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Effective documentary evidence
Early childhood item
Samples of effective documentary evidence
The following evidence item provides a sample of effective documentary evidence at the Proficient Teacher level of the Standards.
It includes:
- details about the item, including the stage and Evidence Category
- the Standard Descriptors achieved
- the annotation.
NESA comments outline how each item meets the characteristics of effective documentary evidence.
The sample is not definitive and should not be applied in a prescriptive way or used as a checklist or template.
Standard Descriptors achieved
- 2.2.2 - Organise content into coherent, well-sequenced learning and teaching programs.
- 3.3.2 - Select and use relevant teaching strategies to develop knowledge, skills, problem-solving and critical and creative thinking.
- 3.4.2 - Select and/or create and use a range of resources, including ICT, to engage students in their learning.
Teacher’s annotation – Early childhood item
The evidence submitted is an excerpt from an emergent, interest-based curriculum. Part A is a written observation of children engaging in imaginative play and the follow up evidence demonstrates how I led and sought collaboration with my colleague to develop a sequence of learning. I used information gathered from children’s observations and interests to develop an effectively structured sequence of learning, reflecting the Early Years Learning Framework pedagogy: 'educators are responsive to all children’s strengths, abilities and interests' (EYLF p 14). The sequential plan was designed to support children’s understanding and learning with a focus on bushfires and safety (2.2.2).
This evidence (Parts A – B) exhibits a range of intentional teaching strategies I used. This includes the creation of a supportive, play-based learning environment that extended children’s interest and developed knowledge. I guided children’s exploration by:
- modelling
- balancing child-led learning with teacher directed instruction
- prompting children to think creatively and critically.
We explored the impact of bushfires on our environment and us, as people. The evidence highlights how I contributed to their imaginative play experience, providing them with a secure base to build upon their knowledge and scaffold their learning. I was intentional about my selection and use of questioning to engage the children and gain more information about their knowledge and understanding of fires (3.3.2).
A ‘yarning circle’ was an opportunity to guide the children to share their thoughts and feelings in a safe and supportive space and demonstrated our commitment to including and respecting Indigenous culture. Throughout the experience, children were able to transfer their knowledge to new contexts by engaging in a variety of learning experiences. This provided further opportunities for children to creatively engage with the learning content and led to the development of more in-depth knowledge (3.3.2).
I selected and used a range of engaging resources, including ICT, from reputable sources (Part B). The resources provided a focal point for extending the children’s understanding of the topic. They helped to support the children’s socio-emotional wellbeing by helping them to understand how to be prepared for bushfires. By explicitly modelling and guiding children in using these resources (3.3.2), they were able to develop the skills required to then share this information with their families and the broader community; allowing their learning to have a genuine impact (3.4.2).
NESA’s comments
Accurate reflection of the Standard Descriptors
This evidence item accurately reflects the practice described in Standard Descriptor 2.2.2. The evidence shows that the teacher has developed and sequenced the teaching and learning plans in response to observations identifying children's questions about bushfires. The intentional teaching plans and related activities have been organised to extend children's understanding of the impact of bushfires and fire safe practices. The content reflects the Early Years Learning Framework's pedagogy and specifically the learning outcomes of this Framework.
This evidence item also accurately reflects the practice described in Standard Descriptor 3.3.2. The intentional teaching plans show that the teacher selected and used teaching strategies to support the development of children's:
- knowledge
- skills
- problem-solving
- critical and creative thinking.
Strategies included:
- teacher directed instruction and questioning
- play-based activities
- child-led learning.
The evidence item accurately demonstrates the teacher’s selection and use of a range of resources, including ICT, to engage students in their learning (Standard Descriptor 3.4.2). Examples of resources used include:
- texts
- maps
- charts
- an app.
The summary of learning states that the children were excited to explore and use the bushfire danger rating chart to represent and describe the real-world context of bushfires. The app successfully engaged the children in an activity designed to build their understanding of prepositions and mathematical language.
Visible demonstration of teacher practice
Application of the teacher’s practice is visible in the teacher’s observation notes and the interpretation or analysis of learning. The notes show that the teacher has recorded and analysed the children's inquiry following observations of their play and interactions. The teaching and learning plans show how the teacher used the children’s questions and inquiry to design and implement a sequence of learning responsive to the specific interests and needs of the children in the group. The evidence item also demonstrates that the teacher has observed and recorded children’s responses during the implementation of the teaching and learning plan.
The teacher’s annotation describes implementation of the Early Years Learning Framework pedagogy and practice that is ‘responsive to all children’s strengths, abilities and interests’ (EYLF, p 14). This practice is visible throughout the evidence item, for example in the:
- plans for learning
- interpretation or analysis of learning
- notes for future planning.
Impact on child/student learning
The intentional teaching plans, summaries, observations and analyses of learning show that the teacher successfully supported the development of children's knowledge, skills, problem-solving and critical and creative thinking using a variety of strategies including
- a balance of child-led learning and teacher directed instruction
- open-ended questioning
- play-based activities.
The children's responses and work samples demonstrate their application of critical thinking and creative exploration of the content focus, the impact of bushfires and fire safe practices.
Effective annotations
The annotation provides the context for the evidence and explains how the item demonstrates the practice described in the selected Standard Descriptors. The annotation clearly explains how the teacher has organised and sequenced content to develop teaching and learning programs (Standard Descriptor 2.2.2). The annotation describes how relevant teaching strategies and resources, including ICT, have been used to engage the children in their learning (Standard Descriptor 3.4.2) and develop knowledge, skills, problem-solving and critical and creative thinking related to the content focus; the impact of bushfires and fire safe practices.
The annotation goes beyond merely describing the evidence itself and explains the impact of the teacher’s practice on the learning of the children in the group. For example, the annotation explains that the supportive, play-based learning environment extended children’s interests and developed knowledge. The annotation also identifies the balance of child-led learning and teacher directed instruction contributed to the children’s imaginative play experience and development of higher order thinking skills.
Reflective practice
Professional reflection is demonstrated in the teacher's interpretation and analysis of learning, and the subsequent planning. The teacher identified the children's inquiry in the observations of their play and interactions. The teacher used this knowledge to design and implement a sequence of learning that was responsive to the specific needs of the children. This item of evidence demonstrates ongoing professional reflection and practice that is responsive to the specific interests of the children in this group.
The teacher's annotation demonstrates professional reflection. The annotation includes an explanation about why specific strategies were used and the impact they had on the children's learning. For example, the annotation explains that questioning techniques were used to engage the children and to learn more about their knowledge and understanding of fires. The annotation demonstrates professional reflection because it goes beyond merely describing the evidence itself.