Teacher Personal Development, Health and Physical Education

Organisation: St Johns Park High School

Job Title: Teacher Personal Development, Health and Physical Education

Word Limit: 1 page per criterion

Location: St Johns Park High School, Fairfield, NSW

Approval to teach PDHPE and Community and Family Studies
As a qualified Teacher with a Bachelor of Physical and Health Education, and a Bachelor of Education (Physical
and Health Education), I have extensive knowledge and classroom experience teaching a range of subjects and
year levels with approval to teach Personal Development, Health and Physical Education (PDHPE), as well as
Community and Family Studies (CAFS). Throughout my teaching career, I have demonstrated my ability in
developing highly engaging and differentiated programs, ensuring that each student is provided with
opportunities to achieve their potential. Furthermore, I work actively to support school goals and strategies
through effective organisation of all school sports and outstanding classroom practice. This has been
demonstrated through:
 Over seven years of teaching experience, including six years of experience as a Physical Activity and Sports
Studies (PASS) Teacher. During my time with Cabramatta High School, I have demonstrated my
comprehensive knowledge of the curriculum through successfully teaching a variety of subjects, including
PDHPE, Physical Activity and Sports Studies, Crossroads, Sport Leisure and Recreation, Junior and Senior
Support, as well as Aboriginal Learning. Moreover, I have taught and facilitated six World Games and six
Special Events units covering a wide range of events, including the World Cup, Summer Olympics, Winter
Olympics, Rugby World Cup, Wimbledon Open, Australian Open and the Melbourne Cup. Through leveraging
my passion of sport and offering a wide range of both competitive and recreational sporting options, in
addition to theoretical knowledge, I have provided all students with the opportunity to enjoy and participate in
physical activity and experience success.
 Planning for effective learning and assessment whilst undertaking roles of responsibility. Within my role as
Faculty Leader, I expertly developed and implemented innovative units of work and associated assessment
tasks in line with the Sports Education in Physical Education (SEPEP) model. This is an extended unit that aims
to educate students in organising and running a sporting competition. Upon presenting this new unit to the
faculty, I educated staff in its implementation through targeted professional development sessions focused on
scope and sequence. Furthermore, as PASS Curriculum Leader, I have developed numerous assessment
strategies that are currently used in the school’s PASS program. As a result of my effective planning, 24
students in the last year selected PDHPE at Higher School Certificate (HSC) level, with 100% of those students
successfully graduating. Currently, there are 11 students studying PDHPE in Year 11 that originated from my
PASS class, which is an increase of 40% from previous years.
 Developing and implementing assessment tasks that meet the needs of 21 st Century learners. 21 st Century
skills are critical for success and as such, all students must be provided with opportunities to communicate,
share and use information to solve complex problems, as well as adapt and innovate in response to new
demands and changing circumstances. With this in mind, I redeveloped assessment tasks for all PASS units
within Cabramatta High School. Prior to my changes, all students undertook a theoretical and practical
assessment at the end of each unit, which I found did not present a fair opportunity for all students to
succeed. Therefore, I worked to break down assessment to be covered over the 10 weeks of a unit, including
five weeks of theoretical assessment and five weeks of practical assessment. Students now undertake a weekly
quiz as part of their theoretical assessment. Further, their practical abilities are assessed on their overall
participation, uniform, work ethics and perseverance. This has ensured that all students are provided with an
inclusive, holistic and fair chance at success, whilst clearly being able to monitor their progress along the way.
 Maintaining and enhancing my teaching pedagogy through ongoing professional development. Committed
to my own development as a Teacher, I have undertaken numerous professional development courses and
seminars as listed on my resume. These have enhanced my abilities as a Teacher through providing me with
innovative and up-to-date practices, in addition to increasing my awareness of how to support the many types
of learners within a classroom. Moreover, I have studied Foundations of Health and Wellbeing, which approves
me to teach CAFS, as well as Stage 6 PDHPE. As a member of the Cabramatta High School PDHPE faculty, I have
been actively involved in the CAFS program through assisting in the development of teaching resources, in
addition to observing my colleagues through peer observation to develop and enhance my knowledge.
