1.1 Physical, social and intellectual development and characteristics of students
The seating plan was created to ensure that students can work well and with people that they get along with, but not be distracted by those around them. This seating plan changed over time as I got to know the students in my classes, and as students moved in and out of the class. The seating plan was put in place for both of my Year 8 English classes as they are the ones who required the additional structure; beyond the structure already in place for my classes (beginning and end of the class and regular use of brain breaks).
The seating plan was created to ensure that students can work well and with people that they get along with, but not be distracted by those around them. This seating plan changed over time as I got to know the students in my classes, and as students moved in and out of the class. The seating plan was put in place for both of my Year 8 English classes as they are the ones who required the additional structure; beyond the structure already in place for my classes (beginning and end of the class and regular use of brain breaks).
Seating Plan | |
File Size: | 3138 kb |
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1.2 Understand how students learn
This document was created to be able to keep track of the students in my class and any information I needed to know about them at a quick glance. This has also enabled me to be able to keep a record of their assessment grades as well as any feedback given. This document has been able to be shared with other colleagues in order to give them an easy-to-read overview of the class they are inheriting. Currently, this document includes data about their OCOP’s (if applicable), student-identified adjustments and any special needs that they may have. There are plans in future iterations of this document to include data about attendance and EALD LEAP Levels and any relevant NAPLAN or PAT-R data.
*In order to protect the privacy of my students, I have only included a snapshot of the document here; rather than the full one.
This document was created to be able to keep track of the students in my class and any information I needed to know about them at a quick glance. This has also enabled me to be able to keep a record of their assessment grades as well as any feedback given. This document has been able to be shared with other colleagues in order to give them an easy-to-read overview of the class they are inheriting. Currently, this document includes data about their OCOP’s (if applicable), student-identified adjustments and any special needs that they may have. There are plans in future iterations of this document to include data about attendance and EALD LEAP Levels and any relevant NAPLAN or PAT-R data.
*In order to protect the privacy of my students, I have only included a snapshot of the document here; rather than the full one.
Student Data Document | |
File Size: | 1100 kb |
File Type: | docx |
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
EALD LEAP Levelling has been vital for me this year. I have completed the 2-day Professional Development course and participated in levelling over 200 student samples from Years 7-12 from all EALD students. This meant I was levelling two samples of student work, totalling between 45 minutes to 2 hours per sample set. This has led to me discovering trends amongst the EALD students in my classes and being able to cater for an increased 1-1 time with them and a review of primary level grammar content for the class as a whole.
EALD LEAP Levelling has been vital for me this year. I have completed the 2-day Professional Development course and participated in levelling over 200 student samples from Years 7-12 from all EALD students. This meant I was levelling two samples of student work, totalling between 45 minutes to 2 hours per sample set. This has led to me discovering trends amongst the EALD students in my classes and being able to cater for an increased 1-1 time with them and a review of primary level grammar content for the class as a whole.
EALD LEAP Levelling Professional Development | |
File Size: | 526 kb |
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EALD LEAP Sample #1 | |
File Size: | 1278 kb |
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EALD LEAP Sample #2 | |
File Size: | 1128 kb |
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1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
I have been able to cater my teaching and units towards Aboriginal and Torres Strait Islander students through my Year 8 English poetry unit which focused on ATSI-songs and poetry. This unit allowed for discussion about ATSI history and while I am no expert, I was able to present it in a fun and interesting way. This culminated in a short-answer assessment task.
I have also discussed ATSI history in my ‘Making a Nation’ Unit for Year 9 History. I had rich discussions about the impact that historical events still have on ATSI people’s today. This rich discussion culminated in a final assessment piece where the students write a journal entry or a letter from either the perspective of a ATSI person or a convict during the British arrival to Australia and the subsequent settlement.
I have been able to cater my teaching and units towards Aboriginal and Torres Strait Islander students through my Year 8 English poetry unit which focused on ATSI-songs and poetry. This unit allowed for discussion about ATSI history and while I am no expert, I was able to present it in a fun and interesting way. This culminated in a short-answer assessment task.
I have also discussed ATSI history in my ‘Making a Nation’ Unit for Year 9 History. I had rich discussions about the impact that historical events still have on ATSI people’s today. This rich discussion culminated in a final assessment piece where the students write a journal entry or a letter from either the perspective of a ATSI person or a convict during the British arrival to Australia and the subsequent settlement.
Aboriginal and Torres Strait Islander Storytelling Unit Plan | |
File Size: | 31 kb |
File Type: | docx |
Making a Nation Unit Plan | |
File Size: | 30 kb |
File Type: | docx |
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
I have had conversations with various staff members regarding differentiation and this has included the EALD staff. Communication with colleagues is vital as students may have specific accommodations in different classes that may work in mine. I allow for multiple entry points across all formative and summative assessment as well as extension work where it is needed for the high achievers in the class. I incorporate ‘micro’ lessons on core skills such as dialogue, into the wider focus to enable students who lack these skills (particularly SWD and EALD students). This enabled all students to be able to confidently use the dialogue skills properly and effectively in their narratives.
I have had conversations with various staff members regarding differentiation and this has included the EALD staff. Communication with colleagues is vital as students may have specific accommodations in different classes that may work in mine. I allow for multiple entry points across all formative and summative assessment as well as extension work where it is needed for the high achievers in the class. I incorporate ‘micro’ lessons on core skills such as dialogue, into the wider focus to enable students who lack these skills (particularly SWD and EALD students). This enabled all students to be able to confidently use the dialogue skills properly and effectively in their narratives.
Direct and Indirect Speech Notes | |
File Size: | 13 kb |
File Type: | docx |
1.6 Strategies to support full participation of students with disability
One of my Year 8 students has a visual impairment. There are requirements in place to ensure that she is able to participate fully in the classroom environment. These include having the blinds pulled shut, using black only-white board markers and photocopying task sheets in A3 rather than A4. She also uses a black rubber focus mat on her desk to help put what she can see into greater clarity.
One of my Year 8 students has a visual impairment. There are requirements in place to ensure that she is able to participate fully in the classroom environment. These include having the blinds pulled shut, using black only-white board markers and photocopying task sheets in A3 rather than A4. She also uses a black rubber focus mat on her desk to help put what she can see into greater clarity.
Strategies to Support Students with a Disability | |
File Size: | 212 kb |
File Type: | docx |