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Standard 1.1
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.
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.
'Sasha has shown a strong understanding of the need to plan for diversity in student learning .She has identified different entry points for a number of students and incorporates strategies to address these needs in her planning .
'Sasha has shown a strong understanding of the need to plan for diversity in student learning .She has identified different entry points for a number of students and incorporates strategies to address these needs in her planning .
Sasha showed a great deal of empathy from the very beginning for all her students ,and was acutely aware of the need to differentiate material . Her attention to detail and planning in this aspect was meticulous . She was always well prepared and ready to cater for diverse needs'
Sasha showed a great deal of empathy from the very beginning for all her students ,and was acutely aware of the need to differentiate material . Her attention to detail and planning in this aspect was meticulous . She was always well prepared and ready to cater for diverse needs'
- Elizabeth Peterson Mentor at Temple Christian College
- Elizabeth Peterson Mentor at Temple Christian College
My pedagogical practice is inspired and driven by the multiple intelligences. I aim to foster this theory within aspects of assessment, both formative and summative.
Year 9 Film Study on Hidden Figures. The assessment design was created to compliment a range of learning styles within the class. It fosters a flexible approach to suit the physical, social and intellectual development and characteristics of each students.
"Sasha applied her knowledge and modified her teaching, and differentiated both formative and summative assessments to support all students' engagement with their learning.
"Sasha applied her knowledge and modified her teaching, and differentiated both formative and summative assessments to support all students' engagement with their learning.
Within the class, Sasha had three students with learning needs, including one who is on an NEP and requires heavily modified assessments. Sasha developed assessments tasks that accommodated for all of these students and enabled them to be successful in their learning" - Cat Galanos
Within the class, Sasha had three students with learning needs, including one who is on an NEP and requires heavily modified assessments. Sasha developed assessments tasks that accommodated for all of these students and enabled them to be successful in their learning" - Cat Galanos
Standard 1.2
Standard 1.2
Understand how students learn. Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
Understand how students learn. Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
"Sasha has developed appropriate tasks for the students, including several students on NEPs and one who is assessed at an alternate standard to the rest of the cohort.” – Catherine Galanos Mentor Teacher at Henley High
"Sasha has developed appropriate tasks for the students, including several students on NEPs and one who is assessed at an alternate standard to the rest of the cohort.” – Catherine Galanos Mentor Teacher at Henley High
"Sasha developed strong relationships with the students in both classes and was inundated with hugs and cards when she was finished . As the teacher student relationship is the pivotal factor in student learning , she certainly demonstrated she had this down to a tee."
"Sasha developed strong relationships with the students in both classes and was inundated with hugs and cards when she was finished . As the teacher student relationship is the pivotal factor in student learning , she certainly demonstrated she had this down to a tee."
- Elizabeth Peterson - Mentor Teacher at Temple Christian
- Elizabeth Peterson - Mentor Teacher at Temple Christian
Learning Preference Survey.docxPrefered Learning Style Survey - Middle School
Prefered Learning Style Survey - Middle School
PLP .docxPersonal Learning Plan (PLP) Senior School.
Personal Learning Plan (PLP) Senior School.
Temple Christian College : Debate /English Coordinator
Temple Christian College : Debate /English Coordinator
Verification of Debate Team involvement by English Coordinator.
Verification of Debate Team involvement by English Coordinator.
APST STANDARD 1.2.pdfDebate Team
Debate Team
Temple Christian College Debate students preparing for their intra-school debate.
Temple Christian College Debate students preparing for their intra-school debate.
Standard 1.3
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.
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.
One of her strongest personal traits is her deep compassion and commitment to students learning . She was also aware of the need to extend other students and worked hard to make the material engaging ." - Elizabeth Peterson Mentor Teacher at TCC
One of her strongest personal traits is her deep compassion and commitment to students learning . She was also aware of the need to extend other students and worked hard to make the material engaging ." - Elizabeth Peterson Mentor Teacher at TCC
Food Security Game.docxFood Security Simulation
Food Security Simulation
This simulation and formative assessment task fostered a student-centered learning approach to understanding food security on a local, national and global scale.
