How Education Perfect aligns with AITSL/NESA Professional Standards

1.1 Physical, social and intellectual development and characteristics of students

• Vertical access to level-appropriate content across Years 5-12 to meet the physical, social and intellectual characteristics of individual students and groups of students.
• The Assign specific sections and Assign to specific students features enable teachers to differentiate for students to address their physical, social or intellectual learning needs and characteristics.
• Comprehensive customisation options within EP Studio enable teachers to make identified adjustments to strategies or language in a lesson to address the characteristics of students.
• EP supports a wide range of teaching strategies that can be selected based on students’ physical, social or intellectual development to target the different areas of student learning requiring improvement.
• Pre and post testing, and Compare Results options via the Assessments feature help teachers analyse the success of teaching strategies selected based on the progress of students and how their learning has improved.

1.2 Understand how students learn

• Task progress and Assessment reports assist teachers to develop teaching programs that are appropriately structured and based on evidence of prior learning of students.
• EP provides real-time learning data for every student. Teachers can immediately see when a student is struggling with sections of a lesson. Teachers can also see student accuracy and the time taken to complete activities to get a full picture of how each student is learning.
• EP allows teachers to design teaching and learning programs based on information gathered about their students’ learning styles in order to include relevant learning experiences and cater to the different learning needs of students in a variety of ways:
  • Access to level-appropriate content for differentiation.
  • Formative, diagnostic, pre- and post-testing with personalised next steps.
  • Assigning specific content to specific students.
  • Content authoring tools for customisation and adjustments to content.
  • Combining a variety of question types with scaffolded content.
  • Fostering peer interaction with Peer Review and Cheers.
  • Helping with time management with a clear due date.
  • Boosting motivation through a diverse range of content and competitions.
• The Assessments feature and Compare Results option enables analysis of student data to identify learning improvement resulting from changing teaching practice.

1.3 Students with diverse linguistic, cultural, religious, and socioeconomic backgrounds

• Vertical access to level-appropriate content across Years 5-12 to meet the physical, social and intellectual characteristics of individual students and groups of students.
• Formative, diagnostic, pre- and post-testing with personalised next steps and in-depth reporting enables analysis of student data to identify student learning strengths and needs.
• The Assign specific sections and Assign to specific student features enable teachers to differentiate instruction to address their physical, social or intellectual learning needs and characteristics.
• Comprehensive customisation options within EP Studio enable teachers to make identified adjustments to strategies or language in a lesson to address the characteristics of students.
• Data from the Assessments feature can be used to evaluate the effectiveness of the selected teaching strategies in meeting student learning strengths and needs.
• EP caters to various learning needs through Accessibility options.
• Supporting students from an ESOL/EAL background.
• EP recognises the importance of our audience being able to see themselves in our learning resources. We promote diversity and inclusion throughout our resources by including diverse representation in examples, question contexts and illustrations, and through instructional resources on diverse communities where appropriate in the Australian Curriculum. We support all schools to create and deliver content that represents their community.

1.4 Strategies for teaching Aboriginal and Torres Strait Islander students

• EP is responsive to Aboriginal and Torres Strait Islander students through our inclusion of indigenous content across all core learning areas. Content can be found using the ‘search’ feature in the Content Library.
• EP has collaborated with communities and individuals to build a sample array of Australian indigenous language lists which can be found in the “Australian Languages” area of the Content Library.
• Comprehensive customisation options within EP Studio enable teachers to modify teaching strategies to meet their needs or incorporate indigenous perspectives.
• Formative, diagnostic, pre- and post-testing with personalised next steps and in-depth reporting enables analysis of effectiveness of teaching strategies for Aboriginal and Torres Strait Islander students and enables teachers to utilise and build upon students’ prior knowledge and skills.