Proven dedication to my profession and a long history of initiating innovative teaching and learning practices
clearly reflect my motivation and capacity to be successful in improving teaching, learning and classroom practice,
as well as the capacity of other staff, which has proven to result in increased positive student outcomes. I am
committed to further demonstrating these traits as a Teacher with St Johns Park High School.

Willingness to teach Exploring Early Childhood and Child Studies
Through utilising my effective skills as a Teacher, I am willing to provide students with an overview of
development and related issues within an early childhood context in order for them to have the opportunity to
consider a range of issues in relation to themselves, their family and the community. I am eager to facilitate a
learning environment in which all students can develop the understanding, skills and strategies to support and
foster positive growth and development in the young children with whom they interact through the provision of
safe, nurturing and challenging environments. My willingness and capacity to teach Exploring Early Childhood and
Child Studies is demonstrated through:
 Engaging in learning opportunities to observe and participate in teaching Exploring Early Childhood and
Child Studies. This year at Cabramatta High School, I was afforded with the opportunity to participate in peer-
to-peer evaluation. This involved me observing a colleague teaching the class and taking note of her pedagogy
and strategies, and how students responded. Subsequent to providing my colleague with feedback, I worked
within her scope and sequence and taught two classes of the subject. Due to my ability to quickly develop a
positive rapport with the students, I turned what is typically a confronting and embarrassing environment for
students, into an engaging lesson where they felt comfortable to participate. During my lessons, as well as
reflecting on the personal relevance of childhood issues, students were encouraged to consider the
implications for future interactions with children, be these as a parent, friend, carer or educator. Topics that I
covered and observed, included pregnancy and childbirth, child growth and development, as well as
promoting positive behaviour. Through this experience, I found that my approach to teaching the topic, in
addition to my strong rapport with students, ensured that they were engaged and enjoyed the learning
process. As such, I am eager to continue to develop my skills and knowledge as a Teacher through the delivery
of Exploring Early Childhood and Child Studies.
 Transferrable skills gained through teaching Sexual Health Education. Throughout my career at Cabramatta
High School, I have taught sexual health education with Years 8 and 10 students. In planning and implementing
the lessons, I have been explicitly guided by the Department of Education and Communities “About sexuality
and sexual health education in NSW government schools” advice document, which provides clear advice on
effective approaches and policy and legislation relevant to sexuality and sexual health education. Topics that I
have covered include contraception, the reproductive system, the wonder years and associated behavioural
issues. When presenting these classes, I have ensured that I foster an inclusive approach to ensure that my
teaching and learning activities are engaging for all students. This has been achieved through implementing a
variety of approaches, including individual writing and small group work, as well as pair work to cater for
students who find it difficult to contribute in class. As a result, I present lessons that are relevant to all
students and that provide them with opportunities to develop and refine the skills necessary to make
responsible decisions relating to sexual behaviour.
 Transferrable skills gained through teaching Crossroads. Additionally at Cabramatta High School, I have
taught Year 11 students Crossroads, addressing issues of health, safety and wellbeing. As some of the content
can often be sensitive and confronting, I have ensured that I create a supportive and safe learning
environment. This has been achieved through employing a variety of approaches, including allowing for
anonymity, varying the style of learning, promoting inclusiveness of diversity, challenging negative attitudes
and behaviours, and generating purposeful and respectful discussion. As a result, I have facilitate supportive
learning environments where students feel safe to learn and ask questions, thus ensuring that they are
connected to their learning and more likely to achieve positive learning outcomes.
 Participating in resource development for Exploring Early Childhood and Child Studies. The start of 2015 saw
the introduction of this unit for the first time at Cabramatta High School, which enabled me to contribute to
the development and implementation process by working collaboratively to create resources. This included
conducting research to identify suitable video clips, developing interactive whiteboard activities, and putting
together teaching resources such as worksheets. This experience gave me firsthand insight into the unit.
