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Through the working combination of teacher professionalism, curriculum, pedagogy

and assessment, a complete educational and learning environment for students is

created. This presents how education is formed through the foundations of the

methods and processes of what is taught by Australian teachers.

 Teacher professionalism

The concept of ‘professionalism’ is important for teachers as it “informs how teachers

perceive and work within the regulatory aspects of their profession” (Waring &

Evans, 2014, p.7). Teacher professionalism is standardized through the Australian

Professional Standards for Teachers (APST). The APST provides benchmarks for

professionalism and knowledge to teachers, ensuring that proper and ethical teaching

methods are employed in the schooling environment and that consideration is given to

the abilities and background of individual students, contributing to their education

achievement and self-confidence. This foundation guides the professional

development of teachers through their planning, performance and self-reflection of

learning. The APST educates teachers to “know the students and how they learn” and

express the importance of “creating and maintaining supportive and safe learning

environments” (APST, 2011, p.5). The standards support teachers in dynamically

engaging in their proficient development, provides teachers with diverse ways to

improve within their work force, and to also identify their successes (APST, 2011,

p.1). The aspects of the APST are divided into three segments: professional

knowledge, professional practice and professional engagement. These introduce

diverse teaching methods suitable for the differentiation of students and their learning

techniques. The three segments improve educational outcomes for students in the 21st

century. Through the use of the APST, teachers are able to plan and implement the
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standards of the curriculum, create pedagogical ways of teaching, and assess students

to then provide feedback in a professional manner.

 Curriculum

The educational term curriculum is a sequence of what, how and when something is

to be taught to students. This foundation concept provides teachers with the

knowledge and content on what students within different levels must acquire and

understand. The Australian national curriculum is an educational guide for both

primary and secondary schools where knowledge and content of the area of study is

found. Not only is the curriculum a guide for what students need to know, it also

provides flexibility of level of students ability through the provision of different levels

in single subjects (e.g. Advanced English, Standard English, ESL), as “the Australian

Curriculum sets consistent national standards to improve learning outcomes for all

young Australians” (Australian Curriculum, 2015, p.1). The national curriculum is

significant for Australian teachers as it is a guide in directing them on what should be

taught. The Australian national curriculum centres on refining two aspects; these

being quality and equity. By setting high standards, knowledge and skills for students

in the 21st century, quality education is provided to all Australian students. Regardless

of a student’s circumstance, “a shared understanding of what young people should be

taught and the quality of learning expected of them” is addressed throughout the

curriculum in different segments of learning (Australian Curriculum, 2015, p.1). The

structure and design of the Australian curriculum also promotes excellence and equity

in education, acknowledging the individuality of all students and the “rates at which

each student develops” (ACARA, 2013, p.5).

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 Pedagogy, incl. NSW Quality Teaching model

Waring & Evans (2014) state that “pedagogy is fundamental to informing how and

where teachers position themselves as professionals and the type of learning teachers

must promote” (p.26). This is important to the daily work of Australian teachers, as it

is evident that diverse educational approaches used in schooling grouping, work

differently on all students allowing them to advance their learning outcomes. The

foundation, ‘pedagogy’, is effective to teachers as it allows them to consider and

promote the different educational methods in which students best acquire. As Ladwig

and Gore (2009) state, “This guide has been developed to support school leaders and

teachers in their implementation of the NSW model of pedagogy in relation to

classroom practice” including the methods of learning activities within classrooms

and sequences of lessons (p.5). Through this concept, benefits of self-reliance arise

for both students and teachers, building improved quality of learning within school

environments. The New South Wales quality teaching method states how pedagogy is

segmented in three dimensions; these being: ‘intellectual quality’, ‘quality learning

environment’ and ‘significance’. All three dimensions are significant and contribute

to one’s learning state (Ladwig & Gore, 2009, p.10). Pedagogy classifies and assesses

the quality of a lesson, the quality and value of practice and the significance of the

teaching outcome. As all students have different capabilities, it is important for

Australian teachers to design and construct different teaching methods and

techniques, suitable for the needs of all students.

