from their result and
this assessment. Feedback is best received instantly, or as close to the time of
assessment as possible. Feedback to students about their learning should also
be appropriate usually confidentially whether it be on paper or online, with
understanding and with the opportunity for students to express themselves
and ask any questions.
In Psychology, it is helpful when marking lab reports to give students
individual feedback on each section of the report so they can see where they
struggled or excelled and can learn accordingly.
An ICT tool that is useful in providing feedback to students is an online game
or quiz site such as sporcle or quizlet. These tools give instant feedback to
students, and give students the opportunity to have further attempts to
improve their result and therefore increase their learning.

Demonstrate
knowledge and
understanding of
the ways that
digital resources
and tools can be
used to enhance
the validity,
reliability and
efficiency of
approaches to
assessment and
evaluation.

The understanding of assessment moderation and its application to support

consistent and comparable judgments of student learning is important for all
teachers. First of all, student assessment needs to be valid and reliable, and
take into account the needs of students, like learning difficulties such as
dyslexia. It is important to make assessment accessible for all students
whether it means adjusting an existing assessment task by enlarging the text
in a test or r creating a new assessment, by providing an option to record oral
responses about a concept in a Psychology class instead of a written
assignment. Doing the aforementioned, as well as constructing a rubric or
solid marking criteria will ensure consistent and comparable judgments
across all students learning.
In Psychology, as a SACE subject, it is crucial to adhere to all SACE assessment
requirements, including sending assessment to the SACE board for
moderation. It is important that students feel their assessment is being
judged fairly and consistently, and are given supportive feedback.
ICT tools such as quizlet are a good way to assess students, who get instant
results and feedback, and can therefore improve their learning. This way
students are moderating their own learning.

Interpret
student data
(Demonstrate
the capacity to
interpret student
assessment data
to evaluate
student learning
and modify
teaching
practice.)

Demonstrate the
capacity to use
digital tools for
recording,
managing and
analysing
student
assessment data
to inform future
practice.

Report on
student
achievement
(Demonstrate
understanding of
a range of
strategies for
reporting to
students and
parents/carers
and the purpose
of keeping
accurate and
reliable records
of student
achievement.)

Demonstrates
knowledge and
understanding of
current and
potential use of
digital resources
and tools to
support
reporting to
students and
parents/carers
and for
achievement
record keeping.

5.4

5.5

Engage in professional learning

(with descriptor)

ICT
ELABORATION

INTERPRETATION & APPLICATION

Identify and
plan
professional
learning needs
(Demonstrate an
understanding of
the role of the
National
Professional
Standards for
Teachers in

Demonstrate an
ability to use the
ICT Elaborations
of the National
Professional
Standards for
Teachers to
identify personal
goals for
professional
development.

It is important as a teacher, and a professional, to be aware of, identify, plan
professional learning needs and endeavor to engage in or meet these. The
National Professional Standards for Teaching provides the framework for
teachers to understand their professional requirements. A sound
understanding of this framework, and current curriculum implementations
for your particular subject area/s is an important step in identifying
professional learning needs.
ICT plays a significant role in allowing teachers to stay up to date with
professional learning, such as the internet providing information and

FOCUS AREA

6.1

When interpreting student data it is important to take into account all

aspects of the assessment task problem solving, expression and so on. It is
also important to consider each individual students performance, their
previous results and what this particular achievement means for them. A
teachers role to interpret student assessment data includes evaluating
student learning, and modifying teaching practice in response. As mentioned,
teachers need to evaluate student assessment data, not just the score out of
/100, but the students work and responses within the assessment task.
Where many students perform poorly, the teacher may need to revisit this
area of learning with the students.
ICT tools for recording, managing and analysing student assessment data
could be as simple as Microsoft Excel. Excel allows teachers to record student
results in table form, use formulae if suitable, and analyse and compare class
results. This also allows teachers to compare results of individual students
between different topics and different assessment tasks, to decipher which
type of assessment they perform well in.
In Indonesian I would use Excel to record and compare my students results
across the 4 communicating skills speaking, listening, reading and writing.
This would make for a good comparison of skills, and could be monitored
across the school year with the goal of improvement. This Excel page could
be shared with the student, so they can map their own progress.
One of the most important roles of a teacher is to report on student
achievement both to the student and to their parents and/or caregivers. To
fulfill this role properly, teachers must keep accurate and reliable records of
student achievement. This can be done using a physical paper mark book, or
with ICT such as Excel, Learnboost, or Markbook. Whichever method is
preferred, teachers must create copies of assessment, such as photocopies of
assignments or creating back-up files of essays on a flash drive. Teachers
must file student results, and record student achievement accurately and
reliably ensuring their method is secure and confidentially.
Reports can come in many forms often physical paper reports are
distributed to parents via students each term or semester, but could also be
distributed online using email or Edmodo. More informal reports of student
achievement could be done more regularly by phone or email, to inform
parents of outstanding achievement or a student failing to meet
expectations.
In my Indonesian class, I would use Excel and a paper marking book to record
student achievement, this way no mistakes could be made as I can cross
check my own records. I would also give my students plenty of feedback
throughout the term, especially promptly after assessment so they are
prepared for what their report will say. I would also make every effort to
keep parents informed and maintain open communication with them
particularly about their childs achievements.

identifying
professional
learning needs.)