With previous experience teaching sexual health education and Crossroads to students, I am confident that my skills
will transfer to effectively deliver Exploring Early Childhood and Child Studies at St Johns Park High School in an
effective and engaging manner. I am committed to facilitating learning that will provide all students with the
opportunity to reflect upon potential implications for themselves as adults in relation to young children, in
addition to becoming aware of the work opportunities available in the area of children’s services.

Demonstrated capacity to develop quality teaching programs and contribute collaboratively to faculty and
whole school initiatives
My teaching experiences show a demonstrated capacity to develop quality teaching programs and contribute
collaboratively to faculty and whole school initiatives that result in positive student learning outcomes. With over
seven years of experience, including sports coordinator and faculty leader roles, I am a highly skilled Teacher who
values innovation and the implementation of up-to-date teaching practices underpinned by data and student
learning needs. This has been demonstrated through:
 Providing opportunities for students to develop communication, interpersonal and leadership skills. With
extensive experience working within a school in a low socioeconomic area where 91% of students hail from
non-English speaking backgrounds (NESB), it has been imperative that I foster inclusive learning environments
where all students are able to develop these skills. This has been facilitated within my Sport Education in
Physical Education Program by providing students with a variety of roles of responsibility. For example, when
focusing on netball over a four-week period, I delegated each student with a particular role such as coach,
manager, trainer, players, and first aid officer. Within these roles, students had specific tasks to perform, such
as the coach being responsible for training the players. Engaging students in these activities allows them to
interact cohesively and take control of their learning. Moreover, I have found it to be effective in engaging
NESB students who often lack confidence to participate in class. By providing students with responsibility and
the opportunity to work together to achieve results, I am facilitating a rich learning environment that assists in
enhancing confidence and develops communication, interpersonal and leadership skills.
 Contributing my expertise to ensure whole faculty consistency. As a Faculty Leader, I have contributed to an
environment of cohesion amongst faculty staff where standards of performance are constantly challenged and
improved through discussion and negotiation. Each staff member has been supported, encouraged and
developed at their individual level in order to accomplish professional growth. This was particularly highlighted
through my guidance of a new group of teachers who had started at the school where I presented workshops
on sports coaching on a professional learning day. The professional development session led to their
accreditation and I additionally used the opportunity to make them aware of potential issues they may face in
PDHPE, as well as strategies that they could implement to overcome them and enhance quality teaching
experiences. As a result, the Teachers were well supported in their transition within the school and I ensured
that they were provided with the information and knowledge that they required to ensure positive student
learning outcomes.
 Participating in and promoting initiatives that increase whole school capacity. This has involved completing
the Adolescent Motivation in Physical Education (AMPED) research program with my PASS class to explore
how students participate in physical activity and what I can do as a Teacher to maximise their participation.
Pre-program, the class average participation time was 29 minutes from bell-to-bell and post-program, the class
average time increased to 38 minutes with an average transition time of 12 minutes from bell to participation.
This has been an increase of 18% improvement in maximising participation, as well as an 18% rise in
participation from bell to participation. As a result, this program has increased my capacity to motivate
students to increase their activity during physical education lessons and to enhance their motivation to not
only be physically active during these lessons, but also outside of school hours.
 Engaging with and contributing to inter-school networks. In demonstration of my commitment to whole
school initiatives, I played an active role in facilitating Education Week at Cabramatta High School. This
included working with teachers, students and members of the community to attain financial sponsorship, as
well as planning programs for the event and promoting it. Additionally, I planned and coordinated a sports
boot camp and gladiator challenge in which over 60 students from Years 7 to 12 participated. Students were
empowered and felt a sense of belonging as valued members of the school community through their
participation. Furthermore, the event presented an opportunity for students to widen their social network
around the school, and the success of the event led to strong partnerships between the school and external
sporting companies, including Rebel Sport and Intersport as our official sponsors.
