Evidence: Standard 1

Know students and how they learn

Standard 1.1 - Physical, social and intellectual development and characteristics of students. (Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.)

This is an email I sent to one of my student's parents. In this email I recognize his intellectual and social developments, achievements and improvements in my year 9 class.

Here is a piece of work from my year 9 class, the highlighted version is after I corrected her original PEEL (point, explanation, evidence and linking sentence), you can see she completely understood my corrections and presented an excellent piece of work that received 13/15.

Standard 1.2 - Understand how students learn. (Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.)

I made this assignment sheet in order to accommodate all the students in my class and their learning.

I made this assignment sheet that accommodates for all levels of learning. It is a reciprocal reading task that encourages students to think creatively about the novel read in class.

Standard 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 socioeconomic backgrounds.)

This piece of work was done by a student who is Philippino. She is an extremely studious student however, I still had to spend some time with her correcting her grammar and punctuation.

Above is the Bible reading plan (devotional) I read with my year 9 home-group class. The school I worked at was a Christian school and this was a requirement that every teacher had to meet.

Standard 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.)

Above is a PEEL paragraph written by a student who identifies as an Aboriginal Torres Strait Islander person. other than being a willing student, I had to work one on one with her in order to get her to achieve her work.

During my placement, I attended the NAIDOC (National Aborigines and Islanders Day Observance Committee) whole school assembly. In this assembly I learnt how to be more inclusive of Aboriginal and Torres Strait Islander peoples.

Standard 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 specific learning needs of students across the full range of abilities.)

Above is worksheet I gave a student who has dyslexia, he struggles to comprehend the text book work, therefore i had to modify his program and give him this worksheet to complete instead.

Above is what my mentor teacher sent me in regards to a student with an ILP (Individual learning plan), here you can see the modifications I had to follow and implement in my teaching techniques.

Standard 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.)

Above is a photo of the whiteboard after visually showing the students in my class, especially the high needs students, how I wanted the information laid out their books. This visual representation allows students of all capabilities to understand the disadvantages and advantages of Factory and domestic systems in the industrial revolution.

Above is photograph of me showing the students how to construct a mind map in relation to why people moved to cities during Industrial Revolution. I used different colours in order to assist a student in my class with colour blindness. This style of learning also assists students with dyslexia.

Above is a piece of work from a student with high learning needs. She worked with a student support worker.

Above is an email I sent to the SSO working with the high needs students in my year 10 class.

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