Note the focus area and standard Note the type of Describe the document / artefact and indicate
nd indicate Describe how the document /
descriptor/s the artefact /
document reflects
4.1
Support student
participation
Identify strategies to support
inclusive student participation and
engagement in classroom activities.
4.4
Maintain student safety
Describe strategies that
support students well-being
and safety working within
school and/or system,
curriculum and legislative
requirements.
artefact / document the possible impact or result of the artefact / artefact meets the standard
document on teaching and/ or student learning descriptors you have identified.
This artefact is my It is a legislative requirement that all The knowledge gained
anaphylaxis-training teachers have obtained their anaphylaxis through successful
certificate that was certificate when working with children in completion of the artefact
achieved in October a school setting. has equipped me with the
2016. knowledge to consider
Successful completion of anaphylaxis individual student needs in
training has equipped myself with curriculum planning and
valuable knowledge and skills of how to programing processes,
deal with a potential anaphylaxis during unit and lesson
situation in my career as a teacher. I am planning and in teaching
now aware of potential causes of and therefore make the
anaphylaxis, the signs and symptoms, as relevant adjustments to
well as how to correctly use and class and school activities
administer an epi-pen. This training to support student
means that I am able to ensure students participation. (APST 4.1)
in my class who suffer from anaphylaxis
are safe when in a school environment This artefact shows that
through careful planning of teaching regardless of different
and learning experiences that are students conditions I will
responsive to numerous influences be adequately able to
(NSW Department of Education and support the students to
Communities, 2015). work safely within a school
setting. (APST 4.4)
Students in my future classes will be able
to feel safe and supported when in the
classroom environment knowing that
myself, as their teacher, is aware of how
to deal with the potential situation if it
arrives.

For example, in situations such as in

school celebrations, Harmony Day,
cultural days and cooking experiences, I
can ensure that any food triggers for
students who suffer from anaphylaxis are
avoided, rather than excluding students,
in order to ensure the safety of my
students.
References
Australian Institute of Teaching and School Leadership. (2011). Australian professional standards for teachers. Retrieved from:
http://www.aitsl.edu.au/docs/default-source/apst-resources/australian_professional_standard_for_teachers_final.pd
Education Queensland, (2007). Better behaviour, better learning: Essential skills for classroom management. Retrieved from:

http://www.glenfieldsuspensioncentre.schools.nsw.edu.au/documents/13286/13567/christine_richmond_micro_skills_13
18986729309.pdf
Hattie, J. (2013). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Rogers, B. (September, 2012). Tactical ignoring: Addressing the issue. Retrieved from: https://www.youtube.com/watch?
v=r351z1MqL10&list=PLF1FBp_bi4gbXAvyDu1oO5o_LaJ6PufZm&index=2