APST 1–2
Professional Knowledge
Knowing children, how they learn, and the content and teaching strategies that make learning meaningful.
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.
APST 3–5
Professional Practice
Planning, creating safe learning environments, teaching responsively and assessing learning with purpose.
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.
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.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
Picture-book learning across toddler, preschool and Reception settings.Professional Practice Evidence
Evidence pages for planning, behaviour support and assessment.
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
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 developmentAPST 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.Professional Engagement Evidence
Evidence pages for professional learning, collaboration and connections with families and education communities.
APST 3.5 · APST 3.6 · APST 4.2 · APST 6.1 · APST 6.2 · APST 6.4
From Feedback to Professional Growth
Using video reflection and mentor feedback to improve phonemic awareness teaching.APST 7.1 · APST 7.2 · APST 7.3 · APST 7.4