Evidence 4

Annotation 4
A succinct and thoughtful annotation of why each document demonstrates achievement of the standards is a significant
feature of evidence. Each piece of supporting evidence must be annotated by the teacher to demonstrate achievement of
one or more standard descriptors of the Australian Professional Standards for Teachers at the level of Graduate Teacher
(BOSTES, 2015, p. 7).

Note the focus area and Note the type of Describe the document / artefact and Describe how the document /
standard descriptor/s the artefact / document indicate the possible impact or result artefact meets the standard
artefact / document reflects of the artefact / document on teaching descriptors you have
and/ or student learning identified.

Standard 4:
4.1 Support student
participation
Identify strategies to support
inclusive student
participation and
engagement in classroom
activities.
4.2 - Manage classroom
activities
Demonstrate the capacity to
organise classroom activities
and provide clear directions.
4.4 - Maintain student safety
Describe strategies that
support students wellbeing
and safety working within
school and/or system,
curriculum and legislative
requirements.
Lesson observation The lesson observation feedback sheet
feedback sheet corresponds with a lesson I taught with
a year 2/3 class. The feedback from
my mentor demonstrated my ability to
effectively plan a lesson and
successfully create and maintain a
supportive and safe learning
environment. Marsh (2010) explores
the importance of establishing positive
classroom environments. This can be
achieved through setting clear
expectations, effectively organising
activities and ensuring students
understand why they are completing
the task.
The students were placed into groups
and were required to complete a set
activity. To maintain safety during the
tea staining activity, I restricted the
number of students completing this
The students were engaged
in a variety of meaningful
tasks, which encouraged
participation and
engagement (4.1).
Management of the
classroom activities involved
strategically placing students
into small groups. Each group
was required to complete a
different activity (tea
staining, writing, fast
finisher). Students were
made aware of the
expectations and were
provided with clear
expectations based on the
students level of work and
participation (4.2).
 task. The remaining students were
required to complete the final written
copy of their day in the life of a convict
writing task, which was then to be tea
stained. Students who had completed
both tasks were involved in fast
finisher activities, which ensured
engagement and on task behaviour.
Safety during the lesson was
ensured through clear
expectations and quality
tasks. The lesson was
successful because there
were no incidences (4.4).

Marsh, C. (2010). Becoming a teacher: Knowledge, skills and issues (5th ed.). Frenchs Forest, NSW: Pearson Australia.