Student Overview and Implications for Teaching – P1A

Standard 1: know students and how they learn: Focus Areas: 1.1 Physical, social and intellectual development, 1.5 Differentiate teaching to meet the specific
learning needs of students across a full range of abilities

Student Student Characteristics Implications for my Teaching

Name

Amy Amy is a relatively sociable and quite talkative student, regardless of this, she
still manages to get her work done in a timely manner and to a high standard.
Amy is quite bright and performs at a higher level compared to some of her
peers. Amy scores close to full makrs in both her ELA spelling tests and her
SSRW assessments.
Due to Amy demonstrating a higher intellectual ability, it has become evident to me
that Amy needs to be challenged more to further extend her learning, this could occur
by setting additional extentsion tasks for Amy to complete once she has completed
what is expected as she often finishes before the other students. Along with this, I
believe that learning tasks should be differentiated to a higher level to again challenge
Amy in her learning to ensure that she is moving through her ZPD, as often she is not
completing the work that is set because she feels the activities are too easy for her.

Anna Anna is quite a social students, and often gets distracted by other students, as
well distracting other students herself. Anna often seems to find it difficult to
focus due to how easily distracted she gets. Anna demonstrates a standard
intellectual ability in regards to her ELA spelling, however, her results in SSRW
demonstrate a higher level on intellectual ability.
Although Anna has demonstrated a standard intellectual ability, this has the capacity
to improve by supporting Anna more closely throughout lessons. I believe that Anna
would benefit from implementing more levels of differentiation within the classroom,
this is something I hope I can work on while I am here. Due to how distracted Anna gets
by her peers, it will be important for me to put into place some strategies to minimise
this from occurring.

Belle Belle is a very quite and reserved student, and she displays a lower level of
confidence when responding to questions posed by the teacher throughout
lessons. It is evident that she knows the answers, because she will often mutter
it under her breath or say it to the students sitting next to her. Belle
demonstrates a standard to high intellectual ability, in regards to her ELA
spelling, however, her results in SSRW demonstrate a higher level of
intellectual ability.
Although Belle has demonstrated a standard intellectual ability, this has the capacity to
improve by supporting Belle more closely throughout lessons, as well as by
implementing more levels of differentiation within the classroom. In regards to Belle’s
confidence to respond to posed questions, this could be improved by positive
reinforcement and by posing questions directly to Belle to encourage her to response
to questions posed throughout the classes.

