Standard 1: Know students and how the learn

Note the focus area and standard

descriptor/s the artefact /
document reflects

Note the type of

artefact / document

Describe the document / artefact and

indicate the possible impact or result of the
artefact / document on teaching and/ or
student learning

Describe how the document /

artefact meets the standard
descriptors you have identified.

1.1 Physical, social and

intellectual development and
characteristics of students

Three different work

samples from
groups, one group
pictured consisted
of two students with
severe intellectual
disabilities. Working
with a teachers aid
throughout the
whole school day.

Working with students I gained an

understanding of students abilities,
and intellectual development. I
reviewed students Individual Learning
Plan and discussed with my mentor
teacher strategies to ensure all
students obtained rich learning
experiences.
The work samples have been selected
to view the range of presentation,
content and knowledge the students in
the classroom had.
Students had to complete a poster in
groups, these were arranged in mixed
groups based on ability and social
settings, students then presented
their research to the class.

Building a supportive
relationship throughout the
professional experience
allowed me to understand the
individual needs of the
students. Consulting with my
mentor teacher, teachers
aide and selected parents
enriched me with knowledge
of students. Having read
individual students ILP to
gain an understanding of
their intellectual abilities
assisted in planning the
lesson (1.1)

1.5 Differentiate teaching

to meet the specific
learning needs of students
across the full range of
abilities

1.6 Strategies to support

full participation of
students with disability

4.1 Support student

participation

One group which consisted of two

students with severe intellectual
disabilities completed the task, instead
of typing or writing they were able to
discuss what they knew with the
teachers-aide and research

The work samples

demonstrate my ability to
group students according to
their intellectual needs,
including working with a
teachers aide. The samples
also give evidence of the
outcome of the strategies

photographs appropriate for their

topic. One student then labelled the
poster. The end goal of all students
learning was to explore an African
landscape, and share their research
with the class. All students had an
opportunity to do this. The group
working with the teachers-aide were
asked questions to prompt their
presentation.

used to ensure all students

could fully participate in the
task (1.1, 1.6).
By setting the same goal,
however differentiating the
method and presentation of
the poster ensured all
students in the classroom
could participate, and obtain
an engaging learning
experience(1.5, 1.6)
The group which worked with
the teachers- aide were
required to discuss their
knowledge, and create their
poster using digital images
based on their understanding
(1.5).
The groups were designed to
ensure all students could
participate, differentiating the
task delivery and methods of
researched ensured student X
& X could participate (4.1)