Annotated

Resources
EPORTFOLIO – EDFD462

Siobhan Rice
FINAL YEAR STUDENT | BACHELOR OF EDUCATION (EARLY CHILDHOOD AND PRIMARY)
Teaching Philosophies - Primary
Kindergarten - Ages 3-5 Years

I believe that children are competent, confident, and resourceful learners who are capable
of constructing their own knowledge of the world around them. Each child is an individual
with unique strengths, interests and needs. Children need to be treated equally as unique Commented [SR1]: Focus Area 1.1: Get to know each
individuals regardless of their backgrounds, cultures, beliefs, gender, or religion. I believe all student as a unique learner
children deserve to feel safe, secure and supported while in my care and I work towards
providing a safe and welcoming environment with structure and a familiar routine to
support the children with their sense of security and allow them the best chance to be
individual learners. By getting to know the students as individuals I can successfully achieve
Standard 1 of the Australian Professional Standards for Teachers (APST). This is because I
will look at the child as a whole learner and a unique human. By remaining open to the child
as a unique individual I will also begin to meet the fourth standard in the APST. This will be
achieved by creating a safe space where children are free to explore and learn at their own
pace and I will strive to ensure children feel safe and supported both physically and
emotionally.

I am heavily influenced by the ideas of Emilia Reggio and Rudolf Steiner. These theorists
focus on the whole child and how through play they can learn and create their own
strategies and learning opportunities. As an educator, I strive to create an environment that Commented [SR2]: Focus Area 3.3: By implementing ideas
gives children time to play and use their imagination to further their creative thinking and from these theorists I can create teaching strategies to cater
to the students
problem-solving. A vital component of this is not only giving the children access to refined
toys but also allowing them to explore nature and the world around them and create their
own meaning through their experiences. Through the Reggio learning approach, there is a
large emphasis placed on the environment the students will learn in as this is just as
important in their learning journey as the educators themselves. I aim to create a safe and
welcoming learning environment that allows the children to flow between all areas of the
class and show their individuality. Creating this safe and comfortable environment directly
links to standard 4 of the APST.

Alongside play-based learning, I am also passionate about creating real-life experiences that
will aid in the students becoming successful individuals. I believe it is vital that the students
become respectful towards not only themselves but also their peers, their teachers and
their environment. This respect is developed through mutual respect for the child. I believe
by teaching children respect for their environment will promote sustainable ways of living
which directly support expected outcomes from the Queensland Kindergarten Learning
Outcomes. Commented [SR3]: Focus Area 7.2: It is a requirement in
the early years to demonstrate all EYLF Outcomes

When engaging in formal learning opportunities with the children I will ensure I have
researched the topic myself and gained as much background knowledge on the topic as I
can to best support the children’s inquisitive minds and provide a quality teaching moment.
Through this, I will satisfy the second standard of the APST. After delivering a formal or
informal teaching moment I will take time to reflect, and I will seek feedback from the
students and their families to ensure the quality of the learning is as high as possible. Commented [SR4]: Focus Area 5.1, 5.2, 5.4 and 5.5:
Through this, I will also satisfy standard 5 of the APST. Reflection not only benefits the teacher, but the students
and can act as a type of formative assessment

As an educator, there are never enough learning and growth opportunities and there are
always new theories and strategies being developed and reviewed as such I aim to continue
my professional development annually. This will be done through engaging with colleagues
and discussing successful strategies and unsuccessful strategies to gain a new perspective. I
will also continue to read quality literature and attend as many formal learning
opportunities as I am able to in my role. Through these steps, I will meet standards 6 and 7
of the APST.
Lower Primary - Prep - Year 2
I believe my role as a lower primary teacher is to nurture and encourage the lifelong
learning of my students. Through hands-on activities, classroom discussion, and the use of
humour, I aspire to prompt students to think creatively and explore their natural curiosity. I
want them to feel that no question is too silly to ask. I strive to create a classroom setting
that is nurturing and allows students to develop into their own unique person. I believe
students are our future and need to be developed as global citizens. Each student has the
potential to bring something unique and special to the world. Central to my pedagogy is a
focus on the needs of students. Commented [SR5]: Focus Area 1.1: Get to know each child
as a unique learner and recognise how they develop

