Personal Reflection and

Professional
Development Plan.
EDU401
Ellen Gavin

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Table of Contents
Introduction...................................................................... 3
Previous practical experiences...........................................4
Prac 3: Chancellor State College 2014.................................................5
Prac 4: Mooloolah State School 2015...................................................6

Reflection.........................................................................7
Linguistic............................................................8
Cultural.....................................................10
Religious.............................................12
Socio-economical..........................14
Professional and personal development plan....................17
Reference List.................................................................27

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Introduction.
When aspiring to become a successful teacher within todays
society there is a range of differentiating skills that are required.
With research showing a wide range of linguistic, cultural, religious
and socio-economic statuses within Australian classrooms it is a
necessity that teachers cater for these needs.
The following report will commence with a reflection of my previous
practical experiences and continue with a professional and personal
development plan. The reflection component of this report will
explore the linguistic, cultural, religious and socio-economic aspects
I have personally encountered within my school experiences and
align theses with relevant Professional Teaching Standards. From
there I will clearly identify strengths and weaknesses and create an
appropriate professional and personal development plan.

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Previous practical
experiences.
Over the past three and half years I have been on four different
practical experiences. While all were situated across the Sunshine
Coast they have all been different experiences; the next section of
this report will briefly describe two of these experiences: Chancellor
State College and Mooloolah State School.

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Prac 3: Chancellor
State College 2014
In
2014
Chancellor
State College was a P12 government school
with 2505 enrolments.
The school was given
an ICSEA rating slightly
above
the
national
average, with 15% of
students
being
categorised within the
bottom
quarter.
Chancellor had minimal Figure 1 Chancellor State College MySchool data
Indigenous
students
(3%) however over 125 students were EASL/D; refer to figure 1
(ACARA, 2014).
Chancellor State School is situated
within the Sunshine Coast suburb:
Sippy Downs. Visible in figure 2
there
is
a
slightly
higher
percentage of unemployed when
compared to the Sunshine Coast as
a whole (Sunshine Coast Council,
2014).
However the data displays diversity
within residents birthplace and
language spoken at home. With
both figure 3 and 4 showing a higher percentage of overseas
birthplace and language other than
Figure 2 Sippy Downs Employment
English spoken at home when
compared to the Sunshine Coast as
a whole (Sunshine Coast Council, 2014).
Overall this data displays Chancellor
State College to have an average socioeconomic status, with subtly yet
significant
cultural
and
linguistic
diversity (Sunshine Coast Council,
2014).

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Figure 3 Sippy Downs Residents

Birthplace
Figure 4 Sippy Downs Residents' Language at
home.

Prac 4: Mooloolah
School 2015

State

Mooloolah State School is

a small P-6* government
school, with a total of 200
enrolments. As shown in
figure 5 the school has an
average
ICSEA
value
(999) and majority of
students (63%) fall within
the middle quarters of
student
distribution.
There are approximately
12 Indigenous students
as well as 12 EASL/D
students (ACARA, 2014).
Located
within
the
Figure 5 Mooloolah State School MySchool
Sunshine
Coast
hinterland
Mooloolah
State School is situated within the suburb
Mooloolah Valley. The employment status
(92.7%) is higher than the Sunshine Coast
as a whole; refer to figure 6 (Sunshine
Coast Council, 2014).
Mooloolah Valley exudes a small rural
town atmosphere amongst the residents,
with many local family-run businesses.
The highest occupation present within the
community is technicians and trades,
Figure 6 Mooloolah Valley Employment
refer to figure 8. While figure 7 shows
most (48%) household types within the
community are families (Sunshine Coast Council, 2014)..

This data shows Mooloolah State School to have an average socioeconomic status, with a rural small town cultural atmosphere.

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Figure 8
7 Mooloolah Valley Occupations

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Figure 8 Mooloolah Valley Household types

Reflection
The following part of this report will identify any significant
linguistic, cultural, religious and socio-economical issues that I have
encountered across my placements. Within these reflections I will
explore how my pedagogical practice has been diversified to cater
for students needs and how these methods align with the Australian
Teaching Professional Standards.

