Graduate Standards
AITSL Standard 1 - Know students and how they learn……...you can’t teach a fish to swim out of water.
Mentor teacher comment Form A - “Takes time to get to know students and understand how they learn”
1.1 Physical, social and intellectual development and characteristics of students.
Demonstrate knowledge and understanding of physical and intellectual development and characteristics of students and how these may affect learning.
Evidence
Children develop physically with age but at varying rates. It is essential to ensure that tasks are designed around their physical size, strength and gross/fine motor skills. Equipment provided, must meet these needs such as height and size of desks, whiteboard, scissors and play equipment.
Children also develop in stages but at varying rates mentally (Piaget). For example they do not develop the ability to think abstractly till about the age of 12 or 13, therefore educational material and lesson presentation needs to target a specific development stage. At age 10 to 11 (Year 5) children are still operating in a concrete developmental stage and as such topics like Maths need to be very hands on and practical.
During maths lessons we made use of blocks to establish an understanding of area, perimeter, proportions and fractions within a play based activity. The activity below involved the children designing a house with a room which then had to be added onto by halving the size each time. The area, perimeter and fraction was measured and noted in terms of number of square blocks. This was then replicated in their maths books.
Grade 5 St.Mary’s College.
Students have different characteristics. Children have different learning styles and come from a variety of backgrounds. In the Kimberley, children predominately come from an Indigenous background and English is their second language, making learning more challenging. In addition, many of these students are disadvantaged as they may have poorer school attendance which leads to gaps in their education. They will often not have the same quality support at home or same access to educational resources. Health factors may also be
a concern. Otis media, poor nutrition, poor immunity and increased exposure to infections. FAS is prevalent, which affects the learning ability of the child as it impairs their short term memory and their ability to retain information. The expectation and goals set must be adjusted accordingly. Depending upon the level of disability the use of structured work books (Autism PD Broome senior high school, 2012) and drawings often replace traditional writing tasks. At the same time, high but realistic expectations should be maintained.
The above factors may be addressed through- additional tuition by specialist teachers, differentiating the curriculum to cater for the individual needs, using a microphone to deal with hearing impairment, targeting resources to match the mental age level of the child and designing workbooks that are clear, structured and
teach relevant tasks. These students may also have behavioural and anger issues that also need to be
addressed through the teaching of strategies, designed to express their needs in a non-aggressive manner. It is essential to design a curriculum which draws upon cultural relevance, in order to build upon positive self esteem, to providing relevant material that engages Indigenous students and to foster tolerance amongst all students. These factors of disadvantage are not limited to indigenous students.
If the physical, social and intellectual developmental needs are adequately addressed as well as the individual characteristics taken into account then the learning capacity of each child is improved and will produce a positive outcome.
a concern. Otis media, poor nutrition, poor immunity and increased exposure to infections. FAS is prevalent, which affects the learning ability of the child as it impairs their short term memory and their ability to retain information. The expectation and goals set must be adjusted accordingly. Depending upon the level of disability the use of structured work books (Autism PD Broome senior high school, 2012) and drawings often replace traditional writing tasks. At the same time, high but realistic expectations should be maintained.
The above factors may be addressed through- additional tuition by specialist teachers, differentiating the curriculum to cater for the individual needs, using a microphone to deal with hearing impairment, targeting resources to match the mental age level of the child and designing workbooks that are clear, structured and
teach relevant tasks. These students may also have behavioural and anger issues that also need to be
addressed through the teaching of strategies, designed to express their needs in a non-aggressive manner. It is essential to design a curriculum which draws upon cultural relevance, in order to build upon positive self esteem, to providing relevant material that engages Indigenous students and to foster tolerance amongst all students. These factors of disadvantage are not limited to indigenous students.
If the physical, social and intellectual developmental needs are adequately addressed as well as the individual characteristics taken into account then the learning capacity of each child is improved and will produce a positive outcome.
1.2 Understand how students learn.
Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
Evidence: In classroom presented information in several different formats.