Through my application of quality teaching programs and ability to work collaboratively with faculty staff by
modelling best teaching practices, I am confident that I can build the capacity of the PDHPE faculty at St Johns
Park High School. In doing so, I will ensure that all Teachers are supported in the planning and organisation of
their programming, enabling them to develop high quality programs that ensure enhanced learning outcomes.

Well-developed communication and interpersonal skills with the capacity to build relationships with students,
staff, parents and the community
My energetic and positive outlook often inspires others. As a Teacher, I am sensitive, patient and have
well developed communication and interpersonal skills that assist with building and maintaining relationships, as
well as engaging students, staff and parents. My engagement in open communication and developing positive
relationships is at the core of what drives an effective classroom and school environment. With a strong sense of
community and team spirit, my communication skills enable me to interact positively with colleagues, students,
parents and the wider school community. This has been consistently demonstrated through:
 Consistently focusing on open and productive dialogue with students. This enables me to manage all issues
and concerns successfully and efficiently, thus ingraining a sense of partnership, process and success between
myself and the students. My skills in this area have been particularly evident through my role as Year Advisor
where I work closely with students to get to know them and address any concerns they may have. Doing so
has enabled me to identify students who are at risk and then work collaboratively with school support teams
such as the Counsellor and Welfare Support Officer in order to provide students with the support and
encouragement that they require. This includes discussing and negotiating individual learning and behaviour
plans, arranging counselling and financial support, as well as facilitating specific programs such as fitness
training camps and eating plans. My achievements have included attaining financial sponsorship for two
students who represented New South Wales at the state athletics carnival, in addition to negotiating for over
15 refugee students to obtain financial assistance with bus fares for grade sport and recreational sport. This
has ensured that all students are provided with holistic support, thus contributing to their ability to manage
their circumstances, focus on their learning and have the opportunity to succeed in their education.
 Sharing my expertise through presenting professional development workshops for staff members. As Sports
Coordinator and Year Advisor, I have presented numerous workshops focused on a variety of aspects of PDHPE
to all staff members within the school community. This has led to a total of seven competently trained non-PE
staff who are capable of teaching Years 7, 8 and 11 sports, 12 Teachers who actively coach Year 9 and 10 grade
sports, as well as four staff members who take knock-out sports. Moreover, when chairing faculty meetings, I
ensure that I provide opportunities for all staff to have input and discussion regarding school sporting events
and upcoming professional development. In recognition of the power of collaboration in generating and
refining teaching methods, I leverage the experience of colleagues and have always been willing to share my
own knowledge and learning with others.
 Engaging parents and carers in the learning process. As a Teacher, Year Advisor and member of the school’s
welfare team, I have worked extensively with parents to ensure that they are active participants in their child’s
education. This involves meeting regularly with parents to discuss their child’s academic, behavioural and
sporting progress. Due to a high number of families coming from a NESB, I work closely with the school’s
Community Liaison Officer to ensure that all communication that I have with parents is in a language that they
understand, whilst ensuring that they feel comfortable and respected at all times. Moreover, my multilingual
abilities in speaking English and Vietnamese have assisted with facilitating positive parent-teacher interviews
where I have assisted with communication on behalf of other staff members. I understand the cultural aspects
of these families in the school community and as such, my effectiveness in communicating with parents has
generated a 30% growth in the number of parents attending meetings and participating in the school
community.
 Active involvement within the school and wider community. Within my roles as Bernera Zone swimming and
cross-country organiser, I have coordinated, evaluated and improved the Zone Sports Association swimming
and cross-country carnivals in conjunction with other executive members. For example, I have implemented
recordkeeping procedures, including recording data and dissemination of information to all schools, which led
to all schools being well informed of procedures and processes regarding the events. Through my experiences,
I have developed a wide network comprising organisations and staff from a variety of schools, which enables
me to position myself at the forefront of all community sporting events, thus benefiting the school community.
