1. STANDARD 1: KNOW THE STUDENTS
AND HOW THEY LEARN
1.1 Physical, social and intellectual
development and characteristics of students
2. Kinaesthetic and Visual Learning:
Students in KP benefitted most from participating in interactive lessons that
involved hands on and visual learning. This approach to teaching and learning
involved continuous modelling and guidance throughout each whole class
introduction and discussion to the concept. These are examples of numeracy,
literacy, PDH and Creative Arts activities that required students full engagement
and practical participation in order to engage with the content.
Sun Safe Poster
The Gruffalo Art
TEN-Time Activities
3. Differentiation:
In terms of the whole class, students were divided into groups that reflected their
intellectual abilities especially within their TEN-Time activities. Within these
groups, students were further differentiated into pairs based on level of ability.
TEN-Time focus group
Some students in the lower level of ability group
required further assistance with their subtraction
activities. Here, I established a focus group where I was
able to model and guide the students through the
process of subtraction before allowing them to solve
the number sentences independently.
Facile TEN-Time group work samples
Students in the higher level of ability group were able
to work with higher numbers in order to complete
specific subtraction number sentences.
4. Differentiation:
As a whole class, students jointly constructed a recount sentence that explained
something that happened on the weekend using the 4 W’s. When continuing on
into their independent writing, students were differentiated through the type of
work they participated in. Some students required visual aides to assist their
writing, whilst others were able to write two or more sentences that almost
fulfilled a paragraph structure.
Visual Aide Independent Recount Writing
5. Kinaesthetic Learning through Cooking
Students worked collaboratively to engage with a guided procedure of making a
vegemite sandwich which aimed to link a shared experience to their writing about
the picture book ‘Possum Magic’.
6. End of First Block Mentor Teacher Overall Feedback
Mentor Teacher Feedback on Literacy and Numeracy Lessons
Final Report Feedback on Standard 1