1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities

• Content authoring tools within EP Studio allow for customisation and adjustments to activities and resources.
• Vertical access to level-appropriate content across Years 5-12 to meet the physical, social and intellectual needs of individual students and groups of students, including provision of modified tasks or enrichment and/or acceleration, where appropriate.
• Formative, diagnostic, pre- and post-testing enables teachers to assess student needs in order to determine appropriate content and activities for each student and enables teachers to utilise and build upon students’ prior knowledge of content, skills, and capabilities.
• The Assign specific sections and Assign to specific students features enable teachers to differentiate activities for students to address their physical, social or intellectual learning needs and characteristics.
• EP supports a wide range of teaching strategies that can be selected based on students’ physical, social or intellectual development to target the different areas of student learning requiring improvement.
• Students can be grouped according to their learning needs.
• EP caters to various learning needs through Accessibility options.

1.6 Strategies to support full participation of students with disability

• EP is responsive to the needs of students with a disability through alignment with NCCD requirements. It supports the access, participation, and learning of students with disabilities.
• Content authoring tools within EP Studio allow for the design, modification, and implementation of teaching activities that are appropriate for the students’ needs to ensure they are met and which meet relevant policy and legislative requirements.
• Vertical access to level-appropriate content across Years 5-12 to meet the physical, social and intellectual needs of individual students and groups of students with a disability.
• Formative, diagnostic, pre- and post-testing enables teachers to assess student needs in order to determine appropriate content and activities for each student’s specific learning needs.
• The Assign specific sections and Assign to specific students features enable teachers to differentiate activities for students to address their physical, social or intellectual learning needs and characteristics.
• EP caters to various learning needs through Accessibility options.

2.1 Content and teaching strategies of the teaching area

• All content is aligned to the Australian Curriculum or relevant State or Territory curricula/syllabi.
• Curriculum Maps link syllabus descriptors to EP lessons to assist with lesson planning, organisation, and sequencing.
• Lessons include model answers and explanations for immediate student feedback, which can also be utilised by teachers unfamiliar with content.
• EP provides opportunities for students to demonstrate evidence of engagement with the content covered through extended response questions and Peer Review features.
• EP supports a wide range of teaching strategies that can be selected based on students’ physical, social or intellectual development to target the different areas of student learning requiring improvement.

2.2 Content selection and organisation

• All content is aligned to the Australian Curriculum or relevant State or Territory curricula/syllabi.
• Curriculum Maps link syllabus descriptors to EP lessons to assist with lesson planning, organisation and sequencing.
• Content meets practical requirements of syllabus documents such as experiments and field work as well as opportunities for students to practise skills.
• Estimated completion times provided on activities ensures appropriate length and appropriate pacing of student learning.
• Formative, diagnostic, pre- and post-testing with personalised next steps helps plan sequential activities for individuals, groups, or whole class.
• Content across supported subjects includes subject-specific literacy and numeracy resources such as spelling lists, glossaries, graphs, statistics, and so on for skill development.
• Content can be structured and organised within folders to ensure consistent delivery and clear sequencing of content for planning purposes.

2.3 Curriculum, assessment, and reporting

• All content is aligned to the Australian Curriculum or relevant State or Territory curricula.
• Curriculum Maps link curriculum descriptors to EP lessons to assist with lesson planning, organisation, and sequencing.
• Units of work incorporate a range of assessment instruments and the platform supports pre- and post-testing and formative and summative assessments.
• Teachers can record feedback given to students through the Feedback feature within Tasks and Assessments, which can take on a variety of forms such as written comments, verbal feedback, and star ratings.
• Data collected in the Insights area can help inform reporting to parents and school leaders about areas for student improvement.

2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians

• EP provides opportunities for students to develop an understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures, and languages through our inclusion of indigenous content across all core learning areas. This provides an opportunity to embed indigenous perspectives into appropriate lessons. Content can be found using the ‘search’ feature in the Content Library.
• Teachers can ensure students develop an understanding of Aboriginal and Torres Strait Islander languages through the creation of vocabulary and spelling lists. EP has collaborated with communities and individuals to build a sample array of Australian indigenous language lists which can be found in the Australian Languages area of the Content Library.