As a Teacher at St Johns Park High School, I will consistently utilise my well-developed communication and
interpersonal skills in demonstration of my commitment to student welfare. Moreover, through active
communication with staff, parents and the wider community, I will facilitate my ability to develop and maintain
positive ongoing relationships that support positive student learning outcomes.

Demonstrated ability to differentiate the curriculum to provide quality inclusive teaching to maximise student
outcomes for a wide range of student needs including students from low socioeconomic status and language
background other than English
My knowledge of teaching and learning styles is reflected in my ability to incorporate differentiated planning and
programming into my lessons in order to consider students’ varying abilities, learning styles, interests and needs. I
use teaching, learning and assessment strategies that are fair and flexible, provide an appropriate level of
challenge, and engage students in meaningful ways. By developing individual learning goals and providing a
variety of stimulus materials in a range of mediums, I am able to meet the needs of a class of students that are
from diverse linguistic, cultural, religious and socioeconomic backgrounds. This has been demonstrated through:
 Differentiating the curriculum to cater for students from low socioeconomic status and language
backgrounds other than English. As Curriculum Leader for Stages 4 and 5, I created and implemented
programming that differentiates the curriculum with a strong focus on Aboriginal learning, NESB and refugee
students. Through undertaking and implementing strategies from the Aboriginal 8 Ways of Learning, Teaching
English Language Learners (TELL) and Teaching Refugees courses, I was able to apply my knowledge to
optimise content for students whilst ensuring that their progress was nurtured. One of the strategies that I
have promoted within the classroom involves pairing a lower-ability or disengaged student with a higher-
ability and/or more confident student. In this way, the students are able to encourage and support each other
without being made to feel pressured. Furthermore, I ensure that I include learning and assessment tasks that
reflect and promote the cultures of all students. For example, I presented a unit on Aboriginal games that
involved showing students an appropriate video and then engaging them in an activity to create their own
games. Students came up with games such as marble flicking and rock throwing and were then asked to share
the cultural significance that their game had. These types of activities enable students to develop skills for
communication and interaction across cultures, obtain knowledge of different cultures and world views, in
addition to developing a positive attitude towards cultural differences.
 Providing an environment centred on student learning. By implementing a wide variety of teaching and
learning experiences with appropriate resources, I guarantee that the different learning styles of each student
are catered for and enable enhanced results. This includes incorporating verbal, visual, hands-on and practical
learning activities that relate to a variety of learners, and encouraging students to become actively involved in
their learning. For example, in one of my classes focused on running dictation, subsequent to explaining the
content, I placed three pieces of A3 paper on the wall around the class with three separate headings relating
to the content. I then split the class into three groups, with each student from their groups responsible for
researching one piece of information to present back to the class. The students worked together to learn the
content and those with lower abilities were assisted by other students. By giving students responsibility to
contribute to their learning, they become engaged and develop a sense of ownership and collaboration.
 Providing holistic and integrated support. This has included creating vocabulary-rich content to assist
students with grasping specific key terms, jigsaw reading activities to assist student understand the sequencing
of text, and barrier activities that focus on interactions, problem solving and scaffolding to assist students with
how to structure responses. As a result, I have actively supported students from Years 7 to 10 on a pathway
that expands their social and academic interaction. Data has shown that out of 84 students from my Years 7 to
10 classes, 82 are NESB students and two are of Aboriginal descent. Through recognising this and providing
adequate support, over 90% of these students have achieved a pass mark, 70% have achieved marks over 60%
and one of the Aboriginal students finished first in the class halfway through the term.
 Maintaining high expectations of all students. Subsequent to analysing student data, I identified that 100% of
my Year 8 class made up predominately of NESB and Aboriginal students did not participate in physical activity
beyond school. To maximise participation and achieve outcomes I have constantly provided positive and
constructive feedback, eliminated peer comparison and maximised movement and skill development through
the modification of invasion games, as well as fielding and striking games. Doing so has ensured that all
students are provided with equal opportunity to meet educational standards.
