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subject content at a proficient educational standard. Teachers are always understanding the
new diverse ways to approach knowledge and disperse these skills into the educational
and why this has importance within the schooling system. Therefore, this essay will further
pedagogy; and how this interplays with teachers’ effective design of differentiated instruction
preceding advance educational learning that consists of “research, education and training”.
They must be adequate in performing to the requirements of the teaching profession, in which
knowledge and skills”, and being able to “apply this knowledge and exercise these skills in
the interest of others”. (“What is a profession?”, 2016) It is an understanding that the teacher
is always learning and applying their knowledge forward to the students. This makes a
teacher a professional role model or mentor for students to share knowledge and subject
matter with. In relation to daily work, teachers must be competent in the knowledge they
provide to the students. This is why systems like curriculum and national standards are
formalize way can be complex and diverse in suiting the needs and abilities of each
individual student. Furthermore, ‘NSW Great Teaching, Inspired Learning’ program engages
with the conceptuality of teachers gaining accreditation by completing the requirements of a
more advance standard for educators. The idea of this is stated within the blueprint for action,
“Great teaching doesn’t just happen..., Teachers need to be proficient in many teaching
practices and, more importantly, be able to assess their impact on students and adapt their
teaching practices to assist students if they are not responding or engaged.” (Board of Studies
To be fluent in providing and assisting students we must have a guide that educators
can follow. A ‘Curriculum’ sets the standards and expectation of our educational intake not
only for ourselves but for the future generation. The Australian National Curriculum holds
the hierarchal position for standardized educational perspectives and is under inspection by
implementation of educational standards and undertakes research from the voice of young
Australians. The Curriculum for NSW can be found within NESA [NSW Education
Standards Authority] formerly known as BOSTES [Board of Studies Education and Training
NSW], which implement their own system and curriculums that are based off the Australian
Standards set by ACARA. By abiding the legislation and curriculum created by NESA,
educators are satisfying the National requirements. In reflection of daily work relevance, the
curriculum acts as a guideline for teachers to educate onwards. The information and sources
provided among the syllabus and curriculum are essential to the students’ development and
professional context the Curriculum “accounts for the needs of every student,” and allows
“options and adjustments” that “reflect the learning and support needs of students whose
reporting to parents K-12: Policy Library”, 2016) Through various subject syllabus students
are able to engage with multiple areas of learning and understand the complex options and
branches that education has to offer in terms of understanding, knowledge and future
opportunities.
that provide knowledge and understanding through curriculum and syllabus support. But
Pedagogy is the method and practice in the way of how we teach. This can be translated
through the way individuals perceive and reflect on the ideas of teaching. It is considered that
teachers convey the information the same way as they were taught. This can create
counteracts effectiveness. In relation to daily work, teachers must be able to apply effective
pedagogy for students to engage with the learning materials and reach the learning outcomes.
selected options. This provides a flexible learning environment that can be joyful for students
by making school spaces more inviting. In terms of effective pedagogy, there are principles in
place for the learning and teaching expectations. This aligns and interplays with the
curriculum set by state governments, and the ability as a teacher to instruct the syllabus to the
needs and abilities of the students. With reference to the ‘Victorian State Government:
Education and Training’, these principles allow “a clear picture of effective learning and
teaching”, “a set of strategies and action guidelines for teachers” and “a basis for auditing
teacher practice.” (“Effective pedagogy: Principles of Teaching and Learning P-12”, 2004) It
implemented? Teachers are promoters of assessments and are defined by the teaching
standards. As a teacher you must be able to reflect from the success of your students to
implement strategies for further education. This is expressed by not only undertaking
assessment tasks for the students that focus on their understanding but by reporting and
assessing your own influence and the students understanding from your teaching practice.
The teacher needs to undertake assessment in order of understanding the needs and abilities
required by each individual student, and work towards providing a more efficient class
understanding. From informal to formal assessment students and teachers are consistently
exchanging ideas in comparison to syllabus and curriculum. This exchange determines there
standing against standards and their fellow peers. In ‘re-assessing assessment’ shown by
NESA (NSW Education Standards Authority, 2015), they are determining direction in terms
of standardized testing and the equity within assessment. ‘Fairness’ is derived in the
perspective of validity and reliable measures. The focus of equity becomes drawn to
From this focus the issue of ‘equity in assessment’ is reflected from the outcomes of low SES
backgrounds, in which creates unfair assessment due to the non-expectancy of skills and
knowledge. This indicates and promotes a change of assessment to focus on “fair measures of
Government Education, 2015) This creates improvement among standardized tests as there
must be change to suit ‘equity’ instead of ‘equality’. ‘Equity and equality’ are both important
values that a teacher must understand and convey within the classroom and schooling
environment. Students are all different and for that reason it is necessary to accept each
recognized in terms of efforts in an area stronger than the other. Nevertheless, a student that is
gifted and talented may be impaired culturally and socially, but enhanced academically.
