Level/Subject Area: Year 8 History feudalism
Situation: Briefly outline the circumstances
surrounding the example of a situation that had a
positive outcome or one in which professional
growth occurred.
The year 8 History curriculum has a focus on
the medieval feudal system and hierarchy, so
in order to engage the students and help
them retain factual information, I have a
dress-up week where I dress up in a
different medieval costume each day to
provide students with a visual representation
of each social class.
Costumes:
-queen
-knight
-peasant
-monk
Supporting Evidence: e.g. Planning Documents- Short Mid & Long term /IEPs/IBMPs/ Data/ Work samples/ Emails/ Photographs/Certificates
Bulletin Article
Costume photo
Feudalism Worksheet
Horrible History Knight video
Action: describe the
skills/knowledge/competencies required to
address the situation- outline the steps you took
to complete the task.
Students are expected to guess what I am
We then do a KWL chart (literacy strategy) to
see what they know and want to know about
the social class
We then complete the rest of the chart as we
learn more about the social class
Its also PBS strategy- as positive behaviour is
rewarded by students relegated to the higher
class whereas challenging behaviour is met
with them being proclaimed peasants and
doing peasant work (cleaning up floor for
mess)
I utilise ICT to engage the student by showing
Horrible Histories episodes on the feudal
system
Outcome: Describes the results of your
action - summarise the results of the action
and/or the Professional Growth that occurred.
- students engaged
- retained factual info
- safe environment
- attendance improved due to students
being engaged
-End of semester I do a class reflection; what
the liked/disliked about the semester, what
the improved
-Overwhelmingly, students listed the
costumes as being their fave part of the
semester (reflection to improve practice)
 Professional Knowledge Professional Practice Professional Engagement
Standard 1 Standard 2 Standard 3 Standard 4 Standard 5 Standard 6 Standard 7
Know students and how Know content and how Plan for and implement Create and maintain Assess, provide feedback Engage in professional Engage professionally
they learn to teach it effective teaching and supportive and safe and report on student learning with colleagues,
Physical, social and learning learning environments learning parents/carers and the
intellectual Content and teaching Identify and plan community
development and strategies of the Establish challenging Support student Assess student professional learning
characteristics of teaching area learning goals participation learning needs Meet professional
students Content selection and Plan, structure and Manage classroom Provide feedback to Engage in ethics and
Understand how organisation sequence learning activities students on their professional learning responsibilities
students learn Curriculum, programs Manage challenging learning and improve practice Comply with
Students with assessment and Use teaching behaviour Make consistent and Engage with legislative,
linguistic, cultural, reporting strategies Maintain student comparable colleagues and administrative and
religious and Understand and Select and use safety judgements improve practice organisational
socioeconomic respect Aboriginal resources Use ICT safely, Interpret student data Apply professional requirements
backgrounds and Torres Strait Use effective responsibly and Report on student learning and improve Engage with the
Strategies for Islander people to classroom ethically achievement student learning parents/carers
teaching Aboriginal promote communication Engage with
and Torres Strait reconciliation Evaluate and improve professional teaching
Islander students between Indigenous teaching programs networks and broader
Differentiate and non-Indigenous Engage communities
teaching to meet the Australians parents/carers in the
specific learning Literacy and educative process
needs of students numeracy strategies
across the full range Information and
of abilities. Communication
Strategies to support Technology (ICT)
full participation of
students with
disability

Evidence Annotation
Standard 1
1.1, 1.2 + 1.5- By showing a visual representation of the social classes, it illustrates how I understand that there are different learning styles and have adapted to my teaching to encourage engagement,
understanding and differentiation

Standard 2
2.1,2.3, 2.5, 2.6- literacy strategies used (KWL charts, Text Preview), ICT through video resources

Standard 3
3.2,3.3,3.4,3.5- I planned the costumes around the program, utilised worksheets, costumes and visual texts as resources

Standard 4
4.1,4.2,4.3,4.4,4.5- challenging behaviour was corrected with low-key cms and humour

Standard 5
5.1- prior learning was assessed through Text Preview (asking what I was dressed as)