As an educational leader I am strongly committed to regularly assessing students' comfort

and engagement in addition to their mastery of material. I believe that regular testing of
concepts is important, but students also need to feel like confident, resilient learners. I
embrace Vygotsky’s Zone of Proximal Development as a key pedagogical tool to ensure all
students are taught content that is achievable yet challenging. I will regularly assess Commented [SR6]: Focus Area 3.1: By recognising where
students through tiered and tailored strategies to allow the students to effectively and a child is at in their development or acquisition this can
inform teaching practices and set individual learning goals to
appropriately demonstrate their knowledge and understanding of content, regardless of benefit the learner
learner differences or learning styles. This is best achieved through getting to know each
student as an individual learner and a unique person I praise students not just for mastery of
material but also for critical thinking, effort, curiosity, and creativity. The Constructivist
approach to pedagogy that emphasizes active discovery learning on the part of my students
is also a key idea that I strive to implement in my learning environments. All my lessons are
designed to have students learning through doing: trial-and-error, solving problems, and
creating new solutions. One example teaching strategy that I often employ is the guided
practice or ‘I do, we do, you do’ method. This approach starts with teacher modelling a
practice but involves the gradual release of responsibility to the student until the student
can undertake tasks on their own. Commented [SR7]: Focus Area 3.3: Implementing
teaching strategies to suit the individual learners

Creating a welcoming space for learning is so important, especially for the youngest
learners. My classrooms are always focused on the specific needs of my students. I work
hard to differentiate learning so that each student’s unique skills are emphasized. As a lower
Commented [SR8]: Focus Area 1.1, 1.2, 1.3, 1.4, 1.5, 1.6,
primary teacher, I am acutely aware that I am defining the school experience for my 4.1, 4.4, and 4.4: Starting safety and classroom culture from
students. I work hard to make that experience a positive, nurturing one. I strive to develop the physical environment. Creating a physical environment
to cater to the diversity within the classroom and highlight
connections between students and both the school and wider community. When
the strengths within the learning community
community members come into the classroom, students not only learn about people from
various walks of life, they also get to see role models of different shapes and sizes around
the community.
Upper Primary - Year 3 - Year 6

The role as a teacher in the upper primary setting is to assist students to grow and develop
into their own unique global citizen. My teaching philosophy is strongly influenced by
Abraham Maslow’s humanist approach and in particular his Hierarchy of Needs. I aim to
ensure students’ basic needs are met in the classroom so that they feel happy, comfortable,
safe and welcomed into the classroom. When students’ basic needs are met, they can focus
on learning and personal development. This will be achieved by getting to know my
students as unique individuals both inside and outside of the formal classroom. I aspire to Commented [SR9]: Focus Area 1.1: Get to know the
get to know each student and what makes up their personal community and celebrate this. learner as a wholistic individual

It is my goal to have my students think outside the box, critique the everyday assumptions
they take for granted, and leave my classes with more questions than answers. By
promoting a place where critical and creative thinking is celebrated, I believe that this will
support students to become active and engaged learners. I embrace an inquiry-based
learning approach whereby I start with a question and students come up with hypotheses
for answering the questions. By overcoming problems, students must use research skills to
figure out solutions and apply them to their scenarios. This approach encourages students
to exercise skills like ‘predicting’ and ‘testing’ to seek knowledge. I have a strong focus on
formative assessment so that I have a finger on the pulse of my students’ progress. I do not
shy away from altering my teaching following formative assessments to ensure my students
succeed in their own individual ways. Commented [SR10]: Focus Area 2.3, 3.2, 3.3, 3.6, 5.1, 5.2,
5.4, 5.5: Have students involved in the assessment and
reflection cycle

While I regularly use technology in the classroom, I first reflect on how to use technology to
help extend learning. I see technology as a ‘cognitive tool’ that shouldn’t be used just to be
used. Rather, I use technology when it can help students to extend their thinking and learn
more than if they hadn’t had technology in the lessons. I am also acutely aware of how
technology can be used to both support and hinder an individual students learning based on
their own unique needs and challenges. I am competent with 21st century technologies and
use them regularly in my teaching. I believe technology is deeply important for students as it
is a requirement for most jobs of the 21st Century. Commented [SR11]: Focus Area 3.4, 4.5: not using
technology for the ease of using it, use it to benefit the
learner