Bruce Bruce is quite a social student, and spends quite a lot of class time talking, From working with Bruce for a short amount of time, it has become evident to me that
however, this becomes quite minimal when teachers are talking. Bruce also he often requires more explicit instructions given to him individually if he is able to
gets quite distracted by his peers and will often walk over to another table understand what he is expected to do during a lesson. I am making an effort to go and
during a lesson to talk to his friends. Bruce is currently demonstrating a
 relatively low intellectual ability in regard his ELA and SSRW scores. However, speak to Bruce during each lesson to ensure that he is able to understand what I would
Bruce has demonstrated quite some significant growth from his first ELA and like him to do for each lesson.
SSRW tests to his second ones.
Cecillia Cecillia is quite a quiet and conscientious students, she has a positive attiude
towards her learning and is always actively engaged in classroom discussions
and learning activities. Cecillia is a very bright student, who performs at a
significantly higher level to her peers. She receives full marks in all of her ELA
and SSRW assessments, and is currently the only student in P1A with a Lexile
score above a BR in their Lit Pro testing.
Cindy Cindy is a very focussed student, she is always listening and engaged in her
learning and actively participates in all classroom discussions. While Cindy is
generally quite focussed, she sometimes gets distracted by her by peers, and
often becomes involved in arguments with students sitting at her table, which
in turn often distracts the class as a whole. Cindy is a very bright student and is
performing at quite a higher level compared to her peers. Cindy scores close to
full marks in both her ELA spelling test and SSRW assessments.
Clara Clara is another one of the more quiet and conscientious students, however,
she has a very positive attitude towards her learning, she is always participating
in classroom discussions, and it is very hard to get Clara to stop working once
she is focussed and engaged in an activity. Clara demonstrates a standard
intellectual abilty, in regards to both he ELA spelling and her SSRW tests.
Dan Dan is described as the class clown, he is quite a social student, and loves to
talk during lessons, however, Dan knows that when a teacher is talking he
needs to stop and will focus purely on the teacher. Dan is continuously engaged
in lessons and he actively participates in learning and always responds to
questions posed by the teacher. Dan demonstrates quite a high intellectual
ability, he scores exceptionally highly on his ELA spelling tests.
My observations of Cecillia suggest that she needs to be challenged further to extend
her challenge her in her learning, this could occur by setting additional extension tasks
for her to complete when she has completed what is expected of her in both ELA and
SSRW class. On top of providing Cecillia with other work to complete, I believe that an
effort needs to be made to differentiate learning tasks to a higher level to again
challenge her in her learning to ensure that she is moving through her ZPD.
It is clear to me that Cindy requires a greater challenge and extention in her learning,
this could occur by me setting additional extension tasks for her to complete once she
has completed what is expected of her. On top of this, I believe that a greater effort
needs to be put on differentiating learning tasks to a higher level to challenge Cindy in
her learning, allowing her to move through her ZPD. In relation to the arguments that
Cindy has with the students sitting on table, I would like to trail a new seating
arrangement to see who Cindy might work better with, this would benefit other
students as well.
I believe that Clara would benefit significantly from more one-on-one support during
our ELA lessons to help her complete the worksheets and developing her capacity to
accurately spell her group words. I would also like to try and develop some other games
or strategies to make learning the ELA group words a more engaging experience not
only just for Clara but for the rest of the class as well, I feel that this would help to
improve students ELA test scores significantly.
It is obvious to me that Dan needs to be challenge more in his learning, I will work to
develop additional extension tasks for Dan to complete when he has completed what
is expected of him. As well as this, I will differentiate the learning activites to a higher
level to challenge and extend Dan in his learning, working to ensure that he continues
to move through his ZPD.
Eason Eason’s English fluency and communication skills are quite limited compared
to his peers, and due to this I find it quite hard to communicate with Eason.
Often my supervising teacher will need to give Eason instructions in Chinese to
support his understanding. Regardlesss of his ability to communicate in English,
his ability to read, recognise words and comprehend text is quite high and he
scores quite highly in his SSRW assessments, however, his ELA test scores differ
significantly with some weeks he scores really highly, and others quite lowly.
Emma Emma is a very quiet student, who is quite reserved in regards to her learning.
Emma will often get distracted by the other students sitting on her table. Emma
doesn’t seem too enthused about learning during our ELA and SSRW lessons,
however, she transforms into a completely different student during or Topics
lessons. Emma demonstrates a standard intellectual ability, in regards to her
ELA spelling, however, her results in SSRW demonstrate a higher level of
intellectual ability. I think Emma may require more differentiation in ELA if her
ability to perform well is to improve.
Evin Evin is quite a talkative student, his talking is typically quite disruptive to the
students who sit on his table. It is very difficult to get Evin engaged in in lessons
and learning activities, as he would much rather talk to his friends than to
complete the work that is required of him. Evin is demonstrating quite a
standard intellectual ability, he scores quite highly in his SSRW testing, but it
quite below the average with his ELA spelling tests.
Felix Felix is quite a quiet student, but his is a very hardworking student, who has a
positive attitude towards his learning and school in general. Despite his
quietness, Felix is very confident when it comes to engaging in classroom
discussions and sharing his ideas and views about topics we are covering class.
Felix demonstrates a high level of intellectual ability, in regards to both his ELA
spelling tests and his SSRW assessments, he is performing at quite a higher
level compared to that of his peers.
I think one of the reasons Eason’s test results differ so much from test to test is due to