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Linguistic.
Standards:
The following Australian Professional standards support catering for
linguistic diversity:
Standard
Standard 1
1 -- Know
Know students
students and
and how
how they
they learn.
learn.

1.3 Students
Students with
with diverse
diverse linguistic,
linguistic, cultural,
cultural, religious
religious and
socio-economic backgrounds.
backgrounds.
1.3
and socio-economic

Strategies for
for teaching
teaching Aboriginal
Aboriginal and
1.4
1.4 Strategies
and Torres
Torres Strait
Strait Islander
Islander students.
students.

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

Standard
Standard 3
3 -- Plan
Plan for
for and
and implement
implement effective
effective teaching
teaching and
and learning.
learning.

3.4
3.4
3.5
3.5
3.7
3.7

Select and
and use
use resources.
resources.
Select
Use effective
communication.
Use
effective classroom
classroom communication.
Engage parents/carers
in the
the educative
educative process.
Engage
parents/carers in
process.

Standard 4 - Create and maintain supportive and safe learning

environmnets.

Support student
student participation.
participation.
4.1
4.1 Support

With the Australian Bureau of Statistics

releasing a media report (Jan, 2015)
claiming Overseas born Aussies hit a
120 year peak it is evident that
Australias
multiculturalism
is
continuing to advance (Australian
Bureau of Statistics, 2015). Figure 10
also illustrates the range of dialects
(over 110) within the Indigenous
Australian culture (Australian Council
for Educational Research, 2008).
With the obvious range of linguistic
diversity present within Australian
schools it is essential that teachers
cater for these students needs.
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Figure 9 Indigenous dialect

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However throughout my SPE placements I have not faced any

linguistically challenges. Displayed in the data above the schools I
have attended have had minimal Indigenous and EASL/D students
attending. While I appreciate the need
to cater for the minority the classes I Figure 10 Indigenous dialect.
have been allocated have not provided
me the opportunity. At Chancellor State College the school offered
an Indigenous program that Im certain would assist students who
required help transitioning; similarly Mooloolah offered a guidance
councillor.
Due to my lack of exposure to EASL/D students this is an area within
my professional practice that I need to work on (refer to
Professional Development Plan). However below are examples of
classroom strategies I believe I would use and how they align with
the Professional Teaching Standards:
Standar
ds
1.3, 1.4

1.5
3.4

Strategies

Image/ Evidence.

- Class survey, does anyone know

another language? Parents speak
another language? Indigenous
relatives?
(Could be anonymous for cultural
sensitivity).
- Differentiate classroom tasks/
assessments.
- Colour-coded resources. Eg Writing
stamina = purple. Teacher can point
to purple poster; child can pull out
purple coloured writing book.
- Contextualise language with
pictures: have the English word
alongside a picture.

3.5
3.7

Ellen Gavin

Create specific routines, avoid

disturbance to minimise confusion.
Organise parent meeting, if they
cannot speak English arrange a
translator (an interactive voice over
webpage could suffice).

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4.1

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- Make the child feel comfortable and

accepted within the classroom.
- Simple gestures like getting them to
teach the class to say hello in their
first language and then asking
everyone to respond to the role in
that language could help them feel
included within the class.
- However it is important to be
culturally sensitivity and judge the
situation appropriately. If your
student does not want to
acknowledge their differences, be
discreet. Eg. Have the roll in a
different language each week.

Cultural.
Standards:
The following Australian Professional Teaching standards align with
cultural diversity:
Standard
they learn.
learn.
Standard 1
1 -- Know
Know students
students and
and how
how they

1.3
1.3
1.4
1.4

Students
cultural, religious
and socio-economic
socio-economic backgrounds.
backgrounds.
Students with
with diverse
diverse linguistic,
linguistic, cultural,
religious and
Strategies
students.
Strategies for
for teaching
teaching Aboriginal
Aboriginal and
and Torres
Torres Strait
Strait Islander
Islander students.