By fostering student engagement at St Johns Park High School through high-quality, inclusive and differentiated
learning experiences that are shaped by a value for critical thinking and creative problem solving, I will provide all
students with the opportunity to achieve a lifelong love of learning by encouraging them to apply their PDHPE
knowledge and experiences to their everyday lives.

Demonstrated capacity to effectively integrate student wellbeing initiatives into quality innovative teaching
programs within the framework of 21st Century learning
Having worked in a school within a low socioeconomic community, positive student wellbeing has been critical to
improved student learning. Building student aspirations, improving attendance and growing resilience has been
central to my success as a teacher and the academic achievement for my students. Understanding the welfare
needs of 21 st Century learners is imperative to successful teaching and as such, I foster learning environments that
are safe and supportive, whilst encouraging students to develop a sense of wonder, as well as ability to explore,
communicate and collaborate before reflecting on task processes and outcomes. This has been demonstrated
through:
 Coordinating mentoring programs. As Peer Support Coordinator, I actively developed and initiated a
successful program by selecting 30 students that would be peer leaders and mentored them through a
leadership training program. The students were then provided with the opportunity to mentor Year 7 students
by spending one lesson a week with them to explore issues such as friendship, adversity, anti-bullying, cyber
safety and positively contributing to the school community. At the conclusion of the program, I issued all
students and staff involved with a survey so that I was able to analyse the data and present my findings to the
welfare team. Data indicated that over 90% of students felt more supported and safe in high school as a result
of the program. Furthermore, 85% of students felt that the peer leaders were helpful and supported their
needs, and 100% of students recommended the program to continue for all future Year 7 students.
 Coordinating leadership programs. This has included working in collaboration with the school’s Counsellor to
develop and implement leadership training programs that empower students to develop social and leadership
skills, as well as the ability to effectively resolve conflict. The students participate in leadership meetings,
including year level meetings and circle-time meetings that focus on students resolving conflicts through peer-
to-peer interactions. Currently there are eight students participating in the program and its success has been
evident through the strong skills that they have developed. As a result, the leadership team has successfully
raised more than $3,000 through whole school fundraising events for their own year level, as well as donating
to worthy causes such as the Nepal Fundraising Appeal.
 Facilitating school-based welfare programs. As Year Advisor and Peer Support Coordinator, I have facilitated a
variety of effective programs, including Love Bites, which is a domestic and family violence and sexual assault
prevention program. This program is usually presented to a targeted group of students who have been
identified as demonstrating a tendency to show aggression and consists of two interactive education
workshops followed by creative workshops that consolidate the information. As a presenter of the program, I
consistently model respectful relationships between male and female students, Teachers and workers. This
program has been successful at the school and has facilitated a safe environment in which students can talk
about related issues, whilst gaining awareness about domestic and family violence and sexual assault,
including its prevalence and form.
 Initiating, implementing and evaluating sports programs and after-school training. I have developed a
number of programs in order to address the physical need for students to improve and lead a healthy active
lifestyle. This has included a variety of sports and training programs, as well as individualised eating plans to
ensure that students achieve their goals, follow nutritional eating requirements, and learn the value of a
healthy diet. This program has resulted in a decrease in student misbehaviour and an increase in the number
of students involved in physical activity in their own time.
 Contributing to the welfare team at Cabramatta High School. In my capacity as Year 10 Advisor, I worked
closely with the welfare team to ensure that the school’s initiatives were implemented consistently. This
included coordinating meetings to address anti-bullying issues with students, as well as informing them of the
school’s policies and dangers of bullying. As a result, students have gained a greater understanding and
awareness about the rules and regulations in regards to bullying, in addition to the range of welfare programs
that are available to them.
