Current Final Professional Placement · Wallan Secondary College · 5–30 October 2026

Final placement: building evidence from my own professional practice.

My final professional placement at Wallan Secondary College commenced on 5 October 2026 and runs through 30 October 2026. Earlier Wallan records remain historical evidence of what I observed and learned; this page records new evidence generated through my own planning, teaching, assessment, reflection and professional engagement during the current placement.

Evidence integrity: only final-placement activities and outcomes that have actually occurred are recorded as completed evidence.

Open consolidated evidence libraryOpen Wallan official artefacts
Phase 3 · Evidence strategy

What the previous placement can — and cannot — prove.

Previous Wallan placement · Historical evidence

My earlier Wallan observation records document professional learning from observing secondary teachers, including Gradual Release of Responsibility, explicit modelling, formative feedback, teacher circulation, questioning, classroom routines and engagement strategies.

Use in portfolio: reflective baseline showing what I noticed, analysed and intended to develop. These records are not presented as evidence that I personally taught those observed lessons.

View previous Wallan reflection →

Final Wallan placement · Current primary evidence

My final placement evidence includes my own professional practice: my lesson and sequence plans, teaching resources, assessment evidence, de-identified student work, feedback, mentor observations of my teaching, reflections and documented adjustments.

Status: placement commenced 5 October 2026. Teaching and assessment evidence is documented in the linked placement records.

Priority evidence

Evidence organised for professional standards.

The portfolio groups related evidence into coherent sets rather than duplicating documents for each descriptor. A single authentic teaching sequence may support several APST descriptors when each connection is specifically annotated.

Evidence Set A · Year 8F Statistics teaching sequence (8A–8E)

Eight sequential lessons were planned across the chapter, including separate consolidation lessons. The teaching presentations, lesson plans, learning intentions, success criteria and differentiation are recorded alongside evidence-based reflections. Today's 8E lesson (16 October 2026) remains planned until taught and reflected on.

Lesson 1 · 8A — Interpreting Graphs & Tables (taught 6 October)

Download VU-format 8A Word lesson plan →

8A Gamma — Investigation 01 →

Lesson 2 · 8B — Frequency Tables & Tallies (taught 7 October)

8B lesson plan artefact →

Download 8B VU Word lesson plan →

8B Gamma — Investigation 02 →

Lesson 3 · 8A/8B consolidation (taught 8 October)

Targeted revision of pie-chart interpretation and tally/frequency conventions, informed by formative checks.

Lesson 4 · 8C — Graphs of Frequency Tables (taught 12 October)

8C lesson plan artefact →

Download 8C VU Word lesson plan →

8C Gamma — Investigation 03 →

Lesson 5 · 8D — Range and Measures of Centre (taught; date to verify)

8D lesson plan artefact →

Download 8D VU Word lesson plan →

8D Gamma — Mean, Median, Mode and Range →

Lesson 6 · 8C/8D consolidation and assessment (taught 15 October)

Consolidation and an assessment of 8C/8D content took place, including an adjusted paper for some learners. Any student work and marks are stored securely, not on this public website.

Lesson 7 · 8E — Surveying and Sampling (planned Friday 16 October)

8E lesson plan overview →

Download 8E VU Word lesson plan →

8E Gamma — Surveying and Sampling (12 slides) →

Planned learning: population and sample, symmetrical/skewed distributions, sample proportions, survey bias, and independent textbook Exercise 8E Questions 1–10.

Lesson 8 · Chapter 8 consolidation

Status: planned; no teaching or assessment results claimed.

Evidence boundary: The Gamma decks and lesson plans demonstrate planning and resources. Student achievement is evaluated separately using de-identified work, verified assessment data and mentor feedback in the confidential AfGT submission.

Evidence Set B · Assessment & Feedback

Diagnostic/formative assessment, de-identified student responses, feedback I provide, records of progress and evidence showing how assessment changes the next teaching step.

Collected ✓: final mentor-approved Year 8 Mathematics Statistics Pre-Assessment.

Open mentor-approved pre-assessment artefact →

Next: whole-class results and the same five focus students will be added after administration.

Evidence Set C · Mentor Feedback → Change

A mentor observation of my teaching, the specific feedback received, my reflection, the change made in a later lesson and evidence of what happened after the adjustment.

Creates a strong professional-learning story for APST 6.

Evidence Set D · Professional Engagement

Permitted, de-identified evidence of school processes, professional responsibilities, collaboration and parent/carer or external-professional engagement where I genuinely participate.

Useful for APST 7; confidentiality and school permission take priority over collecting a screenshot or document.

Collected: Wallan Secondary College Child Safety Code of Conduct Policy.