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 Assessment, incl. National Assessment Program – Literacy and Numeracy

(NAPLAN)

The Teachers’ guide to assessment (2011) states that “assessment is the process of

gathering and interpreting evidence to make judgements about student learning” (p.6).

The learning concept of ‘assessment’ is a professional practice for teachers as it

provides a clear understanding on what level students are at, and what additional work

they require to improve. The National Assessment Program- Literacy and Numeracy

(NAPLAN) is a test set to students in years 3, 5, 7 and 9. NAPLAN is “made up in

four domains” (NAP, 2016, p.1). These are reading, writing, language conventions

and numeracy, which are all assessed in the test. NAPLAN test determines whether

or not students are achieving educational outcomes in literacy and numeracy. The

results for each students is presented on a national assessment scale for each

examination allowing teachers and parents to monitor what level each student is at.

The Australian national curriculum links to the concept of assessment as it is a

“positive catalyst for teachers to engage in developing better understanding of what

assessment is and for, and to gain confidence in their assessment practice” (Teachers’

guide to assessment, 2011, p3). Both the NAPLAN and the curriculum link as the

content to be assessed is evident in the Australian national curriculum, preparing the

children in what they need to know.

The educational setting of Australian learning is founded through the four significant

concepts discussed above. The Australian Professional standards for teachers, the

Australian national curriculum, pedagogy and assessment are all productive forms for

both teachers and students to achieve in both teaching and learning outcomes.
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Evaluate the interrelationship between curriculum, pedagogy, and assessment in

addressing the learning needs of one of the following groups:

 Gifted and talented students

The Victoria state government (2017) defines gifted as “those individuals who

possess outstanding natural intellectual, physical, creative or social abilities” and

talented as those “individuals who demonstrate outstanding mastery of systematically

developed knowledge and skills in one or more areas” (p.1). It is significant for

Australian teachers to understand the different teaching methods and practices require

for gifted and talented students in order to reach high learning outcomes. This may

academically contrast with those gifted and talented students who exceed in sporting

activities. Hence, learning adjustments through the frameworks of curriculum,

pedagogy and assessment is required to cater for all gifted and talented students.

The Australian Professional standards for teachers (2011) “plan for and implement

effective teaching and learning” for all different students (p.3). As gifted and talented

students learn and process information at a faster rate than ordinary students, teachers

must create in depth and more challenging programs in order for these students to

keep their academic levels on track. As the Education and training of Victoria (2017)

make clear, gifted and talented students need a personalised approach of learning

where “personalising the curriculum with opportunities to respond to the learner’s

needs” is done in order to allow these students to feel content and satisfied (p.1). The

Australian curriculum is significant as it delivers to the needs of all differentiated

students, where it meets the learning needs of students from diverse backgrounds.

Coming from an English key learning area, the English curriculum is divided into

different stages. These being: ESL, Standard English and advanced English. In an
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advanced English class where the gifted and talented students’ best fit, additional

opportunities is presented, where providing students with challenging essay questions

is provided and then achieved by students. For instance, for a creative writing activity,

being offered harder images to analyse can differentiate gifted and talented students.

The Australian Professional standards for teachers (2011) also inform teachers to “use

curriculum, assessment and reporting knowledge to design learning sequences and

lesson plans” according to the needs of diverse students, in this case the gifted and

talented students (p.10). Many high schools are offering enrichment classes for

students of the gifted and talented; allowing students to remain focused and engaged

in Australian classrooms.

As gifted and talented students often lose concentration faster than usual, pedagogy

provides teachers with different forms and methods of teaching. Quality and teaching

framework links with the Australian professional teaching standards by shaping the

academic progression of students. Godinho (2010) clearly explores the importance of

pedagogy in regards to a students learning, and states that pedagogy is what supports

and assists teachers to a students learning (p.199). The learning techniques for gifted

and talented students arise from quality and teaching. The AITSL focus area number

three ‘plan for and implement effective teaching and learning’ demonstrates how

planning lessons in relation to the diverse needs of gifted and talented students is

significant. By using the high order thinking process, further opportunities of

assessing, controlling and transforming information is completed by gifted and

talented students in Australian schools. Hence, through the process of decoding and

systematic skills, deeper knowledge and learning is created. Through the quality and

teaching framework, the teachers’ role of supporting gifted and talented students is to

allow students to seek independent projects of their own individual advantages. By

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giving the student their own choices, allowing students to create their own learning

spaces, allow these gifted and talented students to find pleasure in learning. These

independent projects can be allocated on the premise of the students’ ability level.

