APST Evidence

Practice, made accountable.

A growing evidence map connecting professional knowledge, teaching decisions and reflective engagement to the Australian Professional Standards for Teachers.

One evidence collection

Open the folder to reveal the three professional domains.

01

APST 1–2

Professional Knowledge

Knowing children, how they learn, and the content and teaching strategies that make learning meaningful.

02

APST 3–5

Professional Practice

Planning, creating safe learning environments, teaching responsively and assessing learning with purpose.

03

APST 6–7

Professional Engagement

Learning professionally and engaging respectfully with colleagues, families and the wider community.

Open the folder · choose a card to jump to its evidence

Professional Knowledge Evidence

Evidence pages for knowing learners, curriculum content and responsive teaching decisions.

01

APST 1.1 · APST 1.2 · APST 1.5 · APST 3.2

Following Curiosity Through Sensory Inquiry

Understanding how toddlers learn through play, sensory exploration and responsive teaching.
4 images1 PDFsView evidence page
02

APST 1.1 · APST 2.1 · APST 2.2 · APST 2.3 · APST 3.2 · APST 3.3 · APST 5.1

From Story to Curriculum: Integrating Literacy, Numeracy and Inquiry

Using picture books as curriculum anchors for literacy, numeracy, inquiry, social-emotional learning and creative expression.
5 images5 PDFsView evidence page

Professional Practice Evidence

Evidence pages for planning, behaviour support and assessment.

01

APST 1.3 · APST 1.5 · APST 3.5 · APST 4.2 · APST 4.3 · APST 7.3

Beyond Behaviour: Understanding the Need Behind the Behaviour

During my placement in a 3–4-year-old preschool room, I worked closely with Child D, who had recently arrived in Australia and had very limited English. He could not yet communicate many of his needs to educators or understand unfamiliar routines and instructions. Staff alerted me that he frequently cried, shouted, hit or bit when frustrated and sometimes experienced conflict with peers.
4 images3 PDFsView evidence page
02

APST 1.1 · APST 1.2 · APST 3.1 · APST 3.2 · APST 5.1 · APST 5.2

Assessment-Informed Planning for Individual Progress

Using the EYLF planning cycle to assess, respond to and monitor a child’s fine motor and numeracy development
2 images3 PDFsView evidence page
03

APST 1.2 · APST 3.1 · APST 3.2 · APST 4.2 · APST 5.1 · APST 5.2 · APST 5.3 · APST 5.4 · APST 5.5

Making Learning Visible Through Assessment

During my Reception placement (5–6 years), assessment was an ongoing part of teaching rather than something conducted only at the end of a unit. Before planning, I analysed existing assessment data and writing samples (TPA2) to identify students’ current literacy capabilities (refer to figure 1; APST: 5.1, 5.4). The evidence showed that many children were still transitioning from drawing to labelling and were not yet consistently writing words or complete sentences.
9 images1 PDFsView evidence page