I employ an authoritative approach to classroom management. This authoritative style

focuses on gaining respect and rapport from students by being firm but fair at all times and
ensuring all students know I have their best interests at heart. This is best achieved through
understanding each individual student and investigating the student as a unique individual.
By understanding the unique cultures and community systems within the classroom this can
work to benefit the overall classroom culture and assist in mitigating any potential
challenging behaviours.
Commented [SR12]: Focus Area 3.5, 4.2, 4.3, 4.4, 5.3:
Being unbiased and consistent with expectations will aid in
mitigating potential challenging behaviours and allow
students to feel more confident and comfortable as they
know what the expectations are for both them and their
teacher
EDMA262 Assignment 1 – Lesson Plan and Reflection
Commented [SR13]: Focus Area 2.1 and 2.2: Know the
content and organise it in a cohesive plan
Commented [SR14]: Focus Area 2.5 and 2.6: General
Capabilities oh ICT, Literacy and Numeracy

Commented [SR15]: Focus Area 2.2 and 2.3: Planned

learning sequence
Commented [SR16]: Focus Area 1.5 Catering for diversity
Focus Area 3.2, 3.2, 3.5: Use a variety of teaching resources
and pedagogial approaches throughout the lesson

Commented [SR17]: Focus Area 3.6, 5.1: Reflect on

teaching practices
EDMA262 Assignment 2 - Website

Commented [SR18]: Focus Area 1.1, 1.2: By

understanding the common misconceptions, this can inform
how the child is learning and developing.
Focus Area 4.1
Commented [SR19]: Focus Area 3.4: Select and use
resources
EDFD268 Assignment 1
There are a number of factors that must be taken into account when planning successful
lessons and creating adequate learning environments for students. This critique will closely examine
the effects that being of a low socioeconomic status (SES) background has, or does not have, on a
child’s learning. SES refers to the social class or standing of a particular individual, it encompasses an
individual’s education, income and occupation (Baker, 2014). When examining a child’s SES, it is
important to look at a range of factors including their home living situation, family dynamic,
household income, educational opportunities, and guardian’s educational status. For a child to be
classed as a low SES individual, the child must be from a low-income household, it typically also
means the adult figures in the household have had a limited amount of education, this could mean not
finishing high school or not pursuing tertiary study. To appropriately analyse the impacts of SES on a
child’s education the ‘my school’ website and a range of government reports will be consulted with a
range of other credible texts. This critique will also introduce a range of pedagogical strategies to help
combat any negative impacts low SES may have on a child’s learning.

The 2013 National Assessment Program – Literacy and Numeracy (NAPLAN) Tests in 2013
showed that students who came from a household with parents who are unemployed had the lowest
scores on average (Riddle, 2014). These same tests showed that students with parents in higher
occupation groups, including senior managers and qualified professionals, scored the highest on
average. This highlights the idea of the better educated the parent, the more successful the student will
be in their academic pursuits. This data highlights the disparity between the “haves” and the “have
not’s” in the Australian schooling and social class systems. This divide is more evident when looking
at mean testing scores of schools in higher SES areas in comparison to the mean testing scores of
schools in lower SES areas. In 2019, 55% of students in Laidley District State School were classed as
coming from the lowest group in the national distribution of Socio-Educational Advantage (SEA).
This school was also shown to be below average to well below average in all areas of the NAPLAN
test when compared to the national average (ACARA, 2021). In the same year Newmarket State
School was identified as having 59% of its students coming from the highest group in the SEA. These
students performed above average to well above average in all areas of the NAPLAN test (ACARA,
2021). This massive discrepancy only further highlights the massive educational inequalities that
follow students who come from low SES backgrounds. This same pattern can be found across most
schools in the nation, with a few outlier schools.

