Evidence of attainment:
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
- My classroom has a diverse range of students with linguistic, cultural, religious and socioeconomic backgrounds. The EAL students in my class are supported in their learning through a variety of literacy strategies, such as shared reading/writing, guided reading,the use of ICT apps like Clicker, visuals, and sentence starters.
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1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
- The 8 ways of learning were incorporated in an Inquiry unit during term 2.
We organised rotations groups so that the students could get a range of experiences related to the Aboriginal culture. - Students also went to the Botanical Gardens and learned about the community links, Australian tribes, instruments, finding shelter and gathering food.
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
- Differentiating my teaching is essential in my classroom due to the range of ability levels in my class. An example of when I differentiate is during maths lessons where I need to group my students according to their learning needs. Before the unit, students complete a pre-test and then I analyse the data and find out which students need enabling or extending. This helps me to target my teaching and meet the specific learning needs of each student.
1.6 Strategies to support full participation of students with disability
- Following Individual Learning Plan (ILP) is an important process to support the students in my class who have disabilities. The ILP's that I have planned for include strategies to support my students who have either Intellectual Disability, Cerebral Palsy or Severe Language Disorder. The Learning Service Officer (LSO) helps to address the short term goals each term and supports these students with their learning.