Student Observation & Implications for Teaching
Standard 1 know students and how they learn: Focus area 1.1 Physical, social and intellectual
development, 1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds, 1.5
Differentiate teaching to meet the specific learning needs of students across a full range of abilities.
Name Student Observation
Student M Low motivation, getting assessed for an
intellectual disability currently, low literacy and
numeracy, impulsive, kinaesthetic and visual
learner, is willing but unable.
Student P High motivation, competent in subject areas,
diligent, lots of experience, advanced
development, physical, auditory learner.
Student J Low motivation, been assessed for Autism and
should take the next steps to be further
assessed by professionals, low literacy,
medium numeracy, logical, triggered by
certain things (race cars, boats), kinaesthetic,
logical and visual learner, is willing but unable.
Student T Medium motivation, medium literacy and
numeracy, self-efficient, physical, social and
visual learner.
Student H Medium motivation, been assessed for an
academic type intellectual disability, low
literacy, medium numeracy, persistent, visual,
physical and auditory learner.
Student E High motivation, competent in subject areas,
lots of experience, advanced development,
Implications for Teaching
In my teaching, I need to provide learning activities
that are differentiated to student M’s needs across
subject areas, keeping in mind student M is being
assessed for an intellectual disability. I need to
ensure learning connects to student M’s interests,
make it visible, hands on and really scaffold my
instruction to support his learning needs.
Student P is at her intended year level across all
subject areas. She is self-efficient and can get
activities done with minimal support. In my teaching,
I need to set student P challenging goals to further
her learning with hands on experiences and a mix of
explicit teaching. I need to ensure I check in with her
because she may need extra support with
challenging tasks.
In my teaching, I need to provide student J with
activities that are engaging and hands on. As student
J enjoys learning that is hands on and logical, I aim to
include him more in stem lessons. I need to keep
student J needs and wants in mind, his assessment
for Autism and ensure things that trigger student J
are not implemented.
Student T is an all-rounder, although he does not like
writing. I am to find a way for student T to be more
engaged within learning. In my teaching, I need to
set hands on and collaborative earning experiences
where student T learning is furthered, he is more
engaged in writing.
In my teaching, I need to constantly support and
scaffold learning for student H in all subject areas, he
needs reassurance and the teacher to motivate him
to keep on going and he does show persistence. In
my teaching, I aim to support student H, provide him
with visual, physical learning experiences where I am
verbally explaining and breaking down lessons.
Student E is currently at his intended year level and is
advanced within his growth, learning and
development. I aim to extend and challenge student
 requires physical, logical, solitary and verbal
learning styles.
Student G Medium motivation, strength in literacy and
numeracy skills, Punjabi cultural background,
physical and verbal learner.
Student T High motivation, competent in all subject
areas, lots of experience, advanced
development, self-motivated, physical and
verbal learner. Does not celebrate birthdays
due to religious beliefs.
Student E High motivation, competent in all subject
areas, lots of experience, speech and high
stutter, advanced development, self-motivated,
requires verbal, kinaesthetic and social
learning styles.
Student I High motivation, competent in all subject
areas, self-reliant, logical, visual learner, needs
maths learning extended.
Student S High motivation, lots of experience, advanced
development, self-reliant, visual, verbal and
solitary learner
Student H High motivation, competent in all subject
areas, lots of experience, advanced
development, self-reliant, requires visual,
hands on learning experiences.
E’s learning and set higher goals for him to achieve. I
want to plan learning that differentiates not just to
lower levels but higher. In my teaching for student E,
I want to set him a logical problem-solving
assessment that connects with his learning styles and
interests.
Although student G comes from a Punjabi
background his English is a strength and he performs
exceptionally well in. In my teaching, I aim to
continue to progress his fluency in English through
reader’s theatre in guided reading to achieve that
goal.
Student T is at her intended year level across all
subject areas. She is self-efficient and can get
activities done with minimal support. In my teaching,
I need to set her challenging goals to further her
learning, implement learning programs that furthers
her current knowledge, that is collaborative and
match her learning styles. When birthdays arise, I will
respect student T’s religious beliefs and not force her
to engage in any celebratory
In my teaching, I aim to continue helping student E
with her speech through guided reading,
comprehension, English assessments and having
conversations. I planned a poetry unit that involves
sharing to the class, which will help her speech.
Student I is highly motivated in majority subject
areas. I plan to set Ivan challenging learning goals in
mathematics further by setting investigative tasks. I
aim to put student I in more problematic and
collaborative situations to challenge him.
Student S is extremely self-reliant, motivated and
generally gets things done. However, I am worried he
is that quiet he will be the student that slips away. I
aim to engage student S in lessons that builds his
confidence through sharing his work and
collaborating with peers. I need to continue to
approach student S and support him with his learning
and expect him not to come to me.
Student H is at her intended year level across all
subject areas. She is self-efficient and can get activities
done with minimal support. In my teaching, I need to
set her challenging goals to further her learning with
hands on learning experiences.
Student K Low motivation, being assessed for an
intellectual disability, low literacy and medium
numeracy, mischievous, requires physical
learning experiences to learn best.
Student L Medium motivation, low level of literacy and
numeracy, eager, disruptive, requires physical
and auditory learning experiences.
Student R High motivation, medium level of literacy and
numeracy, lots of experience, self-efficient,
works best when learning is visual and physical.
Student K High motivation, competent in subject areas,
could work on readying with fluency, self-
efficient, physical, auditory learner.
Student A Low motivation, being assessed for speech
difficulties low level of numeracy and medium
literacy, requires visual and auditory learning
experiences.
Student M High motivation, competent in all subject
areas, lots of experience, advanced
development, diligent, requires physical and
social learning styles.