Students learn in a variety of ways and each individual child is different (Gardener’s Multiple Intelligence Theory) For this reason it is essential for the classroom teacher to present information in different forms, such as visual, auditory, kinaesthetic. Incorporate all the senses. I found the 5E class to mostly enjoy kinaesthetic activities.
Approaches used to address this
Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
Evidence: In classroom presented information in several different formats.
Students learn in a variety of ways and each individual child is different (Gardener’s Multiple Intelligence Theory) For this reason it is essential for the classroom teacher to present information in different forms, such as visual, auditory, kinaesthetic. Incorporate all the senses. I found the 5E class to mostly enjoy kinaesthetic activities.
Approaches used to address this
- Use of plays acted out by the children in groups which enabled them to gain reading skills in a fun and interactive activity.
- Building with blocks, straws, connector shapes, making their own 3D shapes, fractions walls and class number/fraction line for maths.
- Movement to music for grammar.
- Outside activities and hands on experiments for science.
- Choice of presentation for history projects.
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds.
Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds.
Evidence:
Teaching strategies need to differentiate the curriculum to cater for the individual needs of the student/s. The work assigned to an individual child must be levelled at his/her ability level. Often Indigenous students or those with poor literacy skills will be given a drawing (visual) task instead of having to write. Inclusive strategies that draw upon a variety of experiences and backgrounds, for example indigenous culture. This helps to build positive self esteem, whilst providing relevant material to better engage all students and to foster tolerance amongst all students. The tasks must be relevant and achievable.
Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds.
Evidence:
Teaching strategies need to differentiate the curriculum to cater for the individual needs of the student/s. The work assigned to an individual child must be levelled at his/her ability level. Often Indigenous students or those with poor literacy skills will be given a drawing (visual) task instead of having to write. Inclusive strategies that draw upon a variety of experiences and backgrounds, for example indigenous culture. This helps to build positive self esteem, whilst providing relevant material to better engage all students and to foster tolerance amongst all students. The tasks must be relevant and achievable.
This project was presented with very little writing, which enabled this student to participant and feel included in the history lessons.
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait islander backgrounds.
Evidence: Aboriginal studies Notre Dame University 2012. Masters Teaching and Learning (1 Semester).
Incorporate culturally relevant activities in the curriculum and highlight comparisons of the curriculum to their culture. For example in science, bush medicine is described. Aboriginal means of navigating for example tracking, discuss the Aboriginal traditional seasons along side the western terms. Promote group work. Be aware of the language difficulties for ESL students. In a nutshell incorporate Aboriginal and Torres Strait Islander cultural perspectives in order to build self esteem as well as to promote the celebration of difference alongside inclusivity, cultural sensitivity and tolerance amongst all. Reading indigenous literature, promoting their Art, appreciating their knowledge, accepting their values and communicating with family all contribute to successful education.
Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait islander backgrounds.
Evidence: Aboriginal studies Notre Dame University 2012. Masters Teaching and Learning (1 Semester).
Incorporate culturally relevant activities in the curriculum and highlight comparisons of the curriculum to their culture. For example in science, bush medicine is described. Aboriginal means of navigating for example tracking, discuss the Aboriginal traditional seasons along side the western terms. Promote group work. Be aware of the language difficulties for ESL students. In a nutshell incorporate Aboriginal and Torres Strait Islander cultural perspectives in order to build self esteem as well as to promote the celebration of difference alongside inclusivity, cultural sensitivity and tolerance amongst all. Reading indigenous literature, promoting their Art, appreciating their knowledge, accepting their values and communicating with family all contribute to successful education.
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities.
Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the learning needs of students across the full range of abilities.
Evidence: Designed different activities and assessment based on student needs.
Tasks are set that are within the reach of each student. This is determined via assessment and teacher observation. Open ended tasks cater for students with more ability to enable them to go into more depth. The task differentiation ranges from drawing, selecting an answer from a group of suggestions (cloze), student recall, explanation and design. This approach is in line with Blooms taxonomy. The wording of a question could vary from state, select, choose, list, recall, reproduce, explain, apply, design. The answers to these words will require a different level of understanding or ability. The words and phrases used are important when relating to different student needs and backgrounds.The teacher needs to constantly reassess style and level of language used in the teaching and learning context. This was planned for and carried out on a regular basis in 5E.
Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the learning needs of students across the full range of abilities.
Evidence: Designed different activities and assessment based on student needs.
Tasks are set that are within the reach of each student. This is determined via assessment and teacher observation. Open ended tasks cater for students with more ability to enable them to go into more depth. The task differentiation ranges from drawing, selecting an answer from a group of suggestions (cloze), student recall, explanation and design. This approach is in line with Blooms taxonomy. The wording of a question could vary from state, select, choose, list, recall, reproduce, explain, apply, design. The answers to these words will require a different level of understanding or ability. The words and phrases used are important when relating to different student needs and backgrounds.The teacher needs to constantly reassess style and level of language used in the teaching and learning context. This was planned for and carried out on a regular basis in 5E.
1.6 Strategies to support full participation of students with disability.
Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.
Policy of Inclusion. All children regardless of disability must not be discriminated against because of their disability. Children with a disability must be fully included and provided with learning opportunities the same as everybody else. Their difference must be catered for, hence the design and use of IEP’s. Activities both within and outside of the classroom, including sport must be altered to include all individuals regardless of their disability. This may mean modifying rules and tasks, re-positioning the desks, selective student seating, using coloured paper, bigger writing, a microphone, having an education assistant and seeking feedback and assistance as required.
Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.
Policy of Inclusion. All children regardless of disability must not be discriminated against because of their disability. Children with a disability must be fully included and provided with learning opportunities the same as everybody else. Their difference must be catered for, hence the design and use of IEP’s. Activities both within and outside of the classroom, including sport must be altered to include all individuals regardless of their disability. This may mean modifying rules and tasks, re-positioning the desks, selective student seating, using coloured paper, bigger writing, a microphone, having an education assistant and seeking feedback and assistance as required.
Proficient Standards: Professional Knowledge
Standard 1: Know students and how they learn
Aitsl 1.1 Physical, social and intellectual development and charactersitics of students
Use teaching strategies based on knowledge of students physical, social and intellectual development and characteristics to improve student learning
Use teaching strategies based on knowledge of students physical, social and intellectual development and characteristics to improve student learning
Evidence: (1.1, 3.7, 4.1)
Tab 1 AITSL 1
Aim: To Select strategies appropriately for the developmental level and characteristics of the students
EG. An Explanation of differentiated teaching strategies based on knowledge of students' physical, social or intellectual development to target the different areas of student learning requiring improvement.
Evidence 1:
Michael and Kosta both have low confidence, language and literacy skills. This is evidenced through observation, Naplan results and background knowledge of prior performance. Therefore provided with a hardcopy PowerPoint and a worksheet with simpler language, cloze style. I communicate with Aiden (IEW) when necessary to keep the students on track with assignments .
EG. Lesson plans demonstrating use of a variety of teaching strategies applicable to a range of students.
Evidence 2: Lesson Observation - Sam de Moor
2024
Concepts are introduced and explained verbally and visually and related to everyday /real ife situations.
Acceptance and celebration of different cultural values while maintaining respect of each individual person, animal and plant on this Earth.
Students need to be given time to consoldiate understanding of concepts through practice. I
In Science this can be done thorugh conducting practical activities either in the Lab or the Classroom.
Maths:
Examples:
Year 7 Maths
Geometric Art Assignment: connecting different Types of Triangles and Angles in an Art form, relating to the Cubism Art Movement. [Equilateral, Isoceles, Right Angle, Congruent angles]
Mathspace: Fun learning with quick feedback.
Assigned to students and adapted for students with emerging Maths skills and those that benefit from extension.
Differentiation:
Mathspace:
Assigned to students and adapted for students with emerging Maths skills and those that benefit from extension.