My acute awareness of the welfare needs of all students and the ability to effectively manage these students so
that they do not fall behind in their outcomes and will feel safe in the school environment will be of benefit to the
students at St Johns Park High School. As a Teacher at the school, I will continue to be a positive role model to all
students and encourage them to make positive decisions in their life.

Approval and or willingness to teach Geography or History (7-10), Sport, Leisure and Recreation, and Early
Childhood Studies
My approval to teach Sport, Leisure and Recreation, and Early Childhood Studies, combined with my willingness
to teach Geography or History (7 to 10), demonstrate my commitment to the provision of a holistic education for
all students. Holistic education focuses on the fullest possible development of the student, encouraging them to
become the very best that they can be, and enabling them to experience all that they can from their education to
reach their goals. My approval and willingness to teach has been demonstrated through:
 Incorporating aspects of Geography within my PASS classes. With many students hailing from diverse cultural
backgrounds at Cabramatta High School, I have been committed to showing students that geography is
everywhere, even in sports. This has been achieved through assisting students to find global connections
through studying a variety of sports and games around the world, as well as major events such as the Soccer
World Cup, the Winter and Summer Olympics and the Commonwealth Games. Together, we have explored
where sports have originated from, and why and how they place on the world leader board. Students were
then engaged in an activity to pick a country and facilitate a sporting game in relation to that country. For
example, one student chose to focus on Thailand and arranged a game of sepak takraw for the class to
participate in. These lessons have provided all students with an insight into cultural heritage and background,
whilst increasing their motivation toward learning about geography.
 Incorporating Historical knowledge into my PASS classes. Focusing on global and national events has
additionally allowed me to incorporate history into PASS classes using real-world examples. This has been
achieved by looking at the history of the Olympics, where certain sports have originated from, as well as how
sports have changed and developed over time. My pedagogical aim for the incorporation of sport history has
not only been for students to obtain a thorough knowledge of sport history, but rather, to equip students with
the ability to critically analyse the human factors, institutions and social forces that shape our understanding
of how sport can not only be a mirror of society, but at times, serve as a means for testing ideas, which can be
evidenced through the development and enhancement of certain sports. As a result, I provide an engaging
platform for history in which students can relate to and have demonstrated their enjoyment of.
 Undertaking the role of Sports Coordinator at Cabramatta High School. Within this role, I have actively
contributed to the development of effective sporting programs that provide students with many and varied
opportunities to participate in sport and develop their skills. In doing so, I have worked to provide a range of
opportunities for students to experience sport in an enjoyable and participative environment. My
responsibilities have included, but have not been limited to, developing and implementing programming and
timetables for all sports across the school, arranging transport and facilities for competitions, managing
resources and the purchase of sporting equipment. My achievements in this role have been evidenced through
the high number of students participating in sport within the school, in addition to successfully gaining
sponsorships for the purchase of new gymnasium and sporting equipment. Additionally, through the Premier’s
Sporting Challenge, I was successful in raising thousands of dollars, which was donated back to the school.
Furthermore, I provide professional development and support to colleagues, as well as offer them
opportunities to increase their understanding and awareness of sport at any time. The varied sporting
programs that I have developed and supported within the school, combined with well-supported Teachers, has
resulted in staff with increased awareness and skills, increased student morale, solid links within the
community, as well as programs that encourages participation in a fair, honourable and sportsperson-like
manner.
 Transferrable skills to teach Early Childhood Studies. Skills and knowledge gained from teaching Sexual Health
and Crossroads, in addition to experience observing and participating in teaching Exploring Early Childhood
and Child Studies, have provided me with the foundation to effectively teach Early Childhood Studies.
Furthermore, my experience extends to developing resources for the unit, including conducting research to
identify suitable video clips, developing interactive whiteboard activities, and putting together teaching
resources such as worksheets. This experience gave me firsthand insight into the unit.
I recognise the benefits of actively contributing to the development of a variety of educational programs that
provide students with many and varied opportunities. As a Teacher at St Johns Park High School, I will continue to
support a holistic education for all students, whilst leveraging my expertise to raise the profile of sports within the
school and wider community.