Standard 2- Know the content and how to teach it.

- 2.4 Understand and respect Aboriginal and Torres Strait Islander people to
promote reconciliation between Indigenous and non-Indigenous Australians.
Standard 3 - Plan for and implement effective teaching and learning.

3.4 Select
3.4
Select and
and use
use resources.
resources.

Use effective
3.5
3.5 Use
effective classroom
classroom communication.
communication.

the educative
educative process.
3.7
3.7 Engage
Engage parents/carers
parents/carers in
in the
process.

Standard 7 - Engage professionally with colleagues, parents/carers and

the community.

7.3 Engage
with parents/carers.
7.3
Engage with
parents/carers.

Engage with
professional teaching
networks and
and broarder
communities.
7.4
7.4 Engage
with professional
teaching networks
broarder communities.

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Figure 11 Australian cultural
differences

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Similar to linguistic diversity, the increase in

overseas migrants to Australia is creating a
mixed range of cultures within our classrooms.
However cultural diversity is not always so
evident and it is important to state there is
variation within the Australian culture. There is
a significant cultural difference depending on
where you live; these can be simplified into
stereotypical references: outback, coastal and
city: refer to figure 12 (Advameg, 2015).
With the Australian Curriculum endorsing the
need to teach intercultural understanding
(general capability) it is essential that students
learn the acceptance of their own and other
cultures (ACARA, 2012). Throughout my SPE
placements I have encountered small but
significant cultural diversity. As shown in the
data above Chancellor shows a diverse range of
multiculturalism within the community. While
during my prac at Mooloolah I was exposed to
the differences within the Australian culture as I was situated within
a small town atmosphere. The below table illustrates the strategies I
used and some that I would implement to ensure inclusion.
Standar
ds

Ellen Gavin

Strategies

Image/Evidence.

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1.3, 1.4

- Background questionnaire?
Holidays? Relatives? Family
celebrations?
- Chancellor Prac: Geography
worksheet that was sent home,
students filled in any connections
around the world.
- Mooloolah Prac: Geography
country assessment students
were encouraged to choose a
country they had connections with.
- Mooloolah Prac: Australian
cultural differences- Jake came
from a farming background and
showed disinterest towards school.
During English assessment the
students were asked to write a
feature article, they were given all
the information required. Part of
this was an opinion from a farmer.
Therefore as we read through the
towns peoples opinions, I
allocated Jake to take on role of the
farmer (evidence refers to my
reflection).

2.4

- Invite Indigenous locals into the

classroom to discuss relevant
topics.
- Refer to Indigenous history
dreamtime stories etc.
- Chancellor Prac: Using the
world connection worksheet
created a class map using an
interactive webpage (highlighted
countries we had connections
with).

3.4

7.3

Ellen Gavin

- Chancellor Prac: The geography

unit went onto explore connections
with our Asian neighbours. Parents
who had Asian ethnicity were
invited into the class to discuss
their culture.

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Australian Curriculum link:

Geography Year 2.

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Religious.
Standards:
The following Australian Professional Teaching standards align with
religious diversity:
Standard 1 - Know students and how they learn.

1.3
1.3 Students
Students with
with diverse
diverse linguistic,
linguistic, cultural,
cultural, religious
religious and
and socio-economic
socio-economic backgrounds.
backgrounds.

for teaching
1.4
1.4 Strategies
Strategies for
teaching Aboriginal
Aboriginal and
and Torres
Torres Strait
Strait Islander
Islander students.
students.

Standard 3 - Plan for and implement effective teaching and learning.

3.7
3.7 Engage
Engage parents/carers
parents/carers in
in the
the educative
educative process.
process.

Standard 4 - Create and maintain supportive and safe learning

environments.

4.4
4.4 Maintain
Maintain student
student safety.
safety.

Standard 7 - Engage professionally with colleagues, parents/carers and

the community.

7.2
7.2 Comply
Comply with
with legislative
legislative adminstrative
adminstrative and
and organisational
organisational requirements.
requirements.