Mathspace activities Eg Jalan Robertson
Liason with mother. Positve outcome Jalan began doing Mathspace at home with his Dad. Jalan's Mum was very pleased with this outcome of being able to better engage Jalan. *
Annotated Conversation with Hannah Smith (Inclusion Support) for selection of activities. (2020)
Science:
Give hard copy powerpoints to IS students
Use Cloze word doc for tests as an adjustment (Year 7, 8, )
Individual support in class
Give student opportunity to draw instead of write
Label instead of describe
Simplify wording on Stile (Tests)
Select Extension Stile lessons for students who grasp concepts early or finish early.
Discussion with and suport from IEW coordinator
Liase with STEM colleagues
Discussion with other staff in relation to classroom beahviour (YLC, Yr 8; Librarian, HR Teacher, Science Teacher/s, ISC, ISA)
Demonstartion using videos
Demonstarion using visual objects e.g., bottles with coloured beads that absorb water to various degrees - to demostarte Solids, Liquids and Gases.
Online webinars and personal research for ASD and ADHD. Read section of Lynn Sharratt. Teacher Magazine
Continue study towards upgrading previous Psychology training to Graduate Diploma to become more up to date. Studies have inlcuded Individual Differences, Research Skills, Social Psychology. Most recent study: Psychopathology (Eg. GAD, and percieved Social Support)
Verbal conversation with Jemma Anderson for making adjustments for CL (2024) Adjusted/simplifird wording on tests.
After discussion with Jemma Anderson (Includion Co-Ordinator), I communicated with classroom ISA to orally conduct the ScienceTopic Test with CL tin order to achiev a better and more equitable outcome for the student. Student was successful in his test. I returned positive acknowledgement /feedback and a Thank You to the classroom ISA , when advising her of the excellent outcome achieved by the IS student (CL). The ISA returned ths same to me.
Use clear aims/Learning Intention
Use clear learning expectations /Success Criteria.
Use classroom behaviour expectations - when going for a drink or toilet break students are asked to go for a maximum of 5 minutes. If student away for longer, they are asked where have they been especially if they come back wearing a bright yellow basket ball vest.
Students allowed out for movement breaks. These can be with an ISA, by themself or with a friend (Based on EAP), usually only one or two at a time.
Teacher delivery and student Independant work inter mixed.
Colaborative activities include:
1. Posters:
2. Investigations:
Earth & Space: Greenhouse Effect prac, Year 10 General Science to consolidate the concepts of The Green house effect to enhance understanding of of Global Warming.
Reflection:
1.Greet students respectfully, Show/ tell lesson outline/ Expectations. Assign different tasks (Maths) usually based on Text / worksheets. Use mixed-ability groups or pairs/ Peer-Teaching (Science pracs/ Science Prac Reports/ Maths groups), classwork E.g. report writing, different worksheets to provide scaffolding where necessary. Use word banks, cloze, pictures. Move around / check individual student work, be responsive, approachable, patient and encouraging. Seek feedback from ISA (Maths) IEW (Science) Inclusion Support coordinators' (Science), EAP's when in place.
2. Articulate the physical, social and intellectual characteristics of individual and groups of students
E.g. Inclusion support Student x:
3. Teaching strategies most effective for individual students - use modelling, group work, hands on activities. Present material visually, verbally and kinesthetically where possible.
4. Seeks background information about students to identify their physical, social and intellectual characteristics for the purpose of adapting teaching strategies for students' learning needs - use EAP's, collegial knowledge, parents.