For a student living in a low SES environment there are often many more pressing issues at
hand than their education. Maslow’s hierarchy of needs was first proposed in 1943 by philosopher
Abraham Maslow. This hierarchy implies that any individual cannot achieve ‘growth needs’ such as
self-actualisation, esteem, belongingness and love, without first satisfying the ‘deficiency needs’
which include physiological needs and safety needs (Maslow, 1943). Following the Maslow hierarchy
of needs if a child is concerned about their next meal or does not feel safe in their own home, they
cannot then begin to feel accomplished and they will not be able to reach their full potential. A child
may move up and down the hierarchy of needs throughout the year, or throughout the day even. But it
is the children who are constantly struggling to fulfill their most basic physiological needs, food,
water, shelter, etc., that are at the greatest risk of educational disadvantage (Lester, 2013). It is also
these students who are seen to have lower overall attendance rates; therefore, they are missing key
learning opportunities and will begin to fall behind their classmates and peers on a national level. Commented [SR20]: Focus Area 1.3: By understanding
what is happening outside of school for a child, this can
better inform teaching practices for children who may
As a parent in a low SES environment, it is incredibly difficult to see your child go without or otherwise be at risk
have less than their peers. For some parents it is often a choice between a new school uniform or a
school lunch for the week. By having to constantly choose between feeding your family and giving
your child a new school uniform, this can create an unstable home life for the child. Especially if the Commented [SR21]: Focus Area 1.1: Understand the
students and their lives outside of school
child is in a higher income are, but they themselves are in a lower income household. This is because
Focus Area 7.3: Understand the parents and the community
the child is constantly exposed to what they do not have and what makes them different from the other they live in
students and can open doors to bullying and social isolation. Seeing a child fall victim to bulling and
social isolation is tough for any parent and can lead to increased mental health challenges such as
anxiety and depression (Lester, et al., 2017). It can also be difficult for a parent to police seemingly
trivial tasks such as homework or school attendance when faced with the stark realities associated
with living in a low SES environment. For parents it can also be a case of having to work extra shifts
and not having the time to make adequate lunches for their children, this can lead to malnourished
children. These malnourished children can either be malnourished from a lack of food available or
from a lack of a balanced diet, this often means the child is not getting their recommended fruit and
vegetable intake or meeting water goals for the day due to an excess of processed and fast food. When
addressing nutrition for children it is usually harder to educate the parents and highlight the issues
their children are facing with nutrition (Anderson, et al., 2017).

For a school in a lower SES area, it can be difficult to break the pattern and the cycle
surrounding lower testing scores and low attendance rates and all the contributing factors that link to a
child’s individual learning. For a school to improve a child’s learning it is important for the school to
better understand the children and the families within their community. If a child has a low attendance
rate it is vital the school learns the reasoning for this and creates reasonable adjustments to better
support the child in their attendance. If a school has a lot of children with learner differences, it may
be beneficial for the school to employ additional support staff to support these learners and better
‘even the playing field’ for these students (Smith, et al., 2019). To ‘even the playing field’ in relation
to access to education it refers to combating disadvantage as much as possible. This could include
adding additional staffing to assist challenging behaviours or learners with additional needs. This
practice could also involve providing free or discounted lunch options and uniforms to students
experiencing financial hardships. It is also vital that schools help create a safe and welcoming place
for students to learn and have a sense of stability and belonging that they may be lacking in their
personal lives.