Engage in
professional
learning and
improve
practice
(Understand the
relevant and
appropriate
sources of
professional
learning for
teachers.)

6.2

6.3

Engage with
colleagues and
improve
practice (Seek
and apply
constructive
feedback from
supervisors and
teachers to
improve teaching
practices.)

Understand how
to improve
professional
practice in the
effective use of
digital resources
and tools
through means
including
evaluation and
reflection on
current research
and professional
practice on a
regular basis,
and collaboration
with colleagues
both nationally
and
internationally
through
participation in
online learning
communities.

websites such as Scootle & sharemylesson to receive and provide feedback to

other teachers.
E.g. As a pre-service teacher of Indonesian I have downloaded the recently
revised draft of the Australian Curriculum for Indonesian and have made
myself very familiar with the terminology, the changes, the requirements etc.
Scootle can be used as a benchmark to compare strengths and weaknesses of
certain lessons with other teachers, and to find alternative options for
teaching certain content. Working closely with colleagues in your school is an
alternative way to maintain professional learning, teachers always learn from
each other. Sharemylesson is a clever way to find out how other teachers are
incorporating the new Australian Curriculum into their classrooms at this
early stage.
AITSL standard 6.2 relates to the understanding of relevant and appropriate
sources of professional learning for teachers. This refers to reflection of
educational resources, teaching practice and seeking feedback and advice
from others in the teaching profession. Some of the aforementioned sources
include purpose built ICT tools such as teacher forums, Facebook pages and
websites like sharemylesson or the Australian
http://www.tesaustralia.com/teaching-resources/ where you can refer to,
build on and offer other teachers resources and professional learning. Often
through schools there are programs during certain parts of the
year/term/week dedicated to professional learning, such as Edmodo skills,
learning how to incorporate intercultural perspectives into your classroom,
and student safety for example.
As a pre-service teacher of Indonesian I am in the process of applying for an
ELTF scholarship, which would provide an opportunity to travel to Indonesia
before commencing work next year for a 3-week intensive language and
cultural experience. This would increase my language skills, my cultural
understanding behind the language I love and teach, and allow me to collect
some authentic resources for teaching. Being aware of such opportunities
and if possible engaging in them will enable you to maximize professional
learning.
Also, to work collaboratively with peers particularly if youre the only teacher
of a subject at a school it is important to join the relevant teaching
associations (for me as a pre-service teacher of Indonesian, I have joined
INTAN). This inks you to other teachers of the same subject area where you
can form professional relationships to help improve your teaching practice
and also ensure youre on top of any curriculum or assessment issues and
also any cultural learning. Increasing your teacher connectivity will ensure
constant professional growth.
AITSL 6.3 is about engaging with colleagues in order to improve teaching
practice. This is an interconnected process as teachers are constantly learning
from each other as everyone has something different to offer. E.g. During
placement there were two Indonesian teachers and I a pre-service teacher.
One teacher was a native Indonesian, and the other teacher although very
accomplished often sought feedback from her to check for authenticity and
cultural relevance. Likewise I sought constructive feedback from my
placement experience, about both my preparation and practice during class. I
reflected first myself, then using their feedback reflected again. Then
applying this feedback for the next lesson, allowed me to see their feedback
and suggestions in action. Both teachers studied a long time ago, and both
were able to also get feedback and advice from me. Again, its a two-way
interaction where all teachers can teach another about something else.
Teacher TV, Edmodo, or other online teacher forums or discussion boards,
and other online teaching resources can be accessed to view how other
teachers addressed certain behavioural issues, taught certain content and so
on. Improving teaching practice is a constant process and will improve with
experience and constructive feedback from others.

6.4

Apply
professional
learning and
improve
student
learning
(Demonstrate an
understanding of
the rationale for
continued
professional
learning and the
implications for
improved student
learning.)