his limited ability in understanding the English language. Eason needs more one-on-one
support in all subject areas if his intellectual ability is to improve. Learning activities
need to be differentiated to a lower level to support Eason further in developing his
understanding and allowing him to move through his ZPD. I will make a conscious effort
to ensure that when giving instructions I am saying them in short, simple sentences,
and emphasising key words, while speaking at a slightly slower pace to support Eason
further.
Although Emma has demonstrated a standard intellectual ability, this has the capacity
to improve by supporting Emma more closely throughout lessons. I hope that in order
to increase Emma’s enthusiasm during our ELA and SSRW lessons I can implement some
more engaging activites that allow us to move past just completing worksheets. I would
also like to trial a new seat arrangement, to see if there are students that Emma would
perhaps work better with to limit how distracted she gets.
I believe that it would prove beneficial for me to try and find out some of Evin’s interests
outside of school to try and plan some activities around them where possible to try and
encourage higher levels of participation from Evin. From working with Evin is has
become evident to me that he often requires more explicit instructions given to him
individually if he is able to understand what he is expected to do during a lesson. I
believe that Evin would also benefit from more support during our ELA lessons and
being individually reminded in the days leading up to our ELA tests to review his group
words.
It is obvious to me that Felix needs to be challenged further in order to extend his
learning, this could occur by me developing and setting additional extension tasks for
him to complete when he has completed what is expected of him. On top of this I
believe that learning tasks should be differentiated to a higher level to again challenge
Felix in his learning, allowing him to continue to move through his ZPD.
 Flora Flora is a relatively quiet student, who has the ability to block out her peers so
she can focussed purely on her work. Flora has an exceptionally positive
outlook on her learning and is a highly motivated individual. Despite this, Flora
demonstrates quite a low intellectual abilty in her ELA spelling tests, scoring,
both 9 and 5 in her most recent tests. However, she demonstrates a higher
intellectual level in her SSRW assessments, with her scoring close to full marks.
Heimi Heimi is quite a social students, and often gets distracted by other students, as
well as distracting other students herself. It is very hard to get Heimi to focus
during class, and she is quite frequently unable to respond to questions posed
in class and doesn’t follow directions. Heimi’s behaviour leads me to believe
that she may have Auditory Processing Disorder, which would explain her
inability to listen and follow instructions. Due to this, Heimi’s intellectual ability
to quite low. She hasn’t scored over four in any of her ELA spelling tests and,
struggles with listening and word recognition parts of her SSRW assessments.
Humphrey Humphrey is a very talkative student and is frequently quite distruptive to the
students who sit on his table. It is very difficult to get Humphrey to respond to
questions posed, as well as to engage in lessons and learning activities. Similar
to Heimi, Humphrey to me displays behaviours that would suggest he has APD.
Due to this Humphrey displays quite a low intellectual ability, with him typically
scoring one out of fourteen on his ELA spelling tests.
Kimi Kimi is quite an outgoing and loud student with his peers, however, he seems
quite shy and reserved around his English speaking teachers. I believe that this
largely stems back to Kimi knowing that he cannot communicate effectively
with them. Kimi is quite frequently off task, and often doesn’t listen to
instructions, however, I believe that Kimi does want to learn and follow
instructions, however, due to his limited English it is not possible for him to
understand. Kimi demonstrates a relatively low intellectual ability in all of his
Englsih subject areas, due to his ability to understand and communicate
effectively in English is quite limited.
Ray Ray is a very talkative student who is frequently quite distruptive to the I believe that Ray would benefit significantly from having his learning extended, this
students who sit on his table. It is quite difficult to get Ray to remain focussed could occur by setting additional extension tasks for him to complete once he has
Although Flora has demonstrated a relatively high intellectual abilty in her SSRW
assessments, her ELA scores have the capacity to improve quite drastically, this could
occur by supporting Flora more closely throughout our ELA lessons, as well as making
an effort to individually remind Flora to review her ELA group words in the days leading
up to our test. Activities completed in ELA could be differentiated to suit Flora’s ability
better, this could help to improve her test results.
In order to support Heimi more I will make a conscious effort to ensure that when giving
instructions I am saying them in short, simple sentences, and emphasising key words,
while speaking at a slightly slower pace. I should also try to incorporate more visual
cues as Heimi might be able to follow along better with these, rather than listening to
me. On top of this, I believe the Heimi would benefit from more one-on-one support in
the classroom to complete learning tasks.
In order to support Humphrey more I will make a conscious effort to ensure that when
giving instructions I am saying them in short, simple sentences, and emphasising key
words, while speaking at a slightly slower pace. I should also try to incorporate more
visual cues as Humphrey might be able to follow along better with these, rather than
listening to me. On top of this, I believe the Humphrey would benefit from more one-
on-one support in the classroom to complete learning tasks.
Kimi would benefit from me speaking slower and making an effort to emphasise key
words during my explicit teaching and instructions. I believe that Kimi needs more
support from his Chinese co-teachers to translate instructions and directions, as well
during learning activities to ensure that Kimi is able to understand what is expected of
him.
 on his work, however, even when Ray doesn’t seem to be listening he is able completed what is expected of him. On top of this, I believe that learning tasks need to
to answer questions posed by the teacher and responds to quite a high level. be differentiated to a higher level to again challenge and extend Ray in his learning,
Ray demonstrates a high level of intellectual ability in regards to both his ELA allowing him to continue to move through his ZPD.
tests and his SSRW assessment, Ray is performing at quite a higher level to that
of his peers.

