Design Teaching and Learning – Assessment One

Teachers in Australia have National Standards to abide by to effectively meet the needs of

students. The four main concepts of daily work are Teacher Professional Standards,

Curriculum, Pedagogy and Assessment. These concepts are explained by the Australian

Professional Standards (APST), Australian national curriculum (ANC), the New South Wales

(NSW) Teaching Model, and the National Assessment Program – Literacy and Numeracy

(NAPLAN). Although professionalism, curriculum, pedagogy and assessment are important,

it is crucial the concepts are applied in the classroom. The Teacher’s National Standards and

the four daily work concepts impact students with special learning requirements. Teachers in

Australia implement various forms of professionalism.

Professionalism is a daily work concept in Teacher Standards. Not a day goes by where

teachers uphold their working ethic to a high and professional manner. Professionalism is

divided into three sections: Professional Knowledge, Professional Practice and Professional

Engagement (AITSL, 2011). Each section contains subsections. The subsections target

specific skills and abilities of teachers with various accreditation levels. An ultimate goal for

a teacher is to advance to the highest accredited teacher (lead teacher). Lead teachers are not

only respected by students, but are respected by parents/guardians and the community. The

core of the Professional Knowledge standard is based on extensive knowledge of students’

background, teaching strategies, curriculum and content. Lead teachers use the Professional

Knowledge standard to deeply understand students and adapt their pedagogy according to the

students’ needs (AITSL, 2011). Teachers must recognise their extensive knowledge of the

students, and create a lesson plan according to the students’ needs. Teachers officially must

record the attendance of students; therefore, the teachers will know which content students’

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have attended. Professional Practice draws upon the knowledge of the lead teacher to create

an effective learning environment. The Professional Engagement standard allows lead

teachers to use their extensive knowledge and practice to engage students. Student

engagement is achieved through collaborative relationships, feedback, participation,

encouragement, engaging with parents and understanding legislative requirements (AITSL,

2001). Professional Engagement allows the lead teacher to interact with students, parents and

colleges to achieve quality learning for the students. Full details of professional standards can

be found at the AITSL Standards website.

Curriculum is the second concept of teachers’ daily work. On a daily basis, teachers are to

know the curriculum and teach the students accordingly. National curriculum refers to

Australia’s common set of educational guidelines and set standards. On the Australian

Curriculum, Assessment and Reporting Authority, (ACARA). The one Nation curriculum

allows all of Australia to integrate ideas and standards for all Australian students (Mueller,

2016). The Director of Australian Curriculum, Fiona Mueller, states that adopting the

National set of standards will enrich the learning of students from all backgrounds and

abilities (Mueller, 2016). Although each state and territory are responsible for enforcing the

curriculum, the curriculum is taught through the schools’ procedures and teachers. (Mueller,

2016). The National Curriculum assesses the educational experiences of students and ensure

that National standards, policies and requirements are achieved (Australian Curriculum). The

Australian Curriculum accepts and acknowledges all students from diverse cultural,

educational and family backgrounds (Australian Curriculum). Not every day is the same, and

therefore each day a new area of curriculum is taught. Teachers divide teaching the

curriculum into classes, days, weeks, months and years. This allows room for organisation

and personalisation for students. In saying this, teachers have deadlines to meet, and a set

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time for when curriculum needs to be taught. For example, Year 12 students must know all

content and curriculum before the HSC trials. Although the Australian Curriculum website

holds information, the information is limited, brief and explains in a small portion of what the

curriculum covers.

Pedagogy is crucial for teaches to execute in classrooms. The NSW Department of Education

have developed a NSW Quality Teaching Model to support the Professional Standards for

teachers. The three major elements of the Teaching Model are intellectual quality, quality

learning environment and significance. These three areas have multiple subcategories which

can be found on the NSW Education website. The intellectual quality allows teachers to

develop quality ideas to engage students Deeper understanding, knowledge and higher order

thinking are key elements for the intellectual quality element. (Gore, 2007). Lesson plans

consist of organisation, content, and proof of student understanding. The teachers can test the

students’ knowledge in classrooms, by asking questions. For example, “Who can remind the

class what a metaphor is?”. The Quality Learning Environment is applied in classes and

throughout the school. The environment for a student is crucial as this creates a positive space

for students to learn and grow. (Gore, 2007). Through social support, student self-regulation

and student direction, quality teaching can be achieved. Students need to feel a sense of

control in the class for them to engage intellectually. The control from students can be

applied by offering students options in the classroom. For example, “Do you want to work in

small groups or individually?” By giving the students options, the teacher makes the class

feel they have a voice in how and what they learn; they feel involved. Significance is a

quality teaching element that allows students to feel valued by their culture, gender, sex,

religion, language and race. (Gore, 2007). Teachers acknowledge the background of students

and are careful with the words they use. On a daily basis, teachers are weary of how they

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speak about another culture in class and are more delicate with pronouns. By involving

everyone in the class, the teachers are accepting and including all students without

discrimination.