Student G Medium motivation, competent in all subject
areas, intended year level, self-efficient,
requires verbal learning styles,
In my teaching, I need to set learning experiences
that keep student K highly engaged, motivated and
furthers his numeracy and literacy. By implementing
this student K will be focused and not miss behave.
Keeping in mind student K is being assessed for an
I.D, I need to continue to support his learning and
guide him through lessons and have a grounded
relationship with student K.
Student L is quite eager to learn when it comes to
learning but becomes disruptive. In my teaching, I
need to set student L learning goals across subject
areas predominately maths and literacy such as
timetables, writing and spelling to further his
learning. I aim to explicitly teach, show videos and
create physical experiences where he learns best. I
may need to implement different teaching strategies
to control his disruptiveness.
In my teaching, I need to plan and implement lessons
where student R is actively involved, communicating
and collaborating with peers. he enjoys learning
when it is hands on and visual and through STEM
lessons, I believe student R can achieve all these
goals and progress his learning further.
Student K is an eager and helpful learner. In my
teaching, I need to scaffold her in English/guided
reading, create engaging learning experiences such
as reader’s theatre to progress student K’s learning.
In my teaching, I aim to progress and support student
A’s speech difficulties. This means planning and
implementing learning experiences in writing and
reading to assist him with this challenge. The 40-day
book challenge will help student A’s with his speech
difficulty and literacy levels.
I aim to plan learning experiences for student M that
challenges his learning areas and abilities further. As
he is self-motivated and well organised a teaching
strategy, I need to better implement is group
working/collaboration which connects to student M’s
learning styles.
Student G is a self-efficient learner, whom is
competent in all subject areas. I aim to scaffold and
explain to student G the steps, instructions and task
verbally that connect with the way he learns best.
Student E Medium motivation, competent in all subject
areas, intended year level, requires reading to
be worked on.
Student B Low motivation, getting assessed for an
intellectual disability, low literacy and
numeracy, giddy, exacting, requires learning to
be verbal, visual and hands on.
Student S Low motivation, intellectual disability, medium
level of numeracy and literacy, low socio-
economic background, kinaesthetic and visual
learner, is willing.
Student M High motivation, competent in all subject
areas, lots of experience, advanced
development, self-motivated verbal and logical
learner
Student R Medium motivation, assessed for Autism, low
numeracy and medium literacy, inconsistent,
needs further development, works best when
learning is visual, verbal and physical
Although student E is travelling along quite well in all
subject areas she could benefit from progress in
reading. This can be done through planning
engaging comprehension connected to her interests,
literacy pro and the 40-book challenge.
In my teaching, I aim to plan interesting lessons for
student B such as PE and STEM. Although student B
can be disruptive at times it means I need to change
my teaching strategies with behaviour management
to manage this better in the classroom. Through
differentiation in all subject areas and keeping in
mind student B academically struggles, I aim to make
learning hands on, verbal and visual to progress his
literacy and numeracy skills.
I need to implement a variety of strategies that
support student S at school to assist her with her
learning, growth, development and home life. I aim
to provide extra curricula stuff in Art that is connected
to her interests in drawing and craft. Keeping in mind
she is a willing learner, with low-med levels of literacy
and numeracy I aim to scaffold, differentiate learning
according to her needs. Student S learning strengths
is art her artistic and creative flare. To enhance her
strengths in my art unit I planned a Picasso inspired
sequence which incorporated abstract art. This
allowed students to create artworks with no structure
it did not have to look ‘good’.
Student M is at her intended year level across all
subject areas. She is self-efficient and can get
activities done with minimal support. In my teaching,
I need to set her challenging goals to further her
learning with hands on learning experiences. She
enjoys logical experiences to perhaps an
investigative or problem-solving task might challenge
student M further.
My main goal with student R is to support her throug
mathematics. Currently getting tutoring for
mathematics before and after school this is an area
she struggles in. Through conversations and
observations, she learns best when it is broken down,
visual and put in a simpler way. Student R tends to
not retain stuff that she has learnt in class. Puzzles,
problem- solving questions and memory games may
further support student R to retain learning.
Student C Low motivation, intellectual disability, low level
numeracy and literacy, low socio-economic
background, distracted, kinaesthetic, verbal
and visual learner, is willing but factors in her
learning and disability cause a barrier and
constraint. Strength in spelling.
Student L Low motivation, intellectual disability, low level
numeracy and literacy, low socio-economic
background, cultural background, kinaesthetic,
verbal and visual learner, is willing but unable.
In my teaching, I need to really scaffold learning by
explaining, breaking down learning experiences and
instruction for student C. She often needs motivating
but once she is motivated, she enjoys learning. I
need to use positive reinforcement to increase
student C’s motivation, which will then engage her,
rather than allow her to become distracted.
Student C’s learning strengths are spelling. This
means in spelling rotations I will plan spelling mix
and match activities, that will reflect her current
learning strengths, but extend current vocabulary to
more complex and sophisticated words in spelling.
When I volunteer at breakfast club, she arrives daily
to receive breakfast. This where I will engage in
conversation about her previous day. I will ensure she
has an enough breakfast, as this can be a covariance
to her motivation and concentration throughout the
day.
In my teaching, I aim to connect with student L on a
deeper level, as she faces many barriers, I want to
ensure school is a place student L feels supported,
comfortable and that it is a fun place to be in. I need
to be mindful when I plan and implement lessons
that I am respectful but acknowledging her cultural
values and beliefs. I aim to differentiate reading and
mathematics to get student L further engaged in her
learning and strive to get her at the current year level
she’s in. I plan activities that student L can do with the
SSO to better her skills and do as she may not get to
at home. Such as bracelet making to extend her
creative learning strengths.