2.5 Literacy and numeracy strategies

• The Text Types Library in English & Literature provides opportunities for students to read both factual and fiction texts. 
• All EP lessons provide opportunities for students to talk, listen, read and write or can be adapted to do so. Lessons accommodate the need for students to have regular opportunities for independent reading and writing.
• Full screen mode allows teachers to model a new concept or approach. EP can be used across most pedagogical approaches to support student literacy and numeracy, including explicit or direct instruction and small group instruction to allow for collaboration or independent work.
• The Contextual Activities folder in Maths provides connections between content and numeracy skills to support learning, along with the use of graphs and tables, statistics, symbols and analytical processes in lessons across subjects.
• Differentiation options provide opportunities for flexibly sequenced lessons to cater to students’ learning needs, including needs-based learning groups.
• The Assessments feature as well as the bank of pre-built diagnostic tests and resources allows teachers to assess student literacy and numeracy needs in order to determine appropriate content and activities. The automatic Next Steps feature can provide recommended activities based on each student’s individual needs, filling learning deficits and building upon their prior knowledge.
• Spelling Lists and glossary activities are included across subjects, supporting the development of student literacy skills.

2.6 Information and Communication Technology (ICT)

• EP is curriculum-aligned to ensure ICT resources are relevant and meaningful to students’ learning needs and interests. This also ensures a discerning learning focus in the use of ICT.

• EP can be used for a range of purposes within a range of lessons; including content delivery, assessment, remediation, and gamification of learning. The File Uploader option allows students to combine the use of EP with other software tools by submitting their projects through the portal.
• EP can be used across most pedagogical approaches, including student-centred learning and self-directed work. Students can access content at their own leisure without requiring teacher intervention. They can also access content from Years 5-12, allowing self-assessment and catering for individual interests.
• Comprehensive reporting and analysis tools allow teachers to digitally track student progress and achievement across a class, cohort or whole-school.
• Regular professional development by way of webinars, podcasts, thought leadership articles, conferences, social media groups, online courses, and in-school or online visits are just some of the ways in which EP provides opportunities for teachers to refresh and upskill in their use of ICT.

3.1 Establish challenging learning goals 

• EP allows teachers to carry out pre-testing to facilitate goal setting, where appropriate. This ensures planning and goals reflect the needs of individual students.
• Most lessons begin with an overview of learning goals and finish with success criteria and a student self-assessment. Students are also prompted to rate their confidence with lesson content at the completion of the lesson.
• EP Studio allows for the creation and customisation of learning goals and success criteria to suit the context of the classroom.
• The Assessments feature can assess student achievement against learning goals and recommend next steps in individual student learning pathways. Teachers can use this assessment data to evaluate the lesson based on the level of achievement of goals.

3.2 Plan, structure, and sequence learning programs

4.1 Support student participation

• Platform features such as Cheers, the in-built feedback options, and the progress and reporting areas provide opportunity for teachers to give constructive feedback and not only encourage individual talents and gifts of students, but also recognise and acknowledge student effort and achievement.
• EP Studio allows for customisation of lessons to make them inclusive and accessible so as to provide opportunities for all students to participate and respond.
• The Monitor feature enables teachers to monitor what students are doing in real time on Tasks and Assessments, providing an opportunity to support and encourage students via in-platform messaging or classroom interaction.

4.2 Manage classroom activities

• Estimated completion times on all Tasks and Assessments gives teachers the ability to effectively manage time and lesson sequence.
• Differentiation options allow for varying time on tasks for different student levels and abilities.
• Clearly set out lesson objectives listed at the start of most lessons enables teachers to articulate the content of the lesson to students in advance.
• Live monitoring of Tasks and Assessments ensures that students are on task and learning. 
• The Assessments platform can be used to create ‘exit tickets’ to check for understanding at the end of a lesson.
• Summary data following completion of tasks and/or assessments can be shared with students as a means of encouragement and support, as well as holding students accountable for their learning.
• The ability to lock/pause or end online assessments gives teachers complete control over the learning environment, especially in the case of unforeseen lesson interruptions.