5. Plans/ designs and implements appropriate teaching strategies; using pre and post assessments to determine the most effective strategies; implements strategies which are age, stage or developmentally appropriate; tracks student progress; uses an appropriate level of language for the stage of the students. E.g. a starting point Algebra, establish which students to extend or scaffold more, Measure improvement
6.Inclusive climate E.g. / respectful, differentiate the curriculum, model new material
7. Suitable classroom organisation - E.g. Seating plan, (SEQTA), mixed ability groups, prac groups, different tasks
8. Liase with IEW, ISA, other teachers: Cashy, Aiden, May-Jen, Hannah, Rachel, Thai (2018-2020).
Liase with IEW, ISA other teachers, parents (Cashey, Jemma, Thai, Siobhan, Kara, Jane.K, Manoli, Mariana (2021-2025)
9. Seek advice if necessary from Inclusion Support teachers, other staff re suitable teaching strategies (Letter from Hannah)
10. Use PAT testing for Maths and English to determine students needs/ progress and level of modification required.
Results provided from Sarah Williams Curriculum and Data Co-Ordinator)
Use results from Stile Formaive and Summative (Stile)
Use information from EAP documents (Seqta)
Knowledge gained from EAP, Inclusion support Teachers. ISA, IEW, Other teachers
Lesson Plan - differentiation
Inclusion support list
EAP's
Strategies
Tab 1 AITSL 1
Aim: To Select strategies appropriately for the developmental level and characteristics of the students
EG. An Explanation of differentiated teaching strategies based on knowledge of students' physical, social or intellectual development to target the different areas of student learning requiring improvement.
Evidence 1:
Michael and Kosta both have low confidence, language and literacy skills. This is evidenced through observation, Naplan results and background knowledge of prior performance. Therefore provided with a hardcopy PowerPoint and a worksheet with simpler language, cloze style. I communicate with Aiden (IEW) when necessary to keep the students on track with assignments .
EG. Lesson plans demonstrating use of a variety of teaching strategies applicable to a range of students.
Evidence 2: Lesson Observation - Sam de Moor
- Differentiated worksheet (Kosta, Michael)
- Extension Questions - Research, more in depth questions
- PowerPoint Handout Michael, Kosta, Travis
- Material presented Verbally, Visually, Kinesthetically (PowerPoint in class, on SEQTA on line lesson, Video and 4 relevant Rock Samples passed around the class for hands on tactile)
- Differentiated work for Year 7, inclusion support working on on one with his ISA. [Attached]
2024
Concepts are introduced and explained verbally and visually and related to everyday /real ife situations.
Acceptance and celebration of different cultural values while maintaining respect of each individual person, animal and plant on this Earth.
Students need to be given time to consoldiate understanding of concepts through practice. I
In Science this can be done thorugh conducting practical activities either in the Lab or the Classroom.
Maths:
Examples:
Year 7 Maths
Geometric Art Assignment: connecting different Types of Triangles and Angles in an Art form, relating to the Cubism Art Movement. [Equilateral, Isoceles, Right Angle, Congruent angles]
Mathspace: Fun learning with quick feedback.
Assigned to students and adapted for students with emerging Maths skills and those that benefit from extension.
Differentiation:
Mathspace:
Assigned to students and adapted for students with emerging Maths skills and those that benefit from extension.
Mathspace activities Eg Jalan Robertson
Liason with mother. Positve outcome Jalan began doing Mathspace at home with his Dad. Jalan's Mum was very pleased with this outcome of being able to better engage Jalan. *
Annotated Conversation with Hannah Smith (Inclusion Support) for selection of activities. (2020)
Science:
Give hard copy powerpoints to IS students
Use Cloze word doc for tests as an adjustment (Year 7, 8, )
Individual support in class
Give student opportunity to draw instead of write
Label instead of describe
Simplify wording on Stile (Tests)
Select Extension Stile lessons for students who grasp concepts early or finish early.
Discussion with and suport from IEW coordinator
Liase with STEM colleagues
Discussion with other staff in relation to classroom beahviour (YLC, Yr 8; Librarian, HR Teacher, Science Teacher/s, ISC, ISA)
Demonstartion using videos
Demonstarion using visual objects e.g., bottles with coloured beads that absorb water to various degrees - to demostarte Solids, Liquids and Gases.
