Standard 3: Plan for and implement effective teaching and learning

In order to achieve genuine learning, it is imperative that a variety of teaching strategies and various learning spaces are accessible. By setting goals within the educational setting for an educator and student a broader platform is provided where achievement can be measured by the students capabilities. To develop constructive and engaging lessons, it is critical for teachers to assess the current knowledge of students, and implement strategies to further develop and consolidate their learning.

An effective teaching strategy involves having the ability to differentiate learning and having flexibility in catering to the student’s current learning needs and expectations. Thus, it is critical for educators to have a broad and thorough knowledge of the techniques that engage students in a variety of learning experiences. For effective student learning, using a variety of verbal, non verbal, visual, interactive and resources can be beneficial as they provide learning experiences that allow students to explore, collaborate and interact with their peers (Follari, 2011).

It is also critical to ensure that educators have a collaborative relationship to support a child’s learning, which can be achieved through verbal and written communication. The establishment of a partnership between a child, as well as the educator and their families, is an effective teaching strategy as the collaboration can ultimately maximise a child’s learning. Each student’s needs are respected and valued, and all members of the partnership are responsible for making equally valuable contributions to the child’s learning. As collaborations between educators, children and their families develop, a sense of mutual trust, open communication, shared decision-making and clarity about roles and responsibilities is established. This is an effective strategy to establish when planning and implementing effective teaching strategies in the classroom (Tichenor, Tichenor, 2005). 

Evidence of achieving standard

3.1 Establishing challenging learning goals

3.2 Plan, structure and sequence learning programs

3.3 Use teaching strategies

3.4 Select and use resources

3.5 Use effective communication (with learners)

3.6 Evaluate and improve teaching programs

3.7 Engage parents/carers in educative process

Artefact 1: The Very Cranky Bear Multimodal experience.
Focus Area: 3.2, 3.3, 3.4

I chose to use the Very Cranky Bear Multimodal experience as my artefact for Standard 3, as it demonstrates a literary piece, accessible in various literary forms. This is a demonstration of an effective learning strategy, as the children got to experience a storybook in two formats- a hard covered book and on an iPad. The children were given the opportunity to read the Very Cranky Bear story book, then given the same book but on an iPad, and asked to discuss what was their favourite format and why. The artefact correlates with Standard 3.2- Plan, structure and sequence learning programs, as the children were able to read the text on both modes and construct a judgement on their favourite version, weighing up pro’s and con’s of each. It connects to Standard 3.3- Use teaching strategies, as strategies such as utilising different modes of technology in order to engage children and enhance their learning and development was utilised. It also connects with Standard 3.4- Select and use resources, as resources such as ICT was utilised in order to engage students in their learning, and provide the children with an innovative way of reading story books. This artefact correlates with my personal philosophy as the children were offered a supported learning environment, and actively engaged through their own enquiries whilst meeting educational outcomes in the process.

Standard 4: Create and maintain safe and supportive learning environments

When it comes to educating children, it is imperative that educators strive towards establishing a learning environment, which offers a safe and inclusive learning space, in which children can actively involve themselves. A classroom is made up of children who have diverse needs, experiences and abilities; therefore it is critical that educators have the appropriate strategies and resources that offer support. It is necessary to create an environment in which children can actively participate in, and feel as if the curriculum they are undertaking is meaningful and valuable to them. A learning environment can assist in establishing genuine learning when it is suitable to a child’s intellectual and social skills. A child’s learning and development can be enhanced when they feel safe and supported, therefore allowing them to feel comfortable to undertake deep exploration and connect with explicit classroom context (Department of Education and Early Childhood Development, 2011).


As Gestwicki (2011) notes, children are capable of much more than typically expected when they are exposed to appropriate resources and opportunities. It is suggested that once a child is given access to the necessary resources, they have the potential to reach deeper levels of understanding and engage in curriculum they find personally meaningful. The appropriate resources available in a learning environment can have a major impact on learning and development, as it is critical to ensure all resources are appropriate for the diverse range of children in the classroom, whom demonstrate a wide range of learning needs and abilities. By ensuring classroom activities have a purpose and are planned and organised, scaffolding can occur to consolidate the student’s learning, as well as utilising the appropriate resources to further the development of the students understanding. In turn this can promote student engagement with the ideas that are being explored (Ritchhart, Church & Morrison, 2011). 