Engage professionally with colleagues, parents/carers and the community

FOCUS AREA
(with descriptor)

7.1

7.2

Learning is a life long and constant process. Throughout life we are all
developing our skills, and as a teacher we must constantly look to build on
our professional learning and improve our teaching practice. If teachers are
up to date with professional learning, are ICT savvy and culturally aware,
students will have a relevant, interesting and varied learning experience.
Teachers can access a wide range of tools and resources such as Scootle, TES
Australia, sharemylesson, teachers tv to gain insight into other teaching
methods, ideas and help build their teaching repertoire.
Professional learning is about improving the teachers understanding and
practice, but for it to be significant it must be implemented in the classroom.
Teachers who apply their professional learning in the classroom, such as
setting up a class Edmodo page, sharing helpful apps such as Duo Lingo
(language learners) will increase student enjoyment of a class and therefore
likely improve the level and quality of student learning.

Meet
professional
ethics and
responsibilities
(Understand and
apply the key
principles
described in
codes of ethics
and conduct for
the teaching
profession.)

Comply with
legislative,
administrative
and
organisational
requirements
(Understand the
relevant
legislative,
administrative
and
organisational
policies and
processes
required for
teachers
according to
school stage.)

ICT
ELABORATION
Understand and
apply ethical and
professional
practice
principles when
using digital
resources and
tools for
teaching, with a
particular focus
on cyber safety.

INTERPRETATION & APPLICATION

It is important to act ethically and professionally when using digital resources

and tools for teaching, as well as ensuring my own cyber safety and that of
my students. This involves becoming familiar with and maintaining codes of
ethics and code of conducts a teacher is obliged to follow as part of the
profession, such as via DECD if you become a government employed teacher
(http://www.decd.sa.gov.au/hrstaff/pages/default/CodeOfEthics/?reFlag=1
and
http://www.decd.sa.gov.au/childrensservices/pages/policies/codeofconduct/
?reFlag=1). It is important to follow these codes and requirements, and
teachers can ensure they do this by privatizing their personal ICT use. For
example, changing my security settings on my Instagram and Facebook
accounts ensures students cannot access my pages or content. Student and
teacher use of ICT must be done in a professional way, a shared Facebook or
Edmodo page should be used to upload/download content, share ideas and
notices relevant to the curriculum or learning area and not for sharing photos
from the weekend.
As a teacher it is imperative to be aware of, and comply with legislative,
administrative and organizational policies and processes of the relative
school. DECD schools and Catholic schools have different policies and
procedures so it is important to understand your individual schools
requirements. However statewide profession regulations can be accessed via
the Teachers Registration Board of SA website
(http://www.trb.sa.edu.au/legislation) to inform teachers about expectations
of professional behaviour. Before commencing work, or even attending an
interview at a school, I would visit their website and download any policies
provided on their website. As a teacher of Psychology, I would also make sure
to have a thorough understanding of all SACE policies and procedures. To
fulfill administrative requirements, I would use Microsoft Excel and the Mail
Merge function to record and share student results.

7.3

7.4

Engage with
the
parents/carers
(Understand
strategies for
working
effectively,
sensitively and
confidentially
with
parents/carers)

Understand how
to use digital
resources and
tools for
communicating
effectively,
ethically,
sensitively and
confidentially
with
parents/carers.

It is important to involve parents in their childs learning, as they play a large

role in the successful learning of the student.
As a teacher, we need to recognise and utilise strageies to work effectively,
sensitively and confidentially with parents/carers of our students.
The best way to achieve this is via email, to maintain communication with
parents about content, performance, assessment and results of students.
Email is the most effective method, as even in our technologically advanced
society, not all parents are tech-savvy with other apps or programs and many
have access to email at work or the local library. Email also develops an open
communication with parents, keeping an electronic trail of interchanges and
can be done in the teacher and parents own time rather than needing to be
free at the same time for a phone call or face-to-face meeting.

Engage with
professional
teaching
networks and
broader
communities
(Understand the
role of external
professionals and
community
representatives
in broadening
teachers
professional
knowledge and
practice.)

Understand the
range of
opportunities for
sharing and
enhancing
professional
practice
available
through online
communication
with experts and
community
representatives,
and contribution
to professional
and community
sites, online
discussions and
forums.

As a teacher we are responsible for encompassing all cultures in the

classroom, and should engage with professional teaching networks and
broader communities to assist us in this. Becoming informed about the
impact of culture, the linguistic backgrounds and identities of Aboriginal and
Torres Strait Islander can be enriched by accessing content online, and the
following website can help teachers implement aspects of this cultural
understanding into their classroom -
http://www.edu.gov.on.ca/eng/aboriginal/toolkit.html. There are many
opportunities for teachers to share and therefore enhance professional
practice via online communication with experts, community representatives
and faculty forums. Joining a teaching society increases your teacher network
and can also improve your professional practice by gaining insight into other
teachers experience and methods and sharing resources. As an Indonesian
and Psychology teacher, it is beneficial to join
http://www.ceasa.asn.au/associations/member-associations/intan/ and
https://sites.google.com/site/sacepsychology/ or
http://www.sasta.asn.au/product/category/10 respectively.