Online webinars and personal research for ASD and ADHD. Read section of Lynn Sharratt. Teacher Magazine
Continue study towards upgrading previous Psychology training to Graduate Diploma to become more up to date. Studies have inlcuded Individual Differences, Research Skills, Social Psychology. Most recent study: Psychopathology (Eg. GAD, and percieved Social Support)
Verbal conversation with Jemma Anderson for making adjustments for CL (2024) Adjusted/simplifird wording on tests.
After discussion with Jemma Anderson (Includion Co-Ordinator), I communicated with classroom ISA to orally conduct the ScienceTopic Test with CL tin order to achiev a better and more equitable outcome for the student. Student was successful in his test. I returned positive acknowledgement /feedback and a Thank You to the classroom ISA , when advising her of the excellent outcome achieved by the IS student (CL). The ISA returned ths same to me.
Use clear aims/Learning Intention
Use clear learning expectations /Success Criteria.
Use classroom behaviour expectations - when going for a drink or toilet break students are asked to go for a maximum of 5 minutes. If student away for longer, they are asked where have they been especially if they come back wearing a bright yellow basket ball vest.
Students allowed out for movement breaks. These can be with an ISA, by themself or with a friend (Based on EAP), usually only one or two at a time.
Teacher delivery and student Independant work inter mixed.
Colaborative activities include:
1. Posters:
- States of Matter/ Chemistry. Year 8. Using textas and coloured penciles on A3 /A4 paper. Evidence photos of samples of student work.
- Function of the Human Heart /Biology Year 8. Using coloured plastic tubing to represent arteries and veins. Annual award for best presentation.
2. Investigations:
Earth & Space: Greenhouse Effect prac, Year 10 General Science to consolidate the concepts of The Green house effect to enhance understanding of of Global Warming.
Reflection:
1.Greet students respectfully, Show/ tell lesson outline/ Expectations. Assign different tasks (Maths) usually based on Text / worksheets. Use mixed-ability groups or pairs/ Peer-Teaching (Science pracs/ Science Prac Reports/ Maths groups), classwork E.g. report writing, different worksheets to provide scaffolding where necessary. Use word banks, cloze, pictures. Move around / check individual student work, be responsive, approachable, patient and encouraging. Seek feedback from ISA (Maths) IEW (Science) Inclusion Support coordinators' (Science), EAP's when in place.
2. Articulate the physical, social and intellectual characteristics of individual and groups of students
E.g. Inclusion support Student x:
- Use less variables when writing a prac report (2 instead of 4, for the friction prac, Year 7 Physics))
- Cloze prac report and/or use of word bank
- Provide frequent breaks
- Time out
- Positive acknowledgement
- Use "chunking" to provide the information and to make it easier for the student to understand. E.g. Providing a worksheet that breaks down the information into "manageable chunks" . E.g. types of forces described in sequence using simple examples of everyday events that have relevance to the student. This is done for all students but the information is further broken down, for Inclusion Support learners. The information will be less detailed with more use of pictures and basic terminology. Provision of a word bank for students with memory retention difficulties and a glossary for all students when commencing a new topic. This strategy is also be used for students with ESL or low literacy (Naplan).
3. Teaching strategies most effective for individual students - use modelling, group work, hands on activities. Present material visually, verbally and kinesthetically where possible.
4. Seeks background information about students to identify their physical, social and intellectual characteristics for the purpose of adapting teaching strategies for students' learning needs - use EAP's, collegial knowledge, parents.
5. Plans/ designs and implements appropriate teaching strategies; using pre and post assessments to determine the most effective strategies; implements strategies which are age, stage or developmentally appropriate; tracks student progress; uses an appropriate level of language for the stage of the students. E.g. a starting point Algebra, establish which students to extend or scaffold more, Measure improvement
6.Inclusive climate E.g. / respectful, differentiate the curriculum, model new material
