This library brings together publicly available Wallan Secondary College policies, reporting resources and professional-context documents relevant to my EED7004 final placement. Each item links to the original school-hosted source so the evidence remains attributable and current.
Evidence integrity: a school policy or public document demonstrates the professional context and requirements I am working within. It does not, by itself, prove that I personally enacted the practice. Where a Graduate Standard requires evidence of my action, reflection or impact, that evidence will be added separately from the placement.
These are the strongest school-specific artefacts currently available publicly. I will use them as contextual and policy evidence alongside my own lesson, assessment, mentor-feedback and reflection evidence.
APST 7.1 APST 7.2
Sets expectations for adults engaged in child-connected work, including professional boundaries, respectful conduct, reporting responsibilities and requirements for communication, photography and recording.
Status: collected and mapped.
APST 7.1 APST 7.2
Outlines legal and school procedures for responding to child-safety concerns, including the Four Critical Actions, reporting to authorities, parent/carer contact, ongoing support and recordkeeping.
APST 7.1 APST 7.2
School-wide child-safety framework aligned with the Child Safe Standards and Ministerial Order 1359.
APST 7.2
Explains the school’s non-delegable duty of care and the requirement to take reasonable steps to reduce reasonably foreseeable harm.
APST 7.2 APST 7.3 APST 5.5
Explains the collection and handling of student and family personal and health information and reinforces privacy-law obligations for school staff.
APST 7.2
Defines safe, responsible and learning-centred use of digital technologies, including the school’s BYOD environment and staff/student responsibilities.
APST 7.2 APST 7.4
Provides school-specific expectations and processes around student wellbeing, engagement and support.
APST 7.2
Supports understanding of supervision, duty-of-care and organisational expectations for staff responsible for students outside class time.
APST 7.2 APST 7.4
Shows procedures for external speakers, service providers, parent visitors and other visitors working within the school environment.
APST 6.2 APST 6.4 School context
Records Wallan’s use of Professional Learning Communities, professional learning in data use, assessment and Explicit Teaching, curriculum work aligned with Victorian Curriculum 2.0, and school-wide wellbeing and engagement priorities.
Use: current school-context evidence. My own participation or impact must still be evidenced separately.
APST 6.1 APST 6.4 School context
Identifies current improvement priorities including consistency of instructional practice, assessment, teacher capacity to monitor teaching impact, data literacy, Explicit Teaching, literacy, numeracy and family/community partnerships.
Use: school priority/context evidence; it does not replace my personal APST self-audit or mentor-identified professional learning goal.
APST 3.7 APST 5.5 APST 7.3
Wallan uses Compass to give families access to homework and assessment tasks, semester reports and academic-progress information. This is now selected as authentic school-context evidence for APST 5.5.
APST 3.7 APST 7.3
Current school evidence of structured family engagement around student progress, achievement, support needs and goal setting, with students included in the conversation.
APST 7.4
The school’s wellbeing page identifies internal and external support pathways, including allied health professionals, FamilyCare, Berry Street, Victoria Police, mental health services and other community providers.
APST 5.5
Parents/carers can view assessment tasks, download semester reports and monitor academic progress through Wallan's Compass portal.
APST 5.5
Shows the purpose of accurate records by linking reporting, Continuous Online Reporting GPA, Common Assessment Tasks and attendance evidence to student progression decisions.
The Wallan website still hosts several older school policies. They can demonstrate historical school processes or provide context, but because some date from 2015–2016 they are labelled here as legacy. I will not present them as the school’s current operative policy unless my mentor confirms that status.
APST 7.2 Legacy
School-hosted OHS policy referencing the Victorian OHS Act 2004 and duty-of-care obligations.
APST 5.5 Legacy
Potential supporting evidence for school assessment/reporting processes. Current practice should be confirmed with the mentor before this is used as authoritative evidence.
AfGT Element 1 APST 5.5 Legacy
Describes curriculum documentation requirements including learning outcomes, vocabulary, pre-assessment, formative and summative assessment and weekly planning.
APST 5.5 Legacy
School-hosted procedure addressing accurate student records; useful as supplementary evidence when paired with current mentor guidance.
APST 6.1 APST 6.4 Legacy
Useful contextual evidence for observation and feedback processes. My final-placement mentor feedback and subsequent teaching adjustment remain the stronger direct evidence.
APST 7.2 Legacy
School-hosted critical incident and recovery processes. Current emergency-management instructions provided by the school during placement take precedence.
I still need mentor feedback or an APST self-audit identifying a professional learning need, followed by evidence that I changed later teaching and evaluated the effect on students.
I still need my own pre/post assessment evidence, six-lesson sequence, five focus students, formative evidence, two key pedagogical segments with written mentor commentary, moderation, feedback and analysis of impact.
Next step: any current school-only policy, template or faculty document supplied by my mentor will be checked against this register. If it is stronger or more current than a public legacy document, it will replace the legacy evidence.