While the topic of religion can be quite

contentious it is important that
teachers are aware of how to cater for
students who diverse from the group.
As shown in my above school data I
have not been exposed to large
amount of religious diversity. As
shown in figure 13 the majority of
Australians associate themselves with
Christianity, this has been reflected
throughout my SPEs.
Recent discussion of faith-based
schools being able to discriminate
enrolments based on religion has Figure 12 Australian relgions
sparked
controversial
discussion.
Launceston MLC Rosemary Armitage
believes religious schools should be able to deny enrolment because
of lack of faith
(ABCNews, 2015). However due to my lack of exposure to faithbased schools it is difficult to criticise this judgement. Expanding my
religious knowledge is an aspect of my professional development
that I require.

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While my exposure to religious diversity has been limited the below

table identifies strategies aligned with the Professional standards
that I would incorporate into my classroom.

Standar
ds
1.3, 1.4

3.7

Strategies

Image/ Evidence.

Important to know what students faith is.

- Ask previous teachers.
- Speak to parents.
- Become aware of the
students within your class.
Organise meeting with parents; discuss
their faith and their requirements.
- Are there topics that you
dont want your child
involved with?
- Are there celebrations that
you want your child to
acknowledge?
- Are there rituals that
require your child to leave
the classroom? Eg Prayer
time.

4.4

Set clear expectations for classroom.

- No discrimination.
- Accept others for their
differences.
Mooloolah prac: I discussed how others
might have different faiths/opinions/
families/looks and you may not agree but
it doesnt hurt to be polite and get along.
We created a movie that was played on
parade.

7.2

Know what you can and cannot discuss

within a government school.
- What are you legally
allowed to say?

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Socio-economical.
Standards:
The following Australian Professional Teaching standards align with
socio-economical diversity:
Standard 1 Know students and how they learn.
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds.
1.5
1.5 Differentiate
Differentiate teaching
teaching to
to meet
meet the
the specific
specific learning
learning needs
needs of
of students
students across
across the
the
full
full range
range of
of abilities.
abilities.

Standard 2 Know the content and how to teach it.

2.5
2.5 Literacy
Literacy and
and numeracy
numeracy strategies.
strategies.

Standard 3 Plan for and implement effective teaching and learning.

3.1
3.1

3.4
3.4

Establish
Establish challenging
challenging learning
learning goals.
goals.
Select
and
use
resources.
Select and use resources.

Standard 4 Create and maintain supportive and safe learning

environments.
4.3 Manage challenging behaviour.

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Although socio-economic status

is often a sensitive subject
research
reveals
a
vast
difference between students
performance. Students from low
socioeconomic families are more
likely to have difficulty with
literacy and numeracy. The 2000
PISA
results
illustrate
this
disadvantage
with
approximately
90
points
difference between top and
bottom quartiles
(ABS, 2002).
Aspiring
to
become
an
Education Queensland teacher Figure 13 Socio-economics of QLD schools
learning to diverse for low
socioeconomics is highly important; as the data shows a rise within
state schools, refer to figure 14 (Queensland Teachers Union).
With my previous school data displaying average socio-economical
backgrounds, it is not to say I have not encountered students from
low and high socio-economical families. The classroom strategies I
used to diverse and additional ones I would use will be discussed in
the following table.

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Standar
ds
1.3

Strategies

1.5

- Use rotations to group ability levels, this

allows them to advance at their own pace.

Mooloolah staff
meeting comment:

-Mooloolah prac: Reading gym Once a

week during independent reading time
high readers would pair up with low
readers to peer teach them. Allowing them
to see correct pronunciation, inference,
connecting etc.
- Explicit literacy and numeracy strategies
should be used.
Mooloolah prac: Part of reading rotations
was Reading Eggs this gave students a
pre test, which match their ability to
appropriate books. Students could work
through individually at their own pace.

If a poor reader is
only exposed to poor
reading they may
never know any
different.