Teachers are encouraged to inspire unique and creative thinking for these gifted

students allowing them to connect in creative and diverse ways. Rowe (2003) states

“teachers for the 21st century initiative- focused on high quality teaching standards

supported by teacher professional development programs” (p.29).

Assessments are significant in ones’ learning as is it a constant process of classifying

the weakness and strengths of students. Adjustments for gifted and talented students

are required as the “capacity of many gifted and talented students to learn at a faster

rate than other students” which is further evident when assessing these students

(Australian curriculum, 2015, p.1). Preparing and producing ongoing assessments for

these students will assess and maintain their level of learning, being certain these

students maintain their high achievements as it is evident that gifted and talented

students often lose concentration quickly due to the work being too easy. Both formal

and informal assessment is a productive way of assessing gifted and talented students

on the knowledge they know. The AITSL focus area five focuses on assessment and

providing feedback for student learning. Hence, through the concept of assessment,

teachers will be able to rank students on their ability of learning through their results.

An example of standardized testing is the NAPLAN, where the literacy and numeracy

level of students is assessed on an equal level, and are also graded in the same

manner. This provides opportunities for teachers to provide further assistance for

these students.
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The connection between the three elements, curriculum, pedagogy and assessment

provides an understanding of the different aspects gifted and talented students have, in

comparison to mainstream students within Australian schools. As gifted and talented

students are capable of succeeding in higher educational levels, different forms of

activities and programs must be created for these students. Each element assembles

for the learning of students in achieving higher learning outcomes. The prevailing

connection between the three elements allows these students to develop their

independence and abilities, resulting in a positive learning environment for both the

teachers and students.

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Reference:

Australian Institute for Teaching and School Leadership Limited. (2016).

Aitsl.edu.au. Retrieved 10 March 2017, from

http://www.aitsl.edu.au/docs/default-source/default-document-

library/australian_teacher_performance_and_development_framework_august

_2012

Gifted and talented education. (2017). Education and training. Retrieved 11 March

2017, from

http://www.education.vic.gov.au/school/teachers/teachingresources/diversity/Pa

ges/gifted.aspx

Godinho, S., 2010, ‘Planning for Practice: connecting pedagogy, assessment and

curriculum’ in Churchill, R. et al. (Eds). Teaching, Making a Difference, John

Wiley and Sons Australia, pp. 196 -235.

Ladwig, J., & Gore, J. (2006). Quality teaching in NSW public schools: a classroom

practice guide (1st ed., pp. 1-60). Ryde NSW.

NAP - NAPLAN. (2016). Nap.edu.au. Retrieved 11 March 2017, from

https://www.nap.edu.au/naplan

Rowe, K. (2003). The Importance of Teacher Quality as a Key Determinant of

Students’ Experiences and Outcomes of Schooling. The Importance Of Teacher

Quality, 1-44.
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Student Diversity - Gifted and talented students - The Australian Curriculum v8.3.

(2015). Australiancurriculum.edu.au. Retrieved 12 March 2017, from

http://www.australiancurriculum.edu.au/studentdiversity/who-are-gifted-and-

talented-students

Teachers’ Guide to Assessment. (2017). Retrieved 13 March 2017, from

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

Guide_to_Assessment_Web.pdf

Waring, M., Evans, C. (2014). Making sense of teacher professionalism. In

Understanding Pedagogy (pp.1-25). Routledge.

Waring, M., Evans, C. (2014). Making sense of pedagogy. In Understanding

Pedagogy (pp.26-30). Routledge.