| K1 | <p>Examine and explain the physical, social and intellectual development and characteristics of students, including brain development.</p> |
| K2 | <p>Explore challenges in teaching such as student behaviour, unique learning requirements and neuro myths.</p> |
| K3 | <p>Draws on Trauma Informed Practice (TIP) to examine issues related to mental, physical and emotional well being of young people and how schools can respond to build student well being and resilience.</p> |
| K4 | <p>Understand classroom and behaviour management techniques to build desired behaviours, including the use of proactive practices and high quality instruction.</p> |
| K5 | <p>Plan and implement practices that create a predictable and safe environment by reducing variance in classroom environments.</p> |
| K6 | <p>Understand strategies for working effectively, sensitively and confidentially with parents/carers.</p> |
| K7 | <p>Identify relevant legislative obligations to support the full range of abilities in the classroom, including implications for teaching students with disability including the UN Convention on Children's Rights, legal entitlements as defined by the Commonwealth Disability Discrimination Act and core educational policies such as the Disability Standards for Education.</p> |
| S1 | <p>Relate theoretical, philosophical and pedagogical perspectives to meeting the practical needs of diverse young people, including those with disability.</p> |
| S2 | <p>Select a suite of strategies to proactively develop rules, routines and practices to create engaging learner environments.</p> |
| S3 | <p>Use and apply MTSS tiers to develop resilience, classroom expectations and proactive practice.</p> |
| S4 | <p>Use creativity to effectively, sensitively and confidently represent significant ideas about young people and their worlds.</p> |
| A1 | <p>Describe learner experiences that can impact development and discuss misconceptions related to teaching and learning.</p> |
| A2 | <p>Explain how learners process, retain and access knowledge they gain, from early childhood to young adult including the development of executive functions.</p> |
| A3 | <p>Apply classroom and behaviour management techniques to pro-actively engage and support the full range of abilities, including the use of calm, consistent and proportional responses, behaviour modelling and feedback that focuses on the desired behaviour.</p> |
| A4 | <p>Identify and apply teaching, learning and behaviour support strategies to promote challenging learning goals, along with participation and engagement, for all learners.</p> |
| A5 | <p>Identify strategies and approaches for involving parents.</p> |