2.5

3.1

3.4

4.3

Ellen Gavin

Image/Evidence.

- Refer to school ICSEA rating, research

community, look at administrative data
research the socio-economical status of the
community.
- Profile.id etc
- During lessons dont refer to scenarios
that arent relevant (eg. Majority have
probably never been on a plane).

- Set goals with students (give them

ownership, make sure it is achievable).
- Mooloolah prac: Personal Development
class children created a goal contract that
were relevant to their learning.
We also created an anonymous goal board
here students could place short, mid and
long term goals.
- Be fair with resources that are required
from home.
Mooloolah prac: A handful of students did
not have internet access at home,
therefore they were given research time
during morning tea and independent
reading to complete their assessment.
- Have explicit behaviour management
strategy.
- Create consequences with students.
- Follow through with consequences.
- Be consistent.

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- Report to OneSchool, add principal into
form.

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Professional and personal development plan.

The above reflection details my personal encounters with linguistic, cultural, religious and socio-economical
diversity. It explores classroom strategies that I have used and ones I believe I would implement into my classroom.
However although these needs cater for diversity, below I have constructed a professional and personal
development plan that aims at advancing them.

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Page

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3 - 6 months (final
prac, completion of
university).

EDU401 Task 2

1yr - 3yr
(Commence work
with Education
Queensland, have my
own classroom).

Linguistic:
Create
a
learning
environment
where
EASL/D
students feel
Continue supported.
Specific
resources
are created
Ellen
and Gavin
learning
is diversified
for
these

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Page

3+ years (advance
from graduate
teacher to proficient).

Ellen Gavin

Goal

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3 - 6 months
(Final prac, completion of
university).

Australian Curriculum:
- EAL/D learning progression.
- EAL/D annotated content
descriptors (depending on
year level).

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1 3 years
(EdQLD employment, own
classroom).
Purchase and read:

Continue

3yrs+
(Proficient teacher).
Continue to read
relevant literature, ask
colleagues and
professionals for
recommendations.

Continue

Page

Standar
ds
1.3
6.2

2.1
3.1
5.1
5.5

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Research and create resources for

EASL/D students.
Eg. Word and Picture posters.

1.3
3.4
Continue to build on
resource bank.
Continue

http://www.tesol.org/connect/tesolresource-center
TEAL how to enhance assessment
for EASL/D students.
http://teal.global2.vic.edu.au/keyterminology/
7.4
Attend Professional development
conferences/seminars.
http://www.tesol.org/attend-andlearn/calendar-of-events

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Page

Suggest and invite

colleauges to particiapte
in worthwhile P.Ds.

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EDU401 Task 2

Become accustomed to
appropriate terminology for
Indigenous Australians.
http://www.ipswich.qld.gov.au
/__data/assets/pdf_file/0008 /
10043/appropriate_
indigenous_terminoloy.pdf

Incorporate local
Indigenous language into
classroom pedagogy.
http://www.creativespirits
.info/
aboriginalculture/languag
e/ teaching-aboriginallanguages-atschool#toc1

https://www.flinders.edu.au/st
aff-development-files/CDIP
%20documents/ CDIP
%20Toolkit%202015/ 2_
%20Appropriate%20
Terminology,%20Indigenous
%20Australians.pdf
Apply for EAL/D grants from
Education Queensland. Grant to be
used for specialised teacher and
additional teacher aides.
http://education.qld.gov.au/
schools/grants/state/targeted/esl.ht
ml
PERSONAL
June/July 2015 Volunteer in
small fishing village in Bali
(teach English).

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PERSONAL
Become part of the community
attend cultural events.

Page

Continue
Continue to promote
applicant when relevant.