For a classroom teacher it can be difficult to engage students in learning activities at the best
of times, let alone when trying to engage students in a low SES environment. There are a range of
strategies that can be employed to assist students to achieve a higher level of education and to engage
more in their learning. In order to identify what pedagogical strategies should be put into place to best
support the students, it is imperative the teacher looks at what issues the children are facing and where
they are sitting in relation to Maslow’s Hierarchy of Needs. If a child is struggling to feel safe it may
be necessary to remove a child from their home situation. In many schools in low SES areas there is a
major issue with attendance and retention in schooling. In these situations, it is vital that staff engage
with the parents and families of the children and discuss how to best support the child in attending
more regularly (Cobbold, 2017). This can involve arranging a carpool or a school shuttle service but
can also be as simple as ensuring that the parent is encouraging attendance and understands the
importance for their child. Another major issue facing children that must be addressed in closing the
gap between low and high SES communities is adequate nutrition. Children in these lower groups are
often malnourished, whether it is from a lack of food available, or a lack of a balanced diet. To
combat this schools should employ a balanced eating program in their education for not only the
students, but their parents and show that it is possible to have a balanced diet on a budget. This can
include cooking classes for the children and parents and recipe cards being issued to the parents with
affordable lunchbox ideas for their children (Andeson, et al., 2017). It may also be that the children
were not given access to adequate early childhood education and so are behind academically than
their peers. In these situations, it is important that schools employ professionals with expert
knowledge in these fields to best support these students (Cobbold, 2017). If they find there are a
number of students who are presenting with challenging behaviours it may be beneficial to employ a
councillor to the school or have a safe and quiet space to allow for emotional regulation and allow a
retreat free from stimulus overload and free from judgement (Joseph, 2019). Commented [SR22]: Focus Area 3.3: Use a variety of
teaching strategies to cater to the children in low SES
A key example of how employing effective teaching strategies can drastically change the households
students learning engagement and academic performance is evident in the study of Goodna State
School. This school is located in a community with a high level of unemployment, high number of
single parent families and high crime rates. Goodna State School is a prime example of a school in a
low SES area. Many of its students are often without breakfast or lunch and transport to and from
school can be an issue for many of its students. However, Goodna State School has exceptionally high
NAPLAN results for a school of its SES status. They have achieved this by implementing a range of
pedagogical approaches to boost engagement from not only the students, but also their parents. This
includes an enforced dress code; this helps students to achieve a sense of pride in their school and
belonging within their community (Cane, 2021). They have also begun calling the parents of students
who are absent and requiring parents to pick up student report cards in person to discuss their child’s
performance. They have also agreed to not simplify the curriculum to the students to better encourage
their growth and academic progression. Every child will also receive a meaningful and unique
compliment daily to boost their own sense of self worth and esteem. The school has also dedicated a
portion of its funding to employing specialist teachers for subjects such as literacy, speech and
language. To combat the issue of students going hungry the school has begun a ‘cooking club’ to
teach children to cook nutritious and well-balanced breakfasts. Finally, to combat the challenging
behaviours the school has created a retreat for children who need to take a step away from the
classroom for a moment to breath and reset before joining back into the lesson.

In conclusion, it is evident that a low SES has a major impact on educational learning
environments. These include, safety concerns, nutrition, parental involvement and many more.
Schools can better help in closing this gap by identifying the issues facing their students and directly
addressing them. In all cases it is vital that staff take the time to get to know their students and their
individual backgrounds and encourage parental participation as much as possible. Once these issues
are appropriately addressed the gap can then begin to close between the differing social classes within
Australia.
EDST261 – Unit Plan
Commented [SR23]: Focus Area 2.1, 2.2, 2.3, 2.4, 2.5, 2.6,
3.1, 3.2, 3.3, 3.4, 3.6, 3.7, 4.1, 4.4, 5.1, 5.3
This unit of work demonstrates understanding of the content
and the students. It also provides opportunities for parents
and caregivers to be involved in the learning process.
EDST261 – Lesson Plan
Commented [SR24]: Focus Area 1.5 Catering for diversity
Focus area 2.2 and 2.3 Learning sequence planned
Focus Area 2.5 and 2.6: General Capabilities oh ICT, Literacy
and Numeracy
Focus Area 3.2, 3.2, 3.5: Use a variety of teaching resources
and pedagogial approaches throughout the lesson
Focus Area 3.4: Select and use resources
EDST261 Summative Rubric
Summative Assessment Rubric Commented [SR25]: Focus Area 5.3 and 5.5: Have a way
to report on student learning outcomes in an objective way
Criteria Well Above Above At Below
standard standard standard standard
(Curriculum connections)

Successfully identifies the planets within our solar system and provides evidence of in-depth
research into a planet of their choice.

Presents research which shows an understanding of the relevant scientific concepts;

how long a planet takes to orbit the sun/

the relative size of and distance between Earth, other planets in the solar system, and the
sun/

key characteristics and features of planets ie. classifications

Presents appropriate research into Aboriginal and Torres Strait Islander Peoples’
understanding of the night sky through inclusion of oral cultural records and/or artworks
(OI.3, OI.5)

Multi-modal resources presented in their expo display shows a high level of effort and
engagement in the unit

Research booklet shows an appropriate level of participation throughout the unit - all pages
are complete and presented neatly

