1.

1 Physical, social and intellectual development and characteristics of students

Demonstrates knowledge and understand of physical, social and

Know students and how they
intellectual development and characteristics of students and how these
may affect learning

For third year placement there were multiple students on NEPs (Negotiated
STANDARD 1

Education plans). The way that I was able to cater to these students is by
learn

understanding and reading their NEPs prior to planning the learning

experiences. I also got to know the students better by building rapport with
them through a range of relationship building sports and activities.

One of the students who had high trauma would regularly have episodes
where they would need to be removed from the classroom as it was unsafe
for other students. We built a safe space for them by building a small tent in
the classroom for them to go inside and take a breather.

1.2 Understand how students learn

Demonstrates knowledge and understanding of research into how

Know students and how

students learn and the implications for teaching

Throughout my Bachelor of Education, I undertook multiple courses which

STANDARD 1

they learn

allowed me to research and investigate the many different variations of

teaching implications and how students learn.
During the course ‘Inclusive education’, I was able to delve into researching
about how school can insure to support students with refugee backgrounds
and their learning and experiences. The program is called ‘Count me in’ and
is a South Australian led program for practical strategies, ideas, advice and
contacts to help you support children who have experienced life as a
refugee.

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds

Demonstrates knowledge of teaching strategies that are responsive to the

Know students and

learning strengths & needs of students from diverse linguistic, cultural,

how they learn

religious and socioeconomic backgrounds

STANDARD 1

An adapted lesson plan ‘Cosmo the Boat Cat’ to cater to students with EAL/D
background. Annotated to demonstrate original lesson with underlined
adaptations to cater to students needs using various teaching strategies to
support the learning strengths of the students.
*Attached Word document.
 1.4 Strategies for teaching Aboriginal and Torres Strait Islander students

Demonstrate board knowledge & understanding of the impact of culture,

cultural identity & linguistic background on the education of students from
Know students and how they learn

Aboriginal and Torres Strait Islander background.

During reconciliation week. The students learnt about the stolen generation
and what actually happened from an Aboriginal and Torres Strait Islander view.
The class read the book ‘The Burnt Stick’ and had multiple discussions about
STANDARD 1

the many different events throughout the book. We made sure that language
was discussed as well as being sensitive to those who identify with Aboriginal
and Torres Strait backgrounds.

1.5 Differentiate teaching to meet the specific learning needs of students across the full
range of abilities

Demonstrate knowledge & understanding of strategies for

students and
STANDARD 1

differentiating teaching to meet the specific needs of students

how they

across full range of disabilities

Know

learn

During the course ‘Teaching Students with Disabilities’ we had to

plan and accommodate for multiple students with disabilities who
have just started at the school and were enrolled in my classroom.

1.6 Strategies to support full participation of students with disability

Demonstrate knowledge & understanding of legislative

STANDARD 1

requirements and teaching strategies that support participation

they learn
and how
students

and learning of students with disabilities

Know

See 1.5 for evidence.