4.3 Manage challenging behaviour

• Live monitoring of student engagement and in-platform messaging can assist teachers to proactively manage their classroom and address issues before they escalate or become problems. 
• Positively reinforcing good behaviour can be done using Cheers and in-platform messaging.
• Immediate feedback on answers provided through Tasks and Assessments leads to better engaged students thus impacting positively on behaviour management.

4.4 Maintain student safety

• Monitor mode in Tasks and Assessments allows teachers to monitor student activity in real time to ensure safety of individuals. Teachers are alerted immediately of any students who are off-task or experiencing difficulties. Teachers are also alerted to students who have completed the set task so those students can be redirected to constructive activities. 
• EP’s DECODE Mental Health and Wellbeing resources provide students with the tools to be resilient, empathetic, and aware. There's also an accompanying teacher PD program.
• HPE resources encourage safe decision-making and healthy relationships through topics such as Harm Minimisation, Mental Health, and Relationship Building.
• Every investigation in the EP Science Content Library is linked to a RiskAssess proforma. RiskAssess is a web-based tool that makes performing risk assessments for Science investigations quick and easy for teachers and laboratory technicians.

4.5 Use ICT safely, responsibly and ethically

• Dedicated lessons on Critical Thinking, Source Analysis, and Information Literacy can assist students evaluate the appropriateness and reliability of digital resources and websites. 
• EP Studio can be used to create lessons and assessments on ICT safety rules and guidelines for students.
• Dedicated lessons on plagiarism, and referencing conventions as well as the explicit inclusion of these within EP content promotes responsible and ethical use of ICT in learning and teaching.

5.1 Assess student learning

• A program of continuous and varied assessment – both formative and summative - can be completed using the Assessments feature.
• The Assessments feature can be used to differentiate easily and diagnose individual student learning needs and next steps.
• Assessments can be customised to address a range of levels, learning needs, skills, and assessment strategies and styles to suit the student learning outcome being assessed.
• Data obtained from assessments can be used to inform future approaches to assessment to suit the student learning outcome being assessed.
• EP makes it easy to comply with curriculum, system, and school assessment requirements to effectively prepare students for external tests and examinations such as NAPLAN (Literacy and Numeracy) and senior external exams with past exam papers available in the content library.

5.2 Provide feedback to students on their learning

• Automatic marking of most/all assessment questions ensures prompt assessment of and timely feedback on student work.
• Individual student assessment reports indicate the level of achievement as well as how to improve their learning outcomes with automatically recommended next steps, providing students with an individualised learning plan.
• In-platform feedback options provide opportunities for teachers to give constructive, thoughtful feedback, which is specific to the learner’s needs, is learning focused, and linked to learning goals and success criteria. Individual student assessment reports highlight positive achievement and areas for improvement, which can be accompanied by individual teacher comments.
• Analysis tags can be used to assess student work in line with marking criteria.
• In-platform feedback options allow for use of various forms of feedback, including marks, comments, verbal feedback, peer feedback, and self-reflection. Moderation between teaching colleagues is also possible.
• Individual student assessment reports inform teaching and learning experiences to progress students' learning. 
• Enabling multiple attempts in assessments allows students to see their growth over time.

5.3 Make consistent and comparable judgements

• Assessment questions can include multiple sample responses to support teacher judgement and student learning.
• Analysis tags can assist teachers to make accurate judgements about student work samples that are comparable with colleagues and reflective of pre-determined marking criteria and benchmarks.
• Assessment results can be withheld from students until teacher moderation is complete and student responses can be revisited and marked accordingly if needed.
• Teachers have access to class and cohort data to ensure consistent comparable judgements are made.
• EP provides opportunities for teachers to engage professionally in moderation of assessment. Teachers can then use moderation feedback and effective student feedback to improve student learning.

