The teaching profession, in a contemporary context, is governed by notions of professional

standards, curricula, pedagogies and assessments. This essay seeks to explore how these
foundational concepts intersect on a daily basis, in a classroom environment, to promote quality
learning, equity, and meet the specific learning needs of students. This work focuses on the
Australian context, with emphasis to be placed on the Australian Professional Standard for
Teachers, the Australian natural curriculum, the NSW quality teaching model and NAPLAN
assessments. The interrelationship of these concepts to meet the needs of Indigenous students was
explored, to access ensure a high quality of education.

The Australian Professional Standards for Teachers (APST), developed by the Australian Institute
for Teaching and School Leadership (AITSL), governs the professional conduct of teachers in
contemporary Australia. One recognized definition of a profession includes “a disciplined group
of individuals who adhere to ethical standards ("What is a profession?", n.d.).” The APST consists
of a series of public statements defining what being a quality teacher in 21st century schools entails,
and helps not only in ensuring a high quality, effective learning environment in schools but also to
recognize teaching as a profession. They consist of 7 main standards with different focus areas and
describe what teaching practice should consist of at various career stages (Australian Institute for
Teaching and School Leadership, 2017). In NSW, adherence to these standards is mandatory and
ergo this foundational concept can be considered an essential component governing teachers on a
daily basis. Benefits of the implementation of these standards include regulation of the teaching
profession to ensure national consistency, provision of a roadmap for career progressions and
identification of improvements in practice ("Frequently asked questions", n.d.). Tony Loughland
and Neville John Ellis (2010) however note that criticisms of the standards include an overemphasis
on “producing proof of classroom successes and leadership development (Loughland, & Ellis,
2016).” As the APST has been endorsed and implemented across all Australian states since 2013,
they are fundamental in regulating the teaching profession, and play a part in shaping how teachers
approach curriculum, pedagogy and assessments ("Frequently asked questions", n.d.).

Another foundational concept is curriculum, which remains a term with several definitions that are
dependent on the context. This essay, however, focuses on explicitly defined curriculum. This
refers to curriculum that is formal, stated, mandated and has explicitly defined outcomes (Kirkland,
& Cleveland, 2016). The Melbourne Declaration (2008) outlines the goals of education in Australia
to “promote equity and excellence” and for “all young Australians [to] become successful learners,
confident and creative individuals, and active and informed citizens (Ministerial Council on
Education, Employment, Training and Youth Affairs, 2008).” Designed with these goals in mind,

1
the Australian national curriculum is a set of documents that outlines expectations of what all young
Australians should be taught, and from 2014 has been implemented at varying stages across
Australian states and territories ("Curriculum", 2016). The primary benefits of a national
curriculum, include content being taught to nationally defined standards and normalisation across
all states which reduced discrepancies experienced during interstate migration (McGaw, 2015).
There consists a heavy overlap between the APST and outcomes defined in the national curriculum.
One example is in the APST a lead teacher should “evaluate and revise school learning and teaching
programs for students with diverse linguistic, cultural, religious and socioeconomic backgrounds
(Australian Institute for Teaching and School Leadership, 2017).” The national curriculum also
mirrors this standard with a significant focus on developing teaching and learning programs to
address the “cognitive, affective, physical, social and aesthetic needs of all students ("Student
diversity advice", n.d.).” Consequently, it can be seen how curriculum in Australia has a very
significant impact on the educational landscape as it mandates what is being taught in classrooms.
As outcomes defined by the curriculum can also shape societies views on matters, its importance
extends beyond the classroom and can also be viewed as a political statement.

The third foundational concept explored will be pedagogy. In a general sense, it can be defined as
‘any conscious activity by one person designed to enhance the learning of another (Cogill, 2008).”
To be an effective teacher, one must not just have content knowledge of the curriculum and APST,
but possess the pedagogical knowledge to effectively communicate this information to students.
The NSW Quality Teaching model for pedagogical excellence was designed to provide an
education that is deep and meaningful across all grade levels. It consists of 3 major elements,
Intellectual Quality, Quality Learning Environment and Significance. An understanding of the
foundational concept of pedagogy is crucial in translating outcomes specified by the national
curriculum into delivering an effective classroom lesson. Research indicates that “the quality of
teaching is the most significant in-school factor affecting student outcomes (AITSL, 2012 as cited
in Gore, 2015).” The NSW Quality Teaching model has major implications on the educational
landscape; it takes an evidence-based approach in defining what areas directly impact the quality
of teaching, and also enables a process through which teachers can receive feedback and improve
on lessons (Gore, 2015). As a result of utilising more effective pedagogy, such as the Quality
Teaching model, teachers are better equipped to meet student needs, professional standards, and
outcomes defined by the curriculum and ergo improve the quality of education in a 21st century
context.