Therefore, in order for recognizing those that are gifted and talented there must be
assessment. These aspects of assessment work towards attaining information for teachers to
develop with and feedback for students to understand what needs to be worked upon.
assessment of learning.” (“What works best: Evidence-based practices to help improve NSW
student performance”, 2015) These methods of assessment can be used to withdraw data in
terms of finding those that are gifted and talented, and allow a new perspective of work that
results in change among teaching practice. Due to “shift of children with special needs being
included within mainstream classrooms”. (NSW Government, 2014) The extra support that
these students may need is being void, and makes the process of assessment an unfair
foundation to work within relevance of acquiring data on the status of the students’ outcomes.
Some solutions to improving these outcomes of the gifted and talented involve “providing
visual context for the student to work from”, “student participants working within Learning
2014) This therefore falls upon the teachers’ pedagogy in creating understanding for those
slightly impaired.
The gifted and talented policy, instigates that “teachers have a responsibility to select and
implement a variety of teaching strategies for inclusion in programs for the range of gifted
and talented students in their classes”. (NSW Department of Education and Training, 2004)
Although teachers are confined in balancing time to implement the curriculum content to all
students, and provide support for those that are gifted and talented students that require the
extra help to understand the syllabus. Assessment does have its benefits among gifted and
talented students once assistance and guidance can be provided to show the progress of the
students’ capabilities and understandings. Therefore, it is important that the school and
incorporating programs and systems from the outer schooling community. For instance, the
Australian Gifted Support Centre Services provides one day programs that enable the gifted
and talented to work creatively together to get the extra support they may need. This is done
by create engaging workshops that incorporate fun games and pay focus to assessments from
A teacher can guide any student to success regardless of the ‘classification’ that is stated upon
the student. Overall I would instate that teachers are patience leaders that search for the best
education consists of these fundamental concepts that allow a teacher to understand their role,
what they must teach, how they can teach, and the reflection process of understanding and
knowledge taken from curriculum and pedagogy. Pedagogy is important in designing the
engaging methods that incorporate understanding and creativity. There are many methods that
allow teachers to engage with students and incorporate relevance of curriculum through
assessment. In the report “What works best Reflection Guide” (NSW Government Education,
2016), we are introduced to seven aspects that incorporate a high value among teaching
practice. These are shown through teaching methods and place an effect on the outcomes of
students’ academic output. Themes like ‘explicit teaching’, ‘effective feedback’, ‘wellbeing’
teacher to ensure that their teaching methods allow access to equity and engagement from
adequate choices. The assessments must convey summative and formative methods so the
teacher can gather data on the students understanding and update teaching methods in
accordance to information that wasn’t corresponded. Not only is it important that a teacher
understands their position as a teacher, but it is important to reflect on why you are a teacher.
That the information you teach is relevant to curriculum and that the teaching methods are
engaging the audience being the students. There must always be reflection on the way we
Australian Gifted Support Centre Services. (2014). Australian Gifted Support Centre.
Retrieved 24 March 2017, from http://australiangiftedsupport.com/
Board of Studies Teaching and Education Standards NSW. (2013). Great Teaching, Inspired
Learning (p. 6). NSW Government. Retrieved from
http://www.nswteachers.nsw.edu.au/great-teaching-inspired-learning/blueprint-for-
action/resources/
Curriculum planning and programming, assessing and reporting to parents K-12 | Policy
library. (2016). Education.nsw.gov.au. Retrieved 23 March 2017, from
https://education.nsw.gov.au/policy-library/policies/curriculum-planning-and-
programming,-assessing-and-reporting-to-parents-k-12?refid=285831
Effective pedagogy: Principles of Teaching and Learning P - 12. (2004). Victoria State
Government: Education and Training. Retrieved 23 March 2017, from
https://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/poltleadchangepeda
gogy.pdf
Monash University: Education. (2008). Establishing a national centre for pedagogy (pp. 1 -
4). Canberra, Australia: Teaching Australia - Australian Institute for Teaching and
School Leadership. Retrieved from http://www.aitsl.edu.au/docs/default-source/default-
document-library/feasibility_study_-_establishing_a_national_centre_for_pedagogy
NSW Department of Education and Training. (2004). Policy and implementation strategies
for the education of gifted and talented students (p. 7). NSW: NSW Department of
Education and Training. Retrieved from https://education.nsw.gov.au/policy-
library/policies/gifted-and-talented-policy?refid=285776
NSW Government Education. (2015). Re-assessing Assessment. Sydney, NSW: Centre for
Education Statistics and Evaluation. Retrieved from
https://www.cese.nsw.gov.au/images/stories/PDF/Re-assessing_Assessment_v6.pdf
NSW Government Education. (2016). What Works Best reflection guide. NSW: Centre for
Education Statistics and Evaluation. Retrieved from
https://www.cese.nsw.gov.au//images/stories/PDF/What_Works_Best_Reflection_Guide
_202016_AA.pdf
NSW Government. (2014). Classroom Management and Students with Special Education
Needs. (pp. 3-4). NSW: Board of Studies Teaching and Educational Standards NSW.
What is a profession? (2016). Professions Australia. Retrieved 23 March 2017, from
http://www.professions.com.au/about-us/what-is-a-professional
What works best: Evidence-based practices to help improve NSW student performance.
(2015). Centre of Education Statistics and Evaluation. Retrieved 23 March 2017, from
https://www.cese.nsw.gov.au/images/stories/PDF/What-works-best_FA-2015_AA.pdf