PERSONAL
Continue to travel, step
outside my comfort zone,
and experience variety of

1.4
2.4

7.4

Cultural
Ellen Gavin

Ellen Gavin

Create a
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classroom that
is culturally
inclusive. Be
mindful to be
culturally
Assist Terri Waller. Local lady
sensitive, as
who started SevGen
some students
requires lesson plans written
may not want
for Boomerang Bus
to share their
program.
differences.
http://www.sevgen.com.au/?
Important to
page_id=1018
acknowledge
that different
Find out
students cultural
people
may
background
have different(Next prac).
beliefs You
dont have to
agree but we
do accept

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EDU401 Task 2

- Form friendships with people from

other cultures.

cultures.
- Form friendships with
people from other
cultures.

Continue

Continue

Implement What Works.

The Works Program into
school. Improve
outcomes for Australian
Indigenous students.
http://www.whatworks.ed
u.au/dbAction.do?
cmd=homePage

Page

1.3

1.4
6.1

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EDU401 Task 2

Professional Development courses:

Eg. Embracing Diversity Effective
Teaching.
http://shop.ascd.org/ProductDetail.
aspx?ProductId=123561305

Continue to research
PDs, ask colleagues and
professionals for
recommendations.
Continue

1.3
1.4
7.4

http://shop.ascd.org/ProductDetail.
aspx?ProductId=123561585
Personal
Extend my knowledge of
Aboriginal history.
- Read historical fictions.

Explore histroy from other cultures.

- Asian
- European
- American etc.

- Watch TV series First

Australians.
Historical documentaries/ historical
http://www.sbs.com.au/firstau fictions.
stralians/

Collect resources on how to

create a culturally inclusive
classroom.
http://www.multicultural.vic.g
ov.au/images/stories/docume

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Continue

Continue

Continue to extend on
other cultures.

Continue

Page

1.3
1.4
3.4

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nts/2014/CDW_2015/8715%2
0vmc%20cdw%20teachers
%20resource%20kit.pdf
https://www.qcaa.qld.edu.au/
downloads/approach/indigen
ous_res015_0712.pdf

Personal refer to
linguistic.

Religious

Become aware of any

religious diversity within prac
classroom.

Print this multicultural dates.

Align this with revelent dates to
students in class.
http://www.globalkidsoz.com.au/mu
lticultural_dates.php

Continue

Personal refer to linguistic.

Continue

- Attend multicultural festivals.

- Community organisations
https://www.qcaa.qld.edu.au/downl
oads/approach/indigenous_build_rel
ationship.pdf
Continue this

practice for my own classroom.

- Talk to principal, colleagues
discover ways to find out any
religious sensitive issues.

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Page

1.3

1.3
3.7

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With religious
diversity being
a sensitive
subject for
many, I aim to
improve my
knowledge and
awareness of
religious
traditions.
What is
appropriate
Expand my
knowledge on
and
Australian Indigenous Faith
http://www.edu.gov.mb.ca/k1
2/docs/policy/abpersp/ab_per
sp.pdf
With the data
showing an
increase of low
socio-economic
students within
government
Socioschools,
I hope
toeconomical
improve my
practice to
cater for their
needs. How to
make them
interested in
Ellen
Gavin
school,
and
cater for their
basic needs

Dreamtime
stories (local
library)
Documentarie
s.

Become aware of final prac

schools socio-economical
status.

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EDU401 Task 2

P.D how to create positive

teacher/parent relationship
http://shop.ascd.org/ProductDetail.
aspx?ProductId=2370
Incorporate clear expectations.
Firm behaviour management
strategies.
- set up the expectations of
acceptance and why it is ok to
believe differently.
http://bullyingnoway.gov.au/teacher
s/classroom-resources/celebratingdiversity.html

Continue

7.4

Continue

4.3
4.4

Continue

1.4
2.4

Know the students in my classroom

and familiarise myself with their
particular faith what it is
appropriate? Discuss with parents
their needs and requirement
(leaving class for prayer time etc).

1.3

Religious calendar
http://mycalendar.org/Religious/
Continue to do when commencing
employment.
- Make references relevant to the

Page

Continue

1.3
1.5

Ellen Gavin

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ICSEA value
Profile.ID
Existing school
policies.