2
The final foundational concept is assessment. In the context of Australian schooling, assessment
can be defined as “the process of gathering and interpreting evidence to make judgements about
student learning (Association of Independent Schools of the ACT, 2017).” Assessments play a very
important role in schooling as they provide a link between professional standards, curriculum and
pedagogy. Major categories of assessments include diagnostic, formative and summative.
Diagnostic and formative assessments are used as assessments for learning and to determine gaps
in student knowledge. Summative assessments on the other hand are used as an assessment of
learning and invite students to demonstrate knowledge of course content (Association of
Independent Schools of the ACT, 2017). Assessments in Australia mostly depend on the local
context of the state, with the HSC considered to be the final summative assessment of secondary
schools in Australia. This essay directs its attention towards the recently introduced NAPLAN,
which has been a subject of much controversy. It is a standardised literacy and numeracy test that
is compulsory for Australian students to undertake. Results from the NAPLAN assessment are
constantly used to evaluate whether teaching pedagogies are effective in meeting curriculum
outcomes and the APST. Furthermore, NAPLAN tests are designed to align with the Australian
national curriculum and results constantly influence further refinements to the curriculum (Randall,
2016). The practice of utilising NAPLAN results to draw conclusions about educational structures
and policies has been heavily criticised as variations in student performance also are heavily
dependent on non-school factors such as prior knowledge, socioeconomic background and aptitude
(Goss, & Hunter, 2015). Despite these criticisms, the NAPLAN remains an intricate role defining
both how content is delivered in classrooms and what content is delivered.

The next portion of this essay explores the interrelationship between these foundational concepts
to meet the needs of Indigenous Australian students. The term Indigenous refers persons of
Aboriginal or Torres Strait Islander descent who identify and are accepted by the community as
such ("About Aboriginal and Torres Strait Islander Statistics", 2010). Despite the significant gap
in educational achievement between Indigenous and non-Indigenous students in Australia, there is
little systematic and empirical-based research that identifies how to best meet the needs of these
students (Price, & Hughes, 2009). A recent study investigated what classroom practices are of value
to facilitate the learning of Indigenous students, in which parents and students from Aboriginal and
Torres Strait Islander communities were interviewed. The following themes were identified by
students as influences upon their learning and characteristics of effective teachers; positive
classroom relations where each individual was respected, cultural bridges as tools to promote
learning, support for negotiating literacy demands of schools, effective language patterns that make
clear the learning intentions, a differentiated teaching approach, using a variety of pedagogical

3
practises to influence learning, and finally systems to monitor and support student behaviour
(Lewthwaite et al., 2015).

When the learning needs of Indigenous students are not met, discrepancies, such as issues with
engagement and educational attainment can form between Indigenous and non-Indigenous
students. This in turn raises issues related to equity and access in the Australian educational system.
This is evidenced by 2006 Census data which notes attendance for Indigenous students being on
average 24% lower for 15-17-year old’s when compared to non-Indigenous students of the same
age group. Similarly, when analysing persons who reported Year 12 as their highest level of
qualification, a difference of 26% exists between Indigenous and non-Indigenous persons
("Indigenous Statistics for Schools", 2010). These statistics illustrate how the needs of Indigenous
students are not being met in the education system. This notion is further reinforced by the
significant gaps in reading, writing and numeracy skills between Indigenous and non-Indigenous
students, that were observed through analysis of NAPLAN results (Ockenden, 2014). For year 3
students in 2013, Ockenden (2014) notes “the percentage of Year 3 Indigenous students who met
the minimum standard for reading was 81.5%, compared with 96.2% of non-Indigenous students.”
Likewise, for numeracy “81.6% of Indigenous students met the minimum standard, compared with
96.6% of non-Indigenous (Ockenden (2014).” Similar results were observed when analysing other
grades. Based on this data, it can be argued that Indigenous students are disadvantaged in their
ability to meet learning outcomes, possibly as a result of their learning needs not being addressed
in modern classrooms.