Ressi Ressi is a very quiet student, however, she gets easily distracted by fiddling
with her belongings on her desk. Ressi often doesn’t complete learning tasks
unless a teacher explains to her what she has to do again. Ressi demonstrates
a standard intellectual ability, in regards to both her ELA spelling and her SSRW
tests. Ressi’s ELA test scores show quite a lot of difference between them, in
her first test Ressi scored 9, following this she scored 14, and in her last test
she scored 16.
Ressi would benefit from be provided with explicit instructions to ensure that she
understands what is expected of her and what she has to complete. Although Ressi has
demonstrated a standard intellectual ability, this has the capacity to improve by
supporting Ressi more closely throughout lessons. I will also make an effort to remind
Ressi to review her group words in the days leading up to our spelling tests.

Rogge Rogge is a very chatty student, and spends quite a lot of class time talking, this From working with Rogge for a short amount of time, it has become evident to me that
often includes during times when the teacher is talking. When Rogge is he often requires more explicit instructions given to him individually if he is able to
focussed and engaged his quite happily responds to questions and participates understand what he is expected to do during a lesson. I am making an effort to go and
in class discussions, however, this often doesn’t last too long before he gets speak to Rogge during each lesson to ensure that he is able to understand what I would
distracted by his peers, Rogge will often leave his seat during lessons to go and like him to do for each lesson.
talk to his friends at other tables. Rogge is currently demonstrating a relatively
low intellectual ability in regard his ELA and SSRW scores. However, Rogge has
demonstrated some significant growth from his first ELA and SSRW tests to his
second ones.

Sophia Sophia is an exceptionally quiet and shy student, she is an exceptionally caring
and helpful student, who when she has finished her work will help the students
on her table if they are struggling. She has an exceptionally positive attitude
towards her learning. Sophia demonstrates a high level of intellectual ability,
in regards to both her ELA spelling and her SSRW assessments, she is
performing at quite a higher level to that of her peers.
It is evident to me that Sophia needs to be challenged further to extend her learning,
this could occur by setting additional extension tasks for her to complete once she has
completed what is expected of her. On top of this, I believe that learning tasks need to
be differentiated to a higher level to again challenge and extend Sophia in her learning,
allowing her to continue to move through her ZPD.

Steven Steven is generally quite a quiet student, however, he does quite often make Steven’s confidence to respond to questions posed throughout lessons could be
rude comments about his peers and his teachers. Steven seems to lack improved by using positive reinforcement, as well as by posing questions directly to
 confidence when it comes to answering questions posed by his teachers,
however, by looking at Steven’s test results it is quite evident that he has the
ability to accurately respond to what is being posed. Steven demonstrates
quite a high intellecutual ability in his SSRW assessments, however, his ELA
tests are not quite as high performing.
Very Very displays behaviours that would suggest that he is on the spectrum,
however, this has not been properly diagnosed. He is not properly supported
in the classroom, and will quite often not do anything during lessons, instead
he will spend time distracting others. Very struggles to remain on task, and has
no motivation or interest to complete tasks unless he has a teacher working
with him one-on-one, however, this doesn’t often occur. Despite how little
work Very completes, he still performs quite highly in his SSRW assessments,
scoring 36/40 and 35/40.
William William is one of the few students in P1A that will actively engage in class
discussions and answering questions posed by the teacher. Often he notices
things or mentions points that other students or even the teacher haven’t
considered. William demonstrates quite a standard intellectual ability
regarding his English language lessons.
Yoyo Yoyo is typically a quiet student, but she often has the inclination to be quite
chatty during lessons. Often when responding to questions posed during class
discussions Yoyo will raise her hand but when she is called upon she will either
refuse to answer or not be confident enough in her answer to share it with the
class. Yoyo demonstrates a standard intellectual ability, in regards to both her
ELA spelling and her SSRW tests. Yoyo’s ELA test scores show quite a lot of
difference between them, in her first test Yoyo scored 10, following this she
scored 16, and in her last test she scored 14.
Steven to try to encourage him to respond to questions. I believe that Steven would
benefit from having some more one-on-one support during our ELA lessons, as well as
having me remind him to review his group words in the days leading up to our spelling
tests.
When learning has aspects of fun weaved into it, Very is more likely to engage and
participate in learning. Very would benefit highly from more engaging and hands on
learning activities being implemented into all lessons. I will make an effort to work more
closely with Very once I have built a positive relationship with him to support him in
completing set tasks, these may need to be differentiated to suit Very’s ability level.
I feel that William’s English intellectual ability has the capacity to improve quite
significantly is he is exposed to more English language, whether this is through books,
conversations or TV. Teachers should also encourage William to try and respond to
questions and discussion points in English before reverting back to Chinese, which is
something William often does in his English lessons.
Although Yoyo has demonstrated a standard intellectual ability, I believe this has the
capacity to improve by supporting Yoyo more closely during lessons. It is evident that
Yoyo has the ability to perform well in her ELA spelling test if she spends time reviewing
the words at home. I will make an effort to individually remind Yoyo to review her group
words in the days leading up to our tests. Yoyo’s confidence to respond to questions
could be improved by positive reinforcement and by posing questions directly to Yoyo
to encourage her to respond.