Assessment is an element in education that must be regulated. There are two types of

assessments, formal and informal. There are two types of assessments, formal and informal.

Formal assessments have set dates, set rules and set subjects that are required in the exam.

These assessments are created by the National and State governments. Formal assessments

are data driven, and compare students’ knowledge of content by measuring longitudinal

results (Teaching in Education, 2017). On the other hand, informal assessments occur in daily

classrooms without notice. These assessments are applied by the teacher with normal

classroom rules. (Teaching in Education, 2017) According to Bloom’s Taxonomy, there are

multiple terms that require a specific level of knowledge from students (Cullinane, 2009).

Students can be assessed from level one complexity (Knowledge: recalling information), to

level six complexity (Evaluation: in depth analysis of materials and methods) (Cullinane,

2009). The National Assessment Program – Literacy and Testing (NAPLAN), requires

students from years 3, 5, 7 and 9 undergo a literacy and numeracy examination (NSW

Education Standards Authority). The purpose of NAPLAN is to “assess the skills of

Australian students…” (NSW Education Standards Authority). Even though there are

policies and standards in place, there are still students with special needs.

Indigenous students have high literacy needs, such as reading and writing skills.

Aboriginality has a three-part definition. A detailed and legal definition of Aboriginality is

found within the Australian Law Reform Commission website. In Korff’s statistics (2017),

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she states that 60% of Aboriginal children are majorly behind non- Aboriginal children by the

commencement of Year One. When these needs are not met, the Aboriginal students drop out

of school, and do not receive an education. The Federal Shadow Indigenous Affairs Minister

in the Northern Territory, (Nigel Scullion) stated that the Year Five students’ 36% attendance

was a difficult requirement to meet. The attendance target is difficult to reach when two

thirds of Aboriginal students would most likely not go to school (Korff, 2017). Therefore, if

Indigenous students do not attend school, the students grow into adults with poor literacy

skills. In these extreme cases, teachers need to adapt to the needs of the students.

Curriculum undervalues Indigenous culture, and is a current issue for Australian schools. On

SBS News (2014), Rob Oakeshott (Former Independent MP for Port Macquarie) believes that

Indigenous culture is undertaught. He expresses that current curriculum does not teach the

rich and vibrant nature of Aboriginal culture (SBS News, 2014). How are Indigenous

students expected to learn if their own culture is not valued? Due to the conflict in views, the

curriculum underwent a review, by the state and territory government in 2014. Out of the

thirty curriculum recommendations given to the government, only four recommendations

were approved (The Conversation, 2015). The Curriculum Final Report can be viewed at the

Australian Government Department of Education Website. If Aboriginal culture is

acknowledged in curriculum, Indigenous students are more likely to be engaged. The

Indigenous students’ will feel a sense of belonging. According to Jacynta Krakouer (2016),

teachers who were aware of her Indigenous culture helped her engage with her studies. She

valued teachers who, when alone, would ask about her cultural background and family

dynamics, then in the class she was treated “like everybody else.” (Krakouer, 2016). Teachers

who had deep understanding and knowledge of her culture, were more likely to have her

attention in class. Krakouer (2016) expresses the importance of “… building respectful

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relationships with Indigenous students and their families.” This relates to the Professional

Knowledge Standard of a Lead Teacher (AITSL, 2011). According to Maslow’s Hierarchy,

Indigenous students are not receiving either safety needs or belongingness needs (McLeod,

2016). In McLeod’s article, he states that basic and safety needs must be met before full

academic potential can be met. Low belongingness for any student leads to seclusion,

bullying and rejection, and can result in suicide. All the students in the class should feel

appreciated and cared for. A repercussion of low belongingness is students not participating

in class; and therefore, do not reach high academic success. Due to low student participation,

the Professional Standards are neglected. In Krakouer’s journal article (2015), she states that

culturally interacting teaching has a significant impact for the minority of culture. By using

background knowledge of a student’s cultural experiences, students will feel more valued in

the classroom (Krakouer, 2015). If teachers acknowledge the diversity in the class, all

students will feel encouraged. Teachers can adapt their pedagogy to teach curriculum

effectively. Teachers can plan the daily lesson plans according to the needs of their

Indigenous students.

Pedagogy is a strong basis to meet the needs of Indigenous students. A strong teaching

method, for Indigenous students’, is applying strategy methods of “Culturally Responsive

Teaching” (Krakouer, 2015). This teaching method consists of teachers saying less rather

than saying too much, allowing reflection time, outline lesson goals clearly, engage group

work, encourage and use visual learning tasks. These strategies are small adjustments to

classroom management; however, they create positive outcomes. Teachers can engage with

the students and encourage all students to consistently attend school. To prevent Indigenous

students from dropping out of school, teachers can use Culturally Responsive Teaching to

increase the education participation from Indigenous students. In the AITSL (2011)

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standards, Professional Practice includes planning and structuring learning programs.