The author believes that teachers have a responsibility to manipulate the foundational concepts of
educational standards, curriculum, pedagogy and assessment to cater for the needs of Indigenous
students. In the APST, under section 1, which relates to knowing students and how they learn, the
standards mandate that a lead teacher should “Develop teaching programs that support equitable
and ongoing participation of Aboriginal and Torres Strait Islander students by engaging in
collaborative relationships with community representatives and parents/carers (Australian Institute
for Teaching and School Leadership, 2017).” Section 2.4 of the standards also state that teachers
should “Understand and respect Aboriginal and Torres Strait Islander people to promote
reconciliation between Indigenous and non-Indigenous Australians (Australian Institute for
Teaching and School Leadership, 2017).” Ergo, meeting the needs of Indigenous students is an
integral part of what constitutes a quality teacher as defined by AITSL. Only explicitly defined
focii relating to Indigenous students were mentioned, however many other needs stated by the
research of Lewthwaite et al. (2015) are also implicitly defined in the APST.

4
Likewise, the Australian national curriculum also recognizes that Indigenous students are
disadvantaged by current educational practises. A heavy emphasis is placed on incorporating
intercultural understanding as a cross-curriculum priory so that Indigenous students are “able to
see themselves, their identities and their cultures reflected in the curriculum of each of the learning
areas, can fully participate in the curriculum and can build their self-esteem,” and “cross-
curriculum priority is designed for all students to engage in reconciliation, respect and recognition
of the world’s oldest continuous living cultures ("Aboriginal and Torres Strait Islander Histories
and Cultures", n.d.).” The NSW quality teaching model also mirrors these sentiments through
promoting incorporation of cultural knowledge and inclusivity as a part of significance. Through
incorporation of the students’ Indigenous backgrounds into lessons, a sense of intercultural
understanding is increased. For example, in a science context, this could involve exploring
Aboriginal weather knowledge. This can build a more wholesome understanding that builds respect
amongst class members. The quality teaching model also promotes explicit quality criteria, student
engagement and social support as elements to create a quality learning environment (Gore, 2015).
In the classroom, these elements could be combined with the use of assessments to increase the
quality of teaching available to indigenous students. For example, a teacher may define explicitly
and clearly expectations of an assessment and provide additional support structures for students to
seek assistance from. Following the assessment practise guide for the NSW quality teaching model,
the teacher could also include aspects of cultural knowledge and knowledge integration into the
assessment (NSW Department of Education and Training, 2017). These foundational concepts
suggest that teachers should differentiate their teaching practices to better support Indigenous
students and to promote a deeper understanding about Indigenous cultures. Ergo, the needs of
Indigenous students as identified through the investigation by Lewthwaite et al. (2015) can be met,
and standards published by the APST are be satisfied, ensuring a high quality of teaching.

To conclude, the relationship between professional standards, curricula, pedagogies and

assessments is complex, and one that governs much of the daily lives of teachers in 21st century
Australian schools. The foundational concepts were defined in the Australian context, focusing on
the Australian Profession Standard for Teachers, Australian natural curriculum, NSW quality
teaching model and NAPLAN assessments. First, importance of these educational polices was
appraised, exploring how they can shape the modern education landscape of Australia. Next, it was
determined that these foundational concepts require teachers to take a differentiated approach in
the classroom, so that the identified needs of Indigenous students are better catered to.