EDU401 Task 2

students.
- Dont act like you are above
them.
http://www.ascd.org/publications/bo
oks/109074/chapters/How-PovertyAffects-Behavior-and-AcademicPerformance.aspx
http://www.monash.edu.au/access/
assets/pdf/transition-marciadevlin.pdf

Create a breakfast club, have food

in your classroom for students who
dont have food.
- Approach P&C to
establish program.
Read:
http://education.qld.gov.au/schools/
healthy/docs/smart-choicesstrategy.pdf
Collect resources for students
Ask colleagues
who need additional
assistance in literacy and
numeracy.
and professionals for
Eg.
recommendations.
http://www.literacytower.com
/

Ellen Gavin

1056361

Page

Continue

1.3
4.4

Continue

1.3
2.1
3.4

Share resources to fellow

colleagues.

Ellen Gavin

1056361

www.Mathsframes.uk

EDU401 Task 2

- Create a goal specific document

for students at the beginning of
each year. Relevant for them not
for where they should be.
P.D differientiated instruction:
Creating An Environment That
Supports Learning
http://shop.ascd.org/ProductDetail.aspx?
ProductId=123560530

Effective teaching and support of

students from low socio-economic
status backgrounds.
http://www.lowses.edu.au/files/pd.h
tm
Make attendance a priority
http://www.education.qld.gov.au/ev
erydaycounts/

Ellen Gavin

1056361

Page

Continue

7.4

Continue to research P.D

to extend pedagogical
practice.

Make sure it is a whole

school priority.

1.3
3.1
4.1

Ellen Gavin

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EDU401 Task 2

Reference List.
ABCNews. (2015). Move to allow schools to discriminate on religious
grounds faces opposition. Retrieved from
http://www.abc.net.au/news/2015-05-27/move-to-allow-schools-todiscriminate-on-religious-grounds/6500006
Advameg. (2015). Countries and their cultures- Australia. Retrieved
from http://www.everyculture.com/A-Bo/Australia.html
Australian Bureau of Statistics. (2002). Australian School Trends,
2002. Retrieved from
http://www.abs.gov.au/AUSSTATS/abs@.nsf/2f762f95845417aeca257
06c00834efa/885b1bfbad03b2ecca2570ec000af327!OpenDocument
Australian Bureau of Statistics. (2015). Overseas born Aussies hit a
120-year peak. Retrieved from
http://www.abs.gov.au/ausstats/abs@.nsf/Latestproducts/3412.0Med
ia%20Release12013-14?
opendocument&tabname=Summary&prodno=3412.0&issue=201314&num=&view
Australian Council for Educational Research. (2008). Diversity in
Australian Education. Retrieved from
http://research.acer.edu.au/cgi/viewcontent.cgi?
article=1009&context=tll_misc

Australian Curriculum Assessment Reporting Authority. (2013).

Diversity of learners. Retrieved from
http://www.acara.edu.au/verve/_resources/information_sheet_diversi
ty_of_learners.pdf
Australian Curriculum Assessment and Reporting Authority. (2014).
MySchool- Chancellor State College. Retrieved from
http://www.myschool.edu.au/SchoolProfile/Index/88876/ChancellorSt
ateCollege/47570/2014
Australian Curriculum Assessment Reporting Authority. (2014).
MySchool Mooloolah State School. Retrieved from
http://www.myschool.edu.au/SchoolProfile/Index/87932/MooloolahSt
ateSchool/46624/2014
Sunshine Coast Council. (2014). Profile.id Mooloolah Valley
Diamond Valley. Retrieved from http://profile.id.com.au/sunshinecoast/about?WebID=300

Ellen Gavin

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Ellen Gavin

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EDU401 Task 2

Sunshine Coast Council. (2014). Profile.id Sippy Downs Palmview.

Retrieved from http://profile.id.com.au/sunshine-coast/about?
WebID=380
Queensland Teachers Union. (2013). Queensland Schools Key
Statistics. Retrieved from
http://www.qtu.asn.au/files//7113/8552/8005/Queensland_Education
_in_Statistics_-_October_2013.pdf

Ellen Gavin

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