This simulation and formative assessment task fostered a student-centered learning approach to understanding food security on a local, national and global scale.
Students engage with identifying inequalities from a social, economic, spatial, gender, cultural, religious and linguistic perspectives.
Students engage with identifying inequalities from a social, economic, spatial, gender, cultural, religious and linguistic perspectives.
The formative assessment requires students to respect, understand and honor cultural differences and how they link to environmental cultivation and/or exploitation.
The formative assessment requires students to respect, understand and honor cultural differences and how they link to environmental cultivation and/or exploitation.
Comparetheplatetask.docxMy Plate v Global Plate Formative Assessment
My Plate v Global Plate Formative Assessment
Standard 1.4
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.
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 from AET Director
Evidence from AET Director
Aboriginal-inclusion-meeting-notes_MB (1).docxMinutes from Inclusive Workshop.
Minutes from Inclusive Workshop.
Scanned-Documents (1).pdfLetter from Sarah Spence confirming participation in ATSI workshop
Letter from Sarah Spence confirming participation in ATSI workshop
SACE Board Aboriginal Education Strategy 2017–2021.pdfAboriginal Education Strategy Poster A3.pdfAboriginal Education Strategy 2017-2012
Aboriginal Education Strategy 2017-2012
Mentoring Flier.pdf"She was professional in her approach and immersed herself with our school values: to strive, to seek and not to yield. Sasha also involved herself where she could in any extra activities, including supporting our Aboriginal Education Mentoring Program. She listened and worked in partnership with her mentor teacher to strive for excellence in her own learning.
"She was professional in her approach and immersed herself with our school values: to strive, to seek and not to yield. Sasha also involved herself where she could in any extra activities, including supporting our Aboriginal Education Mentoring Program. She listened and worked in partnership with her mentor teacher to strive for excellence in her own learning.
- Collette Boss, Wellbeing Coordinator at Henley High School.
- Collette Boss, Wellbeing Coordinator at Henley High School.
Standard 1.5
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.)
Book Thief Comp.docxOLIVER TWIST 2015 - FULL BOOKLET (1).docxDifferentiated Comprehension Pack
Differentiated Comprehension Pack
developed for highly-able students in Year 7 English at Temple Christian College.
developed for highly-able students in Year 7 English at Temple Christian College.
Differentiated Comprehension Pack.
Differentiated Comprehension Pack.
Developed for students at an applied level for Year 7 English class
Developed for students at an applied level for Year 7 English class
DIFF ASSESSMENT.docxDifferentiated Assessment Task
Differentiated Assessment Task
This assessment task differentiated for a student in Year 10 with severe form of ASD. This task aims to promote flexible learning experiences and encourages students to work at their own pace to develop their knowledge, understanding and skills
This assessment task differentiated for a student in Year 10 with severe form of ASD. This task aims to promote flexible learning experiences and encourages students to work at their own pace to develop their knowledge, understanding and skills
Goal Setting Plan.docxGoal Setting Plan for Student with Learning Difficulties.
Goal Setting Plan for Student with Learning Difficulties.
This goal setting plan was developed for a Year 10 Student on the Autism Spectrum. To establish a positive relationship with the student and ensure they felt comfortable within the classroom. One way to achieve this was developing a goal setting plan with the student, SSO staff, my mentor and myself to promote engagement and strategies t to support their participation in the course.
Standard 1.6
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.
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.
Certificate_of_Completion_for_the_Essential_Lessons.pdfDisability Standards for Education for senior secondary Certificate
The NCCD is an annual collection of information about Australian school students with disability. The NCCD enables schools, education authorities and governments to better understand the needs of students with disability and how they can be best supported at school.
C2018C00125.pdfdisability_standards_for_education_2005_plus_guidance_notes.pdfsso.pdfLetter of Verification for Differentiated and Supportive Learning.
Letter of Verification for Differentiated and Supportive Learning.
Student Support Coordinator at Henley High, Jaquie Mcfall.
Student Support Coordinator at Henley High, Jaquie Mcfall.
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