A succinct and thoughtful annotation of why each document demonstrates achievement of the standards is a significant feature of

evidence. Each piece of supporting evidence must be annotated by the teacher to demonstrate achievement of one or more standard
descriptors of the Australian Professional Standards for Teachers at the level of Graduate Teacher (BOSTES, 2015, p. 7).
Note the focus area and standard
descriptor/s the artefact / document
reflects

CONTEXT DESCRIPTION
Reflect on the document / artefact and indicate the possible impact or result of the artefact /
document on teaching and/ or student learning. Draw upon the teaching and learning in this unit.
References can be used to substantiate the reflection.

NSSF Element 3.1:

Whole-school, collaboratively

Sawtell Public School - Anti-Bullying Plan

developed policies, plans and

With the implementation of an anti-bullying plan, there are clear guidelines in preventing and

structures for supporting safety and

responding to bullying. Good, McIntosh and Gietz (2011) suggest that a successful anti-

wellbeing
APST 4.4 Maintain student safety
Describe strategies that support

bullying program will create an environment where students feel safe from physical and

students wellbeing and safety

working within school and/or system,
curriculum and legislative
requirements.
NSSF Element 5.1:
Careful selection of evidenceinformed positive behaviour
management approaches that align
with the school community's needs
APST 7.2 Comply with legislative,

verbal aggression, consequently being beneficial to student leaning with positive social
interactions. The anti-bullying plan is a result of collaboration between students, school staff,
parents, caregivers, and the community. The implementation ensures that behaviour that
jeopardises student safety or wellbeing will not be tolerated and dealt with as per the antibullying plan. Expected behaviours are outlined, for example, students are expected to
behave appropriately, respecting individual differences and diversity.
Sawtell Public School Behaviour Code for Students
The Behaviour Code for Students outlines the expected behaviours of students, considering
respect, safety and student engagement. For example, one expectation outlined in the code
is for students to follow school and class rules and follow the directions of their teachers.
Warren, Bohanon-Edmonson, Turnbull, Sailor, Wickham, Griggs, and Beech (2006) suggest

administrative and organisational

that the use of positive behavioural interventions such as those that highlight behavioural

requirements
Understand the relevant legislative,

expectations, promote positive, safe and cooperative behaviour to students. Consequently,

this is beneficial to learning as student behavioural problems hinder the students learning

administrative and organisational

and the learning of other students.

policies and processes required for

teachers according to school stage.
NSSF Element 5.2
The promotion and recognition of
positive student behaviour
APST 4.4 Maintain student safety
Describe strategies that support
students wellbeing and safety
working within school and/or system,
curriculum and legislative
requirements.

Sawtell Public School Rules and Policies

The Sawtell Public School; Rules and Policies outline the values taught in the classroom and
student expectations. For example, develop care and respect for themselves and others,
and treat staff, other students and members of the school community with dignity and
respect. The implication for teaching is that if students treat teachers with respect, less time
is spent on managing challenging behaviour and consequently less disruption to student
learning. Public Agenda (2004), conducted a survey of primary and high school teachers,
they found that 76% of teachers suggested that if discipline problems were less prominent
they would be more able to educate students (as cited in Warren et al., 2006).

References
Australian Institute for Training and School Leadership. (2014). Australian Professional Standards for Teachers. Retrieved from
http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list
Good, C., McIntosh, K., & Gietz, C. (2011). Integrating bullying prevention Into school wide positive behaviour support. Teaching
Exceptional Children, 44(1), 58-56. Retrieved from
http://njbullying.org/documents/BullyingPosBehSupports.pdf
Safe Schools Hub. (2014). An introduction to the nine elements of the framework. Retrieved from
http://www.safeschoolshub.edu.au/safe-schools-toolkit/the-nine-elements
Sawtell Public School. (2016). Behaviour code for students. Retrieved from
http://www.sawtell-p.schools.nsw.edu.au/our-school/rules-policies/department-policies
Sawtell Public School. (2016). Bullying: Preventing and Responding to Student Bullying in Schools Policy.
Retrieved from
http://www.sawtell-p.schools.nsw.edu.au/our-school/rules-policies/department-policies
Sawtell Public School. (2016). Rules and policies. Retrieved from
http://www.sawtell-p.schools.nsw.edu.au/our-school/rules-policies
Warren, J. S., Bohanon-Edmonson, H. M., Turnbull, A. P., Sailor, W., Wickham, D., Griggs, P., & Beech, S. E. (2006). School-wide
positive behavior support: Addressing behavior problems that impede student learning. Educational Psychology Review, 18(2),
187-198. doi:10.1007/s10648-006-9008-1