Standard 1

Professional Knowledge
Know students and how they
learn
Throughout my four years studying at University, I
have been granted many opportunities to get to
know hundreds of diverse students and seek and
apply strategies to understand how each student
learns (1.1, 1.2, 1.3). Whilst studying for my
second professional experience, differentiation was
an emphasized component of the unit. Preparing
for my second primary placement, with year 2 a
SMART goal of mine was to gather and learn
multiple ways of applying simple, yet affective
differentiation in the classroom (1.5). During my
January block for my final year placement, I was
fortunate enough to be in a classroom that was
closely collaborating with an occupational therapist
and a speech pathologist. Both of these support
networks provided me with an array of strategies
to help support some students with disabilities in
my classroom (1.6).

Standard 1
Artefact
Plan for getting to know my students and
how they learn
Strategy
1. Implement
getting to know
you activities and
resources.
2. Set up displays
in the classroom
that reflect and
include the
students lives,
interests, cultures
and religions.
3. Use diagnostic
assessment
strategies when
introducing new
concepts to
students
4. Observe and
note student
learning
behaviour, styles
and skills and

Time of
Implementation
Term 1; weeks 1-2

Relevant APST
1.1

Term 1 weeks 1-3

1.1, 1.3, 1.4

All year.

1.3, 1.5

Term 1; weeks 1-3

Review every 5
weeks every term
and post
assessment

1.1, 1.2, 1.3,

1.4,1.5, 1.6

form
differentiation
groups and
seating plans for
all KLAs.
5. Collaborate
On a regular
with wider support basis.
communities to
fully support
students with
disabilities.

1.2, 1.5, 1.6

Standard 1- Annotation
Note the focus area and standard
descriptor/s the artefact /
document reflects

Note the type of

artefact / document

Describe the artefact / document and

indicate the possible impact or result on
teaching and/ or student learning

Describe how the artefact /

document
meet the standard descriptors you
have identified.

1.1Physical, 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.

A broad-spectrum
plan for addressing
all descriptors of
standard 1.

This is a broad-spectrum plan that

addresses every descriptor of standard
1 through the use of strategies. The
plan has been designed to primarily be
implemented in the first five weeks of
term 1, however, it will definitely be
extended through the entire year and
addressed on a continuous basis.

As noted in the artefact, I

have assigned each strategy
a standard descriptor.

1.2Understand how students

learn
Demonstrate knowledge and
understanding of research
into how students learn and

I designed this plan to have successful

student learning outcomes.
The diagnostic assessment,
differentiation and collaboration with
wider support networks if
implemented effectively and reflected
upon to make improvements will

Strategy 1 allows me to
demonstrate knowledge and
understanding of each
students physical and social
characteristics. (1.1)
Strategy 2 addresses 1.3 and
1.4 where the learning
environment becomes
responsive and inclusive of
diversity to support student
needs (linking back to holistic
approach)

the implications for teaching

1.3Students with diverse
linguistic, cultural,
religious and
socioeconomic
backgrounds
Demonstrate knowledge of
teaching strategies that are
responsive to the learning
strengths and needs of
students from diverse
linguistic, cultural religious
and socioeconomic
backgrounds.
1.4Strategies 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.
1.5Differentiate teaching to
meet the specific learning
needs of students across
the full range of abilities

assist students in reaching their

learning goals.
As my philosophy of teaching is
founded a holistic approach to
education, I believe that providing
opportunities for me to get to know my
students as people (their interests &
aspects of their lives) will be very
beneficial as I will be able to cater for
their every need.

Diagnostic assessment
provides formal data
collection for analysis and
understanding of how each
student learns and how and
what they need assistance
with. (1.2, 1.5)
Addressing standard 1.6
through collaboration with
various support networks is
essential for supporting
student participation and
learning.

Demonstrate knowledge and

understanding of strategies
for differentiating teaching to
meet the specific learning
needs of students across the
full range of abilities.

1.6Strategies 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.

References
Australian Institute for Teaching and School leadership. (2012). Australian Professional Standards
for Teachers. Australian Government.