7. Suitable classroom organisation - E.g. Seating plan, (SEQTA), mixed ability groups, prac groups, different tasks
8. Liase with IEW, ISA, other teachers: Cashy, Aiden, May-Jen, Hannah, Rachel, Thai (2018-2020).
Liase with IEW, ISA other teachers, parents (Cashey, Jemma, Thai, Siobhan, Kara, Jane.K, Manoli, Mariana (2021-2025)
9. Seek advice if necessary from Inclusion Support teachers, other staff re suitable teaching strategies (Letter from Hannah)
10. Use PAT testing for Maths and English to determine students needs/ progress and level of modification required.
Results provided from Sarah Williams Curriculum and Data Co-Ordinator)
Use results from Stile Formaive and Summative (Stile)
Use information from EAP documents (Seqta)
Knowledge gained from EAP, Inclusion support Teachers. ISA, IEW, Other teachers
Lesson Plan - differentiation
Inclusion support list
EAP's
Strategies
- Pictures
- Simpler language
- Word Bank
- Cloze
- Less detail/clutter on page
- Checklist
- Modified Test
- Time Out breaks
- Information in small blocks
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| ecosystems_copy_for_task.docx_2_student_task_week_2.docx |
| food_web_activity_-_jaylyn_year_7.docx |
Focus area 1.2: Understand how students learn
Structure teaching programs using research and collegial advice about how students learn
Evidence (1.2)
Students learn best when comfortable and secure in their environment, when the tasks are realistically challenging for their ability level. This can be scaffolded through the types of questions, the time allocated to complete a task using mixed ability groups.
Structure teaching programs using research and collegial advice about how students learn
Evidence (1.2)
- Liase with other teachers
- Attend PD
- Read books
- SEQTA
- H: Drive T&L/Science/2020/Year 7
- Stile (2023-2025)
- On line PD
- University studies (Psychology:
Students learn best when comfortable and secure in their environment, when the tasks are realistically challenging for their ability level. This can be scaffolded through the types of questions, the time allocated to complete a task using mixed ability groups.
Focus area 1.3: Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Design and implement teaching practices that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
Evidence (1.3, 1.4)
Flexible in expectations with assignments and tests
Incorporate Indigenous perspective's into lesson programs.
Design and implement teaching practices that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
Evidence (1.3, 1.4)
Flexible in expectations with assignments and tests
- Prior cultural awareness training ( Broome Notre dame University, Broome, WA: One Semester of study in the Masters of Teaching and Learning
- Prior experience working with Indigenous students and staff at Notre Dame University, Broome where I was the coordinator and Trainer/Assessor.
- I facilitated, implemented, programmed and obtained National accreditation through ASQA for Notre Dame University to deliver the Certificate III and Certificate IV in Education Support, Australia wide, (Perth and Sydney).
- All the students were Indigenous and attended the university in block release, coming from various communities within the Kimberley region of WA.
- As a result of an Interview process and work samples, ASQA granted accreditation to NDU to deliver the above VET programs(Australia -wide).
- I was responsible for the assessment process in line with the standards.
- During this time I was able to learn and understand more about Indigenous culture and values by directly speaking to Indigenous people about their customs culture and past experiences including those form the stolen generation or descendants of parents who were part of the stolen generation.
Incorporate Indigenous perspective's into lesson programs.
- E.g. Fire starting techniques and land management Year 8 Science/Physics/ Energy
- E.g. Affect of Mining on Indigenous people Year 8 SHE (Science as Human Endeavour) Geology: Mining
- E.g. Tradition use of materials from the Earth by Indigenous (Ochre and other colours - body/rock/bark painting to depict dreamtime stories)
Focus area 1.4: Strategies for teaching Aboriginal and Torres Strait Islander students
Design and implement effective teaching strategies that are responsive to the local community and cultural setting, linguistic background and histories of Aboriginal and Torres Strait Islander students. Students sometimes lack English language, confidence and/or have missed alot of school.
Evidence (1.4)
Design and implement effective teaching strategies that are responsive to the local community and cultural setting, linguistic background and histories of Aboriginal and Torres Strait Islander students. Students sometimes lack English language, confidence and/or have missed alot of school.