5
References

Aboriginal and Torres Strait Islander Histories and Cultures. Australian Curriculum. Retrieved
22 March 2017, from
http://www.australiancurriculum.edu.au/crosscurriculumpriorities/aboriginal-and-torres-
strait-islander-histories-and-cultures/overview
About Aboriginal and Torres Strait Islander Statistics. (2010). Australian Bureau of Statistics.
Retrieved 21 March 2017, from
http://www.abs.gov.au/websitedbs/cashome.nsf/4a256353001af3ed4b2562bb00121564/7464
946b3f41b282ca25759f00202502!OpenDocument#standard%20question
Association of Independent Schools of the ACT,. (2017). Teachers’ Guide to Assessment. ACT
Government Education and Training. Retrieved from
http://www.education.act.gov.au/__data/assets/pdf_file/0011/297182/Teachers_Guide_to_As
sessment_Web.pdf
Australian Institute for Teaching and School Leadership (AITSL),. (2017). Australian
Professional Standards for Teachers - Professional Knowledge.
Cogill, J. (2008). Primary teachers’ interactive whiteboard practice across one year: changes in
pedagogy and influencing factors. London: University of London. Retrieved from
http://juliecogill.com/Chapter_2.pdf
Curriculum. (2016). ACARA. Retrieved 20 March 2017, from
http://www.acara.edu.au/curriculum
Forrest, S., & Scholar, R. (2014). Australia’s English Curriculum - A critique (1st ed.). Institute
of Public Affairs. Retrieved from https://www.ipa.org.au/portal/uploads/31-oct-14-
English_curriculum_report.pdf
Frequently asked questions. Australian Institute for Teaching and School Leadership. Retrieved
19 March 2017, from http://www.aitsl.edu.au/australian-professional-standards-for-
teachers/standards/frequently-asked-questions
Gore, J. (2015). Empowering Teachers to Enhance Professional Practice and Student Learning.
Presentation, EPPC Conference, Brighton-Le-Sands.
Goss, P., & Hunter, J. (2015). How better use of data can improve student learning. Grattan
Institute. Retrieved from https://grattan.edu.au/wp-content/uploads/2015/07/827-Targeted-
Teaching.pdf
Hattie, J. (2003). Teachers Make a Difference: What is the research evidence? (pp. 6-11).
Australian Council for Educational Research. Retrieved from
https://cdn.auckland.ac.nz/assets/education/hattie/docs/teachers-make-a-difference-ACER-
(2003).pdf
Indigenous Statistics for Schools. (2010). Australian Bureau of Statistics. Retrieved 22 March
2017, from http://www.abs.gov.au/websitedbs/cashome.nsf/home/ISS%20education
Kirkland, C., & Cleveland, C. (2016). Praxis Elementary Education For Dummies (1st ed., pp.
173-177). John Wiley & Sons.

6
Lewthwaite, B., Osborne, B., Lloyd, N., Boon, H., Llewellyn, L., & Webber, T. et al. (2015).
Seeking a Pedagogy of Difference: What Aboriginal Students and Their Parents in North
Queensland Say About Teaching and Their Learning. Australian Journal Of Teacher
Education, 40(5). http://dx.doi.org/10.14221/ajte.2015v40n5.8
Loughland, T., & Ellis, N. (2016). A Common Language? The Use of Teaching Standards in the
Assessment of Professional Experience: Teacher Education Students’
Perceptions. Australian Journal Of Teacher Education, 56-69.
http://dx.doi.org/10.14221/ajte.2016v41n7.4
McGaw, B. (2015). Leading Educational Reforms: Opportunities and Challenges Ahead. Yale.
Ministerial Council on Education, Employment, Training and Youth Affairs,. (2008). Melbourne
Declaration on Educational Goals for Young Australians. Ministerial Council on Education.
NSW Department of Education and Training,. (2017). Quality teaching in NSW public schools:
An Assessment Practice Guide. Ryde.
Ockenden, L. (2014). Positive learning environments for Indigenous children and young people.
Australian Institute of Health and Welfare.
Price, K., & Hughes, P. (2009). Stepping up: What works in pre-service teacher education.
Canberra: National Curriculum Services and the Australian Curriculum Studies Association.
Randall, R. (2016). NAPLAN 2016 aligned with the Australian Curriculum. Sydney: ACARA.
Student diversity advice. The Australian Curriculum. Retrieved 20 March 2017, from
http://www.australiancurriculum.edu.au/studentdiversity/student-diversity-advice
What is a profession?. Professional Standards Councils. Retrieved 19 March 2017, from
http://www.psc.gov.au/what-is-a-profession