Artefact 1

The first artefact is a sample of a student's work in year 7 Mathematics course. The learning goal for this activity was for students to develop an understanding of the properties of triangles and quadrilaterals, and be able to classify them based on their properties (NESA, 2012). Students are required to work with peers to discuss and describe the characteristics of the triangles and quadrilaterals in a limited time and then class discussion was implemented to consolidate their own knowledge and evaluate their work. The student shows a clear understanding of criteria for classifying these shapes with the explanation provided, which is evident that the student has met the learning goals set for this unit as well as suggests the student was actively engaged in this learning activity. Through the artefact, it demonstrates the alignment to the standard 2.1 of APST- "Content and teaching strategies of the teaching area" of the Professional Knowledge domain (AITSL, 2018). 

To facilitate student engagement, I implemented differentiated instruction to accommodate the diverse learning needs of my students which allows me to achieve the standard 3.3 of APST- “Use teaching strategies'' (AITSL, 2018). I provided the students with a range of triangles and quadrilaterals to classify, ensuring that the task was appropriately challenging for each student. By employing differentiated instruction, promoting student engagement, and providing support and feedback, I aimed to meet the specific learning needs of my students, as outlined in the APST 1.5- "Differentiate teaching to meet the specific learning needs of students across the full range of abilities'' (AITSL, 2018). Moreover, during the task, I provided support and guidance to students including clarifying misconceptions and offering feedback on their work which helped to facilitate students' learning and understanding of the topic (NSW Government, n.d). 

In conclusion, this artefact demonstrates my adherence to the AITSL teacher standards, particularly in terms of alignment to learning goals and unit objectives and student engagement and facilitation of learning. By analysing the student's work, I can critically reflect on the effectiveness of my instructional practices and make informed decisions for future lessons to better cater to the diverse needs of my students and enhance their learning outcomes (Ebby, Remillard & D'Olier, 2019).