Demonstrated capacity to develop student engagement and improvement of literacy and numeracy through
the analysis of data, integration of technologies and innovative practice
The delivery of up-to-date content in line with the needs of 21 st Century learners is imperative to ensure their
engagement and improvement of literacy and numeracy. Through the analysis of data, integration of
technologies and innovative practices, I have designed engaging curriculum and assessment programs that cater
for a range of student abilities and foster positive learning experiences. Moreover, my teaching practice
consistently includes differentiation so that it is inclusive of all students. By designing learning tasks and
assessment pieces that are accessible, it has been possible for all students to achieve positive learning outcomes.
This has been demonstrated through:
 Introducing inferential reading to Cabramatta High School. This technique is derived from the teaching model
that learners develop knowledge via the process of interpreting new information in light of past experiences
and rethinking past knowledge based on new information. In order to foster this within the school, I
introduced inferential reading so that students could learn how to read more strategically and make
connections between their personal experiences and their comprehension of a text. In collaboration with the
school’s literacy team, I developed content for Year 8 students, including scaffolding, which is now being used
as part of the literacy and numeracy program. This technique has been particularly helpful for the NESB
students as it assists them with new or difficult vocabulary through figuring out antecedents for pronouns, the
meaning of unknown words from context clues, in addition to the grammatical function of an unknown word.
 Undertaking the role of numeracy representative within the school. This has involved meeting with other
faculty members on a yearly basis to analyse NAPLAN results and identify ways that numeracy can be
incorporated into each program to improve results. Consequently, I have successfully created resources for
PDHPE and PASS that incorporate numeracy, such as analysing sporting statistics, and using graphs to look at
and record sporting data. As a Teacher, I have identified numerous opportunities in sport to look at numeracy,
but have ensured that it has not taken away from the session being on PASS or PDHPE. This has included
providing access to strategies that demonstrate the explicit learning of numeracy skills through PDHPE lessons,
including dietary requirements of adolescents, locating health services in the community, predicting potential
likelihood of harm and analysing performance results.
 Utilising the interactive whiteboard and associated technology. As a classroom Teacher, I continually
incorporate technology into my classroom practice to achieve the best outcome for my students. I always
ensure that I am up-to-date with technologies that can be used within the classroom and consistently make
use of the interactive whiteboard to provide engaging and effective lessons. This includes developing learning
activities that the students can interactive with and manipulate. For example, when presenting a lesson on
nutrition, I created an activity that required students to move foods into their correct nutritional category. This
ensured that students were actively engaged in the lesson.
 Leveraging the use of Edmodo as an extended learning platform for students. Through the use of Edmodo, I
provide students with the opportunity to engage, participate, and express themselves with their learning. At
Cabramatta High School, I have utilised it extensively for posting homework and assignment requirements, as
well as reading materials relevant to particular subjects. As students can access Edmodo at school and at
home, it enables them to ask me questions and clarify things subsequent to a lesson taking place. This in turn
allows me to provide students with individualised attention to further support them or expand their
knowledge.
 Using YouTube to enhance my teaching. A completely free resource with over 10 million videos tagged as
educational, YouTube has nearly endless potential for the classroom. I utilise YouTube on a regular basis when
introducing new concepts, and providing an introduction to a block of programming, as well as providing
students with something visual and entertaining to break up the monotony of a lesson. My use of YouTube is
further enhanced through using YouTube In MP4, to convert YouTube clips and save them to a USB. This
enables me to use the clips without internet access and efficiently plan ahead with my programming.
The use of technology assists me to engage students in their learning, in addition to enabling me to work easily
and collaborative with students, organise lessons efficiently, increase classroom involvement and monitor the
engagement of students in real time. I recognise the fact that students appreciate the opportunity to learn in
modern and easy-to-use environments in which they can relate to and as such, I will continue to integrate
technology and innovative practices as a Teacher at St Johns Park High School.