Evidence of achieving standard

4.1 Support participation of learners

4.2 Manage learning and teaching activities

4.3 Manage challenging behaviour

4.4 Maintain safety of learners

4.5 Use ICT safely, responsibly and ethically

Artefact 1: Building Blocks Activity.
Focus area: 4.1, 4.2, 4.4

I chose to use the Building Blocks Activity as my artefact for Standard 4 as this was a learning activity children were involved in whilst on professional placement at Upper Beaconsfield Kindergarten. The activity involved building a big road for all the centers toy’s trucks and cars to drive on, but was only allowed to be three blocks high. The road had to be big enough to fit all the vehicles on it, and wide enough for all the children to fit. 

This learning activity relates to Standard 4.1- Support student participation, as all students were encouraged to actively involve themselves in the play and engage with the set task. It connects to Standard 4.2- Manage classroom activities, as I was an assistant in constructing the learning activity and establishing a set of clear instructions for the children to follow and adhere to. It also connects to Standard 4.4- Maintain student safety, as a set rule in the directions was to ensure the blocks were no more than 3 high. This rule was implemented as a measure of ensuring no blocks were higher than the children, therefore the blocks had less of a risk of falling and injuring the children. This artefact correlates with my personal philosophy, as the children were able to initiate their own inquiries and play, whilst justifying their findings in a supportive environment. As the children were given teacher instructions, they were also provided with a safe space where they could actively engage in class content, whilst feeling supported and secure.

Standard 5: Assess, provide feedback and report on student learning

In a classroom, assessment is a key component of the curriculum planning process, as it involves gathering information about children as well as reflecting on what the information means in order to use it for prior learning (Arthur, Beecher, Death, Dockett, Farmer, 2015). Pedagogical documenting can be gathered on students, and providing records of their experiences that can result in discussions between the teacher and the children, as well as their families, being established. The collection and analysis of information about children and any ideas, questions, work in progress or significant interaction with others, can be utilize to determine what children know and can comprehend, therefore can be used to assess the progress of their learning and development. (Arthur, et al 2015, Stewart, Church, Flottman & Tayler, 2011).

Assessment is a necessity to the progression of a student's learning. A teacher must implement a range of assessments in order for student’s knowledge and understanding to be improved . Assessment can allow a teacher to provide informed feedback about specific children’s learning and development, and through assessment, an educator is able to provide informed and quality feedback that can allow a student to reflect on their own learning and progression of achieving learning outcomes (Cauley & McMillan,2010). In a classroom, assessment is critical yet needs to be varied in order to establish a clear understanding of a student’s learning and development, as well as their progress. The quality of an assessment piece can provide educators with an informed report to share with families, in terms of the child’s classroom progress. Assessment can also provide children and their families with the student’s classroom strengths, weaknesses, abilities or interests, thus informing educators what type of support is necessary to assist and scaffold their learning (Stewart, Church, Flottman & Tayler, 2011).

Evidence of achieving standard

5.1 Assess learning

5.2 Provide feedback to learners about their learning

5.3 Make consistent and comparable judgements

5.4 Interpret data from learners

5.5 Report on achievement of learners

Artefact 1: Mathematics Interview Record Sheet
Focus Area: 5.1, 5.2, 5.5

I chose to use the Mathematics Interview Record sheet as my artefact for Standard 5, as the results from the mathematics interview as discussed in Standard 2, were taken from the interview and reported on worksheets, that were able to be utilised in an assessment piece completed for a mathematics unit. The record sheets were used to keep a running record whilst the child was completing the interview, and then reported and analysed to determine the child’s academic level, in terms of numeracy growth points. 

The record sheet can relate to Standard 5.1-Assess student learning, as the sheets purpose was to keep track of the interview and assess the students progress in a formal context. It connects with Standard 5.2- Provide feedback to students on their learning, as their results were able to be configured and determined on a scale that was in accordance with their current school curriculum. The children were able to ask how they went, and shown the assessment record sheet if they requested. It also connects with Standard 5.5- Report on student achievement, as the record sheet was transformed into a formal assessment, with a clear table indicating the child’s mathematical level, demonstrating their achievements. The children’s parents were able to view the formal assessment with their child’s results. This artefact relates to my personal philosophy as the children were actively involved in the interview, and able to seek scaffolding and assistance if required. The interview provided children with the opportunity to engage in meaningful learning through inquiry and problem solving, as well as being provided with the appropriate resources to complete the task.