Evidence (1.4)
- Include Indigenous perspective's into lesson programs. (Attached lesson plan)
- E.g. Fire starting techniques and land management Year 8 Energy
- E.g. Affect of Mining on Indigenous people Year 8 SHE (Science as Human Endeavour) Geology: Mining
- E.g. Indigenous perspectives of the Seasons and the relationship to the cycle of plants and animals and the food cycle.
- Liase with IEW staff (Cashey and Aiden)
- Modified Test, less words, less questions, hence more time to process language
- PowerPoints with note taking space for each student
- Explain unfamiliar terms, e.g. new terms word list
- Expect high achievement
- Allow more time to complete tasks
- Prior cultural awareness training (Notre Dame University, Broome, WA: One Semester of study in the Masters of Teaching and Learning )
- Prior experience working with Indigenous students and staff at Notre Dame University, Broome where I was the Coordinator and Trainer/Assessor of the Education Support Program
- I facilitated, implemented, programmed and obtained National accreditation through ASQA for Notre Dame University to deliver the Certificate III and Certificate IV in Education Support, Australia wide, (Perth and Sydney).
- All the students were Indigenous and attended the university in block release, coming from various communities within the Kimberley region of WA.
- As a result of an Interview process with me and the perusal of training documentation samples, ASQA granted accreditation to NDU to deliver the above VET programs (Australia -wide).
- I was responsible for the assessment process of the Education Support III and IV students, in line with the standards
- Reflection:
- During this time I was able to learn and understand more about Indigenous culture and values by directly speaking to Indigenous people about their customs, culture and past experiences including those form the stolen generation or descendants of parents who were part of the stolen generation.
- I communicated with Indigenous staff, students, local residents and completed a Reconciliation Plan as part of my studies
- I worked as a Teacher Assistant at Roebuck Primary school where several students and some staff were Indigenous.
- I have visited many Indigenous communities around Australia.
Focus area 1.5: Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Develop teaching activities that incorporate differentiation strategies to meet the specific learning needs of students across the full range of abilities
Evidence (1.5, 1.6)
Lesson plan E.g. Differentiated tasks. E.g. maths textbook.
Science Text Use evaluation and creative tasks to extend high level students. Ask them to explain.
Lower level Scaffold.
Use portfolio for SIS (Science Inquiry Skils) as a basis for improvement for scaffolding
Focus area 1.6: Strategies to support full participation of students with disability
Design and implement teaching activities that support the participation and learning of students with disability and address relevant policy and legislative requirements
Evidence (1.6)
Knowledge of Disability Standards
Lesson Plan incorporating Inclusive support strategies in order to cater to individual needs and abilities by promoting self worth, inclusion, participation and choice for students to demonstration their understanding of a topic. E.g.
Design and implement teaching activities that support the participation and learning of students with disability and address relevant policy and legislative requirements
Evidence (1.6)
Knowledge of Disability Standards
Lesson Plan incorporating Inclusive support strategies in order to cater to individual needs and abilities by promoting self worth, inclusion, participation and choice for students to demonstration their understanding of a topic. E.g.
- Peer tutoring, this allows individual instruction, students to proceed at their own pace, high levels of student engagement with the learning task, can accelerate learning, structured to provide consistent and immediate feedback, provides a positive role model for the student being tutored. used in Math year 7, and Science Year 8
- Small group/cooperative learning. Students of varying ability levels comes together to work on a shared tasks. E.g. Year 7 Third Prac reports. A 4 paper. Students put forth their suggestions and as a group came up with the final preferred answer. They followed the format of the OCC Practical report for Years 7 and 8. (sample attached)
- Modelling : demonstrate a new task on the board for Maths. Demonstrate prac for Science e.g. See-Saw Prac
- Cross curricula teaching: Incorporating history (Pompei volcano, Graphs, English, Communication)
- Use auditory, visual and kinesthetic approach to lesson delivery
- Questioning aimed at different levels of thinking from Blooms Taxonomy.
Proficient Standards
Aitsl 1.1 Physical, social and intellectual development and charactersitics of students
Use teaching strategies based on knowledge of students physical, social and intellectual development and characteristics to improve student learning
