PROGRAMMING YEARS 7-10
Situation: Briefly outline the circumstances surrounding
the example of a situation that had a positive outcome or one
in which professional growth occurred.
Where, why and when did you do the task?
I was put in charge of co-creating the Economics
and Business programs for years 7-10 with my
colleague. I was responsible for these programs in
both 2016 and 2017 The economics program had
still been in its infancy in 2015 so we had very
little resources to work off of. We needed to plan
for and implement well-structured teaching
programs that would engage and promote
learning.
Supporting Evidence: year 10 Economic and Business programs and assessment (2016 and 2017), year 8 Economic and Business Programs and Assessment, Student sample PPT Report, (see careers
expo tab for Careers Evidence)
Action: describe the skills/knowledge/competencies Outcome: Describes the results of your action -
required to address the situation- outline the steps you took summarise the results of the action and/or the Professional
to complete the task. Growth that occurred.
What did you do? How did you do it? What was the result of your action? How do you know? What
would you do differently next time?
I worked collaboratively with my colleague and
I linked the assessments (Year 10 Career Report)
utilized the sample assessments off of SCSA. I
to an authentic learning experience by taking the
sought the advice of my HOLA and found
students on the Career Expo excursion in 2017.
resources online (TES, Films, Cambridge
textbook) that would supplement the years 7-10
programs. I was specifically in charge of creating
Students were better informed of the alternative
the 8 and 10 Economic Program and assessments.
career paths.
We used ICT by using computers to complete the
Career Voyage test (aptitude test) and to research
Students were able to utilise their CV, some
and write a Careers Report Inquiry.
culminating in a employment
Year 10s were given assessments that would be
As a department we reviewed what worked and
immediately transferrable to the wider
what didnt work in the 2016 programs. Reflected
community- they were asked to draft and produce
and made changes (we shortened the programs
a CV and Resume.
from 10 weeks to 8 weeks: which gave us more
leeway and flexibility and changed the resources
I linked the assessments (Year 10 Career Report)
used- Cambridge-> Pearsons)
to an authentic learning experience by taking the
students on the Career Expo excursion in 2017.
 Professional Knowledge
Standard 1 Standard 2
Know students and how they
learn
Physical, social and
intellectual development
and characteristics of
students
Understand how students
learn
Students with linguistic,
cultural, religious and
socioeconomic
backgrounds
Strategies for teaching
Aboriginal and Torres
Strait Islander students
Differentiate teaching to
meet the specific learning
needs of students across
the full range of abilities.
Strategies to support full
participation of students
with disability
Know content and how to teach
it
Content and teaching
strategies of the teaching
area
Content selection and
organisation
Curriculum, assessment and
reporting
Understand and respect
Aboriginal and Torres Strait
Islander people to promote
reconciliation between
Indigenous and non-
Indigenous Australians
Literacy and numeracy
strategies
Information and
Communication Technology
(ICT)
Standard 3
Plan for and implement effective
teaching and learning
Establish challenging
learning goals
Plan, structure and sequence
learning programs
Use teaching strategies
Select and use resources
Use effective classroom
communication
Evaluate and improve
teaching programs
Engage parents/carers in
the educative process
Professional Practice
Standard 4
Create and maintain supportive
and safe learning environments
Support student
participation
Manage classroom activities
Manage challenging
behaviour
Maintain student safety Interpret student data
Use ICT safely, responsibly
and ethically
Standard 5
Assess, provide feedback and
report on student learning
Assess student learning
Provide feedback to students
on their learning
Make consistent and
comparable judgements
improve practice
Report on student
achievement
Professional Engagement
Standard 6 Standard 7
Engage in professional learning Engage professionally with
colleagues, parents/carers and
Identify and plan the community
professional learning needs
Engage in professional Meet professional ethics and
learning and improve responsibilities
practice Comply with legislative,
Engage with colleagues and administrative and
organisational requirements
Apply professional learning Engage with the
and improve student parents/carers
learning Engage with professional
teaching networks and
broader communities

Department of Education 2016

Institute for Professional Learning

Evidence annotation

1.3 + 1.5- the year 10 programs were designed with the ICSEA data in mind (a % of students parents did not complete tertiary education) and looking at the survey taken from year 9 the
previous years, it was apparent the program needed to be inclusive of all students learning abilities.

2.1 + 2.2 + 2.3 + 2.6- I chose what to include in the program and what assessments to create by aligning to curriculum and referring to SCSA, I utilized ICT through PPT presentations and
computer research

3.1 + 3.2 + 3.3 + 3.4 + 3.6- the program includes lesson objectives, are organised in logical sequence, I collected and created the resources for the HASS dept and I improved my teaching program
at the summation of the unit during a Learning Area meeting where we made amends

4.1 + 4.5- all students were asked to complete Career Voyage, whole year 10 cohort to attend excursion, Career Voyage test done safely and details were kept private

6.3- had to work in collaboration with colleague to create programs, had to work collaboratively with whole HASS department to review and edit programs