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Catering for Diversity in 5G

In this class there are a wide range of


social, cultural and learning differences. In
order to ensure that all the students access
the curriculum to its full potential, and
therefore are engaged with the maximum
amount of high standardised teaching and
learning experiences, it is crucial that the
classroom teacher devises a broad range
of differentiated instructional teaching
strategies. Below is a list of strategies the
teacher includes throughout this unit during
specific learning experiences. However, not
all of these strategies will need to be
incorporated in every learning experience.




Inclusive Strategies

Inclusive strategies enable a learner with disabilities to participate in learning experiences on the same basis as a learner without
disabilities. This is achieved by the teacher making adjustments to the delivery of teaching and learning experiences, and without
changing the way the assessment is judged or marked. The teacher makes required adjustments to their teaching and learning
experiences and assessment tasks to enable each student can demonstrate their knowledge, skills or competencies.

Adjustments to teaching, learning and assessment have been differentiated by considering the following:

1. Timing the teacher allows sufficient time for students of all ability levels to complete tasks.
2. Scheduling The teacher allows formative assessment to occur to access student progress before planning summative
assessment task- allows teacher to differentiate task for certain student s needs and achievement levels.

Class Profile for 5G
Year 5 class of 27 students in a Catholic primary school.
5 students with developmental delay in Literacy
1 child with ADHD
1 child identified as gifted (participating in G.A.T.E Ways program).
2 children with English as a Second Language, one whom is a recently arrived
refugee
15 boys, 12 girls
2 Indigenous students- 1 student with hearing impairment
1 parent regularly helps in the classroom, and you would like to encourage more
parents/caregivers to become involved
1 Literacy/numeracy Support Assistance for two hours, three times each week.
3. Setting the teacher allows students to work in a variety of learning settings throughout the unit (groups, pairs, independently).
The teacher also allows the students to sit in their desk groups when working on their summative assessment task.
4. Presentation the teacher makes sure all worksheets and the assessment task sheet is designed according to students
reading and writing ability.
5. Response the teacher gives the students the opportunity to conduct peer-assessment before commencing the assessment
task allows the students to respond to constructive criticism as well as take responsibility for their own learning.

As well as these 5 considerations, specific things will need to be implemented not only throughout this unit but in the daily
classroom routine, such as:

Red cat device & speakers strategically situated around the classroom. This is to assist the student with hearing impairment
An open communication between students, teacher and parents. This will benefit all the students and in particular the 2 ESL
learners and the student with ADHD.


Gifted Students

As stated, students who are gifted and talented have a right to rigorous, relevant and engaging learning activities drawn from a
challenging curriculum that addresses their individual learning needs. (Student Diversity, ACARA. 2013). The classroom teacher
provides opportunities for the student identified as gifted to work with the learning area content in more depth by providing
extension work that accesses the higher order cognitive skills of their critical and creative thinking capability.

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