Teachers can apply Cultural Responsive teaching methods in lesson plans. Lesson plans

should have end of class time for reflection or revision. During this time, all students can

reflect, ask questions and revise the class content. By allowing reflection time, students can

clafify any confusions. By giving students time to self-monitor their learning, the teacher is

applying the Quality Teaching Model. It is possible for an informal assessment to occur. The

teacher can ask for a student volunteer to revise parts of the lesson. By incorporating cultural

specific methods, the needs of the all students are met.

Assessment is a teaching element practiced daily. To gain the best possible classroom results,

teachers plan their assessments with structure. Assessment organisation and structure are the

key to student development. With continual set assessments, the progress of student

knowledge and application is monitored. There are many types of assessments. Two main

types of assessment are formative assessments and summative assessments (ACT Education

and Training). Formative assessment relates to in class tests, asking questions and student

monitoring. Summative assessment refers to the end of unit or end of year exams (NAPLAN

or Higher School Certificate) (ACT Education and Training). To incorporate all students’

needs, the teacher should be attentive to how students learn, the amount of information the

students retain and the level of assessment complexity (ACT Education and Training). In

fact, assessment, feedback and reporting student learning are all factors outlined in the

AITSL (2014) document. Assessments are a key strategy to monitor student progress. The

assessment task should be fair and equal to all students. By ensuring the assessments are just,

all students will be treated with equity and given an equal opportunity. Teachers can apply a

variety of assessments to maintain progress. Teachers can also give general feedback to the

class for improved results.

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As mentioned, professionalism, curriculum, pedagogy and assessment are key elements to

education. Teachers are bound with National Standards, Polices and Procedures; however, by

following these rules and guidelines, students’ needs are met. A teacher is the translator of

curriculum and content. Through deep understanding of culture, students and content,

teachers can help the students’ grow as people and inspire them to learn. It is crucial to

remember that all students’ needs are important and should be met effectively. By

understanding the culture of all students, the teacher can create a positive learning

environment.

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 Reference List

Australian Capital Territory (ACT) Education and Training. (n.d). Teachers guide to Assessment.

Retrieved from

http://www.education.act.gov.au/__data/assets/pdf_file/0011/297182/Teachers_Guide_to_As

sessment_Web.pdf

Australian Curriculum, Assessment and Reporting Authority. (ACARA) (n.d). Retrieved from

http://www.acara.edu.au/curriculum

Australian Curriculum. (n.d). Implementation of the Australian Curriculum. Retrieved from

http://www.australiancurriculum.edu.au/overview/implementation-of-the-australian-

curriculum

Australian Government Australian Law Reform Commission. (n.d). Kinship and Identity: Legal

definitions of Aboriginality. Retrieved from http://www.alrc.gov.au/publications/36-kinship-

and-identity/legal-definitions-aboriginality

Australian Government Department of Education. (2014). Review of the Australian

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Cullinane, A. (2009). Research Gate. Bloom’s Taxonomy and its use in the Classroom. Retrieved

from

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in_Classroom_Assessment

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Gore, J.M. (2007). “Improving pedagogy: The challenges of moving teachers towards higher levels

of quality teaching”, in J.Butcher & L.McDonald, (eds) Making a Difference, Challenges for

Teachers, Teaching and Teacher Education, pp. 15-34. Sense Publishers, Rotterdam/Taipei

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Korff, J. (2016). Aboriginal Education. Creative Spirits. Retrieved from

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Krakouer, J. (2015). Australian Council for Education Research (ACER). Retrieved from

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Krakouer, J. (2016). Meeting the needs of Indigenous students. Australian Council for Educational

Research (ACER). Retrieved from https://www.teachermagazine.com.au/article/meeting-the-

needs-of-indigenous-students

McLeod, S. (2016). Maslow’s Hierarchy of Needs. Simply Psychology. Retrieved from

https://www.simplypsychology.org/simplypsychology.org-

Maslows%20Hierarchy%20of%20Needs.pdf

Mueller, F. (2016, May). Meet ACARA’s Director of Curriculum: Fiona Mueller [Video file].

Retrieved from http://www.australiancurriculum.edu.au/

New South Wales Department of Education. (n.d). Retrieved from

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New South Wales Education Standards Authority. (n.d). Retrieved from

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Priest, N. and Biddle N. (2015). Racism hits Indigenous students’ attendance and grades. The Spoke.

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students-attendance-and-grades/

SBS News. (2014, January 10.) Curriculum review raises questions over teaching of Aboriginal

History SBS News. [Video File]. Retrieved from

https://www.youtube.com/watch?v=sRb7FFg_Oyg

Teaching in Education. (2017). Formal vs Informal Assessment & Examples. [Video File]. Retrieved

from https://www.youtube.com/watch?v=_WDfT46nijA

The Conversation. (2015). What will change to the National Curriculum mean for schools?

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VEA Australia – New Zealand. (2012, September 10). Integrating Aboriginal and Torres Strait

Islander Perspectives in Schools. [Video file]. Retrieved from

https://www.youtube.com/watch?v=u2PwPlYA4w0&spfreload=10

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