‘Stophanie Morel ‘sonzoas4 B. How can I now put into practice what | have learned? Year: Stage 1, Year 2 KLA: HSIE - Geography Content ang Content and Topic: Weather and seasons 5 ‘Syllabus Outcomes: emcees Outcome ‘= Communicates geographical information and uses geographical tools for (iwicles inquiry (GEt-3). Feack me Content and learning Bi craen tenant nevene mascara mere fe (cHk008) I Revendioteal description ofthe day and seesona weather pattems offal place 4 wll wie the ~ comparison ofthe dally and seasonal weather pattems of places" ‘examination of how different cultural groups, including Aboriginal or Torres | ‘Strat Islander Peoples, describe weather, seasons or seasonal calendars = discussion of how weather can affect places and activities og leisure, farming (Board of Studies Teaching and Educational Standards, 2012)Stephanie Moc > result of book ’Snpzegset J np Abeneiit ofthe diferentated unit of work for Bis that the,contentis adapted to) “meet his learning needs. Differentiation warrants that the teaching-leerning context delivers a suitable fit for NB cognitive needs whilst maintaining a'shared ‘instructional objective (Ashman, 2015). By iferentiating content, including using ‘activity-based constructivist tasks (Ashman, 2015), @iPis more likely to engage and be hands-on rater than taking on the role of reading-wrting learner. By differentiating the methods for obtaining content and resources used, KS more likely to understand regular and abstract concepts that would otherwise be too dificult comprehend, Overall by differentiating, the teacher can meet Individual needs (as stated in section A) through instructional, curriculum, and environmental alterations that are also attainable ina rural context (Ashman, 2015), ‘A.second benefit ofthe differentiated unit of work fore that he is being Included in whole class teaching-leaming whilst completing tasks that are suitable for himsett. $B has not developed any strong relationships with other students, leading him to feel isolated in a new environment. By faciltating inclusive and differentiated lessons, is included in whole class leaming where he can form relationships with ‘other children (Westwood, 2013). In this manner, lB learning needs can be met simultaneously through diferentiation of whole class lessons. learning needs are diferent to other students as he has a moderate intallactual disabily. As he is placed in a regular class, having a differentiated unit of work is essential for Bio thrive and engage in all key learning areas that he is required to participate in (Westwood, 2013).