Open child-safety policy evidence record →

Collected: de-identified Senior School Professional Learning & Staff Collaboration Meeting record (6 October 2026).

Open senior-school professional learning artefact →

Collected: de-identified Assessment, Feedback & Curriculum Reporting Meeting record (7 October 2026).

Open assessment & reporting professional learning artefact →

Assessed APST · Wallan evidence audit

Evidence plan for 3.7, 5.5, 6.1, 6.2, 6.4 and 7.1–7.4.

Official Wallan Secondary College evidence has now been linked wherever it legitimately supports these descriptors. School policies and public records demonstrate the placement context and the College's processes; they are not presented as proof that I personally completed an activity unless that participation has actually occurred.

3.7 · Engage parents/carers

School evidence attached ✓ Wallan explicitly positions parents/carers as partners in learning, uses Compass to communicate learning and reports, and conducts parent–teacher interviews focused on progress, achievement, support and goals.

Official PDF · Student Wellbeing & Engagement Policy 2025 →

Wallan Compass Parent Portal →

2026 Parent–Teacher Interviews →

Still needed from my placement: one brief de-identified example or reflection showing how I planned for, supported or participated in parent/carer involvement in learning.

5.5 · Report on student achievement

School evidence attached ✓ Compass provides access to assessment tasks, semester reports and academic progress; Wallan's Progression Policy describes continuous reporting and keeping families informed; the 2025 Annual Report documents teacher judgements and school assessment/data practices.

Wallan Compass Parent Portal →

Official school-listed PDF · Assessment & Reporting Policy →

Document note: Wallan's current College Policies webpage still lists this Assessment & Reporting Policy. The PDF is an older school document, so it is retained here as a school-published artefact and not represented as a newly issued 2026 policy.

Official PDF · Progression Policy →

Official PDF · 2025 Annual Report →

Placement artefact · Assessment, Feedback & Curriculum Reporting Meeting →

Progress: direct professional learning about reporting comments, rubric-supported judgement and curriculum evidence has now been collected. Still needed: de-identified assessment/progress records from my own Statistics sequence showing how I apply this learning in practice.

6.1 · Identify professional learning needs

School context evidence attached ✓ Wallan's strategic plan identifies priorities including assessment, data literacy, evaluating teaching impact, Explicit Teaching and consistent numeracy practice. The 2025 Annual Report records professional learning in these areas.

Official PDF · 2025 Annual Implementation Plan / Strategic Plan →

Official PDF · 2025 Annual Report →

Placement artefact · Senior School Professional Learning Meeting →

Partly completed: the meeting reflection identifies a professional-learning need around integrating wellbeing, respectful communication and practical capability-building into teaching. A short APST self-audit or mentor-feedback note will strengthen this further.

6.2 · Engage in professional learning

School context evidence attached ✓ Wallan reports that staff participated in Professional Learning Communities focused on literacy/numeracy, data use, assessment, Explicit Teaching and Victorian Curriculum 2.0.

Official PDF · 2025 Annual Report →

Official PDF · 2025 Annual Implementation Plan / Strategic Plan →

Placement artefact · Senior School Professional Learning Meeting →

Additional placement artefact · Assessment, Feedback & Curriculum Reporting Meeting →

Completed evidence collected ✓: participation in two de-identified professional discussions now demonstrates engagement in professional learning across student wellbeing/program planning and assessment/reporting practice.

6.4 · Professional learning → student learning

Professional-learning evidence record created ✓ The 6.4 artefact now includes two professional-learning sources. The 7 October graphing discussion provides a particularly direct pathway into the Year 8 8C lesson through a short independent graphing diagnostic, visible success criteria, self-assessment and misconception analysis.

Open APST 6.4 professional-learning-to-impact artefact →

Supporting artefact · Assessment, Reporting & Graphing Professional Learning Meeting →

Supporting artefact · Senior School Professional Learning Meeting →

Official PDF · 2025 Annual Implementation Plan / Strategic Plan →

Official PDF · 2025 Annual Report →

Status: professional learning and a concrete teaching response are now identified. The 8C adjustment, de-identified student evidence and evaluation will be added only after they actually occur.

7.1 · Ethics & professional conduct

Strong school-specific evidence attached ✓ Wallan's current child-safety documents set expectations for professional boundaries, respectful conduct, responding to concerns, cultural safety and legal/ethical reporting obligations.

Portfolio evidence record · Child Safety Code of Conduct →

Official PDF · Child Safety Code of Conduct →

Official PDF · Child Safety & Wellbeing Policy 2025 →

Official PDF · Reporting & Responding Obligations 2025 →

Still needed from me: a short application reflection showing how these ethical/professional principles informed my conduct during placement.