5.4 Interpret student data

• Platform provides a transparent, central place to store and retrieve learner data, especially to observe a learner's progression through the school year.
• Employing the Tasks and Assessments features, teachers can gather a range of formative and summative data for each student to analyse their understanding, knowledge, and skills in relation to learning outcomes achieved. 
• Detailed analysis of assessment data via assessment reports allows teachers to quickly identify required modifications to teaching practice for individual students and groups of students.
• The Assessments feature can be used to evaluate the effectiveness of teaching practice, which can then be used in discussions with colleagues and supervisor.
• The Assessments feature can be used to evaluate student learning promptly after completion of a topic through formative and diagnostic assessment strategies.
• EP’s Professional development opportunities via webinars, online courses, conferences, social media groups, and school visits provide the ability for teachers to collaborate and seek help or advice on the analysis of student assessment data in assessing student learning outcomes.

5.5 Report on student achievement

• Detailed in-platform reporting enables teachers to write reports which focus on learning issues and student achievement. This assists teachers to make constructive, accurate, and appropriate comments on reports, including indications of how students can improve their learning.
• Detailed, individual records of student activity and engagement through Tasks, Assessments, and Insights areas of the platform enable easy evidence gathering and preparation for parent/teacher interviews.
• All student records and work samples are readily available in the platform to assist with documenting student achievement and learning.
• Comparison data reports support rich conversations with parents and students surrounding growth patterns and achievement of individual learning goals. 

6.1 Identify and plan professional learning needs

• Student assessment run via the Assessments feature can be used to inform the choice of professional learning to be sourced and undertaken.
• Regular and varied professional development options by way of webinars, podcasts, thought leadership articles, conferences, social media groups, online courses, and in-school or online visits are just some of the ways in which EP provides opportunities for teachers to address professional goals and Australian Professional Standards for Teachers.

6.2 Engage in professional learning and improve practice

• Regular and varied professional development options by way of webinars, podcasts, thought leadership articles, conferences, social media groups, online courses, and in-school or online visits are just some of the ways in which EP provides opportunities for teachers to address professional goals and Australian Professional Standards for Teachers.
• Opportunities exist for teachers to present at EP events as guest/keynote speakers and contribute to professional development activities rather than simply attending and/or being passive.
• Social media groups enable teachers to engage in professional discussions, establish rapport and share new knowledge with colleagues and report back to colleagues about professional learning activities.

6.3 Engage with colleagues and improve practice

• Professional development options by way of webinars, conferences, social media groups, online courses, and in-school or online visits are just some of the ways in which EP provides opportunities for teachers to initiate and engage with colleagues in professional discussions to improve their knowledge and practice.
• The ability to collaborate on and share lessons with colleagues via the Teacher Community promotes collaboration and improves practice.

6.4 Apply professional learning and improve student learning

• Student assessment run via the Assessments feature can be used to inform the choice of professional learning to be sourced and undertaken.
• Professional development options by way of webinars, podcasts, thought leadership articles, conferences, social media groups, online courses, and in-school or online visits are just some of the ways in which EP provides opportunities for teachers to initiate and engage with colleagues in professional discussions to improve outcomes of students.

7.1 Meet professional ethics and responsibilities

N/A

7.2 Comply with legislative, administrative, and organisational requirements

7.4 Engage with professional teaching networks and broader communities

• Regular and varied professional development options by way of webinars, conferences, social media groups, online courses, and in-school or online visits are just some of the ways in which EP provides opportunities for teachers to engage with professional teaching networks and broader communities.
• Opportunities exist for teachers to present at EP events as guest/keynote speakers and contribute to professional development activities linked with a subject/KLA rather than simply attending and/or being passive.
• Social media groups enable teachers to engage in professional discussions, establish rapport and share new knowledge with colleagues and report back to colleagues about professional learning activities.