7.2 · Legislative, administrative & organisational requirements

Strong school-specific evidence attached ✓ Current Wallan documents cover child safety, mandatory reporting, duty of care, privacy, attendance and organisational supervision requirements.

Official PDF · Reporting & Responding Obligations 2025 →

Official PDF · Duty of Care Policy →

Official PDF · Privacy Collection Notice →

Official PDF · Attendance Policy 2025 →

Official school-listed PDF · Occupational Health & Safety Policy →

OHS document note: this policy is still linked from Wallan's College Policies page. Its own review information is older, so it is included as a school-published organisational artefact rather than described as newly issued.

Wallan College Policies page →

Wallan College Policy Register →

Supporting artefact · Assessment, Feedback & Curriculum Reporting Meeting →

Progress: the meeting adds direct professional learning about reporting conventions, audit expectations and approved processes for incomplete assessment evidence. A concise reflection on how I complied with these procedures in my own practice will complete the personal application evidence.

7.3 · Work effectively with parents/carers

School process evidence attached ✓ Wallan uses Compass for communication, learning information and reports; parent–teacher interviews provide structured discussion of progress and goals; the Student Wellbeing & Engagement Policy explicitly commits to respectful communication and family partnership.

Wallan Compass Parent Portal →

2026 Parent–Teacher Interviews →

Official PDF · Student Wellbeing & Engagement Policy 2025 →

Official PDF · Privacy Collection Notice →

Still needed from my placement: one de-identified example/reflection of appropriate communication or participation with a parent/carer, if an opportunity occurs.

7.4 · Professional networks & broader community

School network evidence attached ✓ Wallan's wellbeing program identifies internal support, allied-health collaboration and referral links with specialist/community services. The Key Contacts page identifies current wellbeing, inclusion, Mathematics, Science and whole-school program roles.

Wallan Student Wellbeing & External Support Network →

Wallan Key Contacts & Specialist Roles →

Official PDF · Student Wellbeing & Engagement Policy 2025 →

Official PDF · 2025 Annual Report →

Placement artefact · Senior School Professional Learning Meeting →

Completed evidence collected ✓: genuine professional interaction and collaborative planning with senior-school colleagues, with a de-identified reflection on professional learning. A specialist/community interaction would provide additional breadth but is not the only evidence now available.

Current audit position: the publicly available Wallan evidence is now attached for every targeted descriptor. The remaining gaps are mainly evidence of my own placement actions, reflections and impact, which must be collected as they actually occur.

Placement capture checklist

Save these as they happen.

Every teaching week

  • ☑ Final mentor-approved pre-assessment instrument
  • ☑ Lesson 1, Lesson 2 and Lesson 3 plans prepared by me
  • ☑ Lesson 1, Lesson 2 and Lesson 3 Gamma teaching resources prepared
  • ☐ One de-identified sample or summary of student learning evidence
  • ☐ My feedback or formative-assessment record
  • ☐ One concise post-lesson reflection
  • ☐ Any change made to the next lesson and why

Professional evidence

  • ☐ Mentor observation of my teaching
  • ☑ Senior-school professional learning / staff collaboration meeting reflection
  • ◐ Professional-learning need identified; APST 6.4 evidence record created; formal APST goal/self-audit still to complete
  • ☑ Wallan Child Safety Code of Conduct policy evidence collected (APST 7.1/7.2)
  • ☐ Appropriate evidence of school-family engagement, if it occurs
  • ☑ Professional collaboration with senior-school colleagues; specialist/community interaction still useful if it occurs
Evidence story template

Every final artefact should tell a complete story.

1 · Context & purpose

What were students learning? What prior evidence or need informed the lesson?

2 · My action

What did I plan and teach? Which specific strategy, scaffold, question, resource or adjustment did I use?

3 · Evidence

What did students actually say, write, solve, create or demonstrate? Use de-identified evidence rather than unsupported claims.

4 · Analysis

What does the evidence tell me about learning, misconceptions, participation or progress?

5 · Response & impact

What did I change next, why did I change it, and what subsequent evidence indicates about the effect?

6 · APST annotation

Name the descriptor and explain precisely how this artefact demonstrates it. Do not simply attach a list of APST numbers.

Privacy & evidence integrity

Recent, authentic, mine, de-identified.

For the final placement, priority will be given to artefacts from my own professional practice. Student names, faces, identifying details, confidential school information and sensitive assessment data will not be published. Where original evidence cannot be safely displayed, I will use a de-identified extract, professional summary or reflective annotation instead.

Open the assessed APST evidence register →