Notes:
EDSS290 – Unit Plan
Commented [SR26]: Focus Area 2.1, 2.2, 2.3, 2.4, 2.5, 2.6,
3.1, 3.2, 3.3, 3.4, 3.6, 3.7, 4.1, 4.4, 5.1, 5.3
This unit of work demonstrates understanding of the content
and the students. It also provides opportunities for parents
and caregivers to be involved in the learning process.
EDSS290 – Week 3 Overview
Commented [SR27]: Focus Area 1.4 and 2.4 Delivering
authentic and sensitive education surrounding Aboriginal
and Torres Strait Islander customs and beliefs
Focus area 2.2 and 2.3 Learning sequence planned
Focus Area 3.4: Select and use resources
EDSS290 – Lesson Plan
Commented [SR28]: Focus Area 1.4 and 2.4 Delivering
authentic and sensitive education surrounding Aboriginal
and Torres Strait Islander customs and beliefs
Focus Area 1.5 Catering for diversity
Focus area 2.2 and 2.3 Learning sequence planned
Focus Area 2.5 and 2.6: General Capabilities oh ICT, Literacy
and Numeracy
Focus Area 3.2, 3.2, 3.5: Use a variety of teaching resources
and pedagogial approaches throughout the lesson
Focus Area 3.4: Select and use resources
EDSS290 Website – Learning Experiences and Supporting Resources

Commented [SR29]: Focus area 2.2 and 2.3 Learning

sequence planned
Focus Area 2.5 and 2.6: General Capabilities oh ICT, Literacy
and Numeracy
Focus Area 3.4: Select and use resources
Focus Area 4.5: Use ICT Safely
Commented [SR30]: Focus Area 2.5 and 2.6: General
Capabilities oh ICT, Literacy and Numeracy
Focus Area 3.4: Select and use resources
Focus Area 3.2, 3.2, 3.5: Use a variety of teaching resources
and pedagogial approaches throughout the lesson
EDFX319 Practicum Lesson Plan
Commented [SR31]: Focus Area 1.4 and 2.4 Delivering
authentic and sensitive education surrounding Aboriginal
and Torres Strait Islander customs and beliefs
Focus Area 1.5 Catering for diversity
Focus area 2.2 and 2.3 Learning sequence planned
Focus Area 2.5 and 2.6: General Capabilities and ICT, Literacy
and Numeracy
Focus Area 3.2, 3.2, 3.5: Use a variety of teaching resources
and pedagogial approaches throughout the lesson
Focus Area 3.4: Select and use resources
EDFX319 Practicum – Week Plan
Commented [SR32]: Focus Area 3.6, 5.1: Reflect on
teaching practices
Focus Area 2.2 and 2.3: Planned learning sequence
EDFD167 Weekly Reflections
Reflection 1: Vygotsky’s sociocultural theory

Russian psychology theorist, Lev Vygotsky, developed his theory of social development by

introducing the concept of ‘the zone of proximal development’. This allows further insight to

the way children will mature and develop the skills they need on a day to day basis. This is

one of the fundamental theories when looking from a socio-cultural perspective. The socio-

cultural perspective investigates the way children learn and develop and how this varies

between cultures and communities through interaction with those around them (Margetts &

Woolfolk, 2019). The theory of the zone of proximal development holds three main

structures. The first being that higher thinking can only come from collaboration with others.

The second structure being that the use of language is essential for cognitive development.

The final structure is that it is vital for teachers and adults to work with the children to get

them to reach their highest potential.

Looking at this theory I must agree to the main ideas behind this theory in terms of looking

into how children develop and grow. This is evident through a 2016 study conducted by Sills,

Rowse and Emerson. This study showed that in the early years children that were immersed

in a collaborative classroom setting showed greater advancements in their cognitive

development than children who were not exposed to this. This highlights the importance of

collaboration between not only teacher and student, but also between students. I have found Commented [SR33]: Focus Area 1.2: Understanding how
students learn
through my own personal experiences that children who work with other children tend to be

better at expressing their ideas and so make it easier to guide them in their learning.

There are a number of ways to implement Vygotsky’s theories into my teaching practice. I

will be ensuring that my approaches to classroom activities are filled with collaboration and

inquiry-based learning so as to allow the children to ask more questions and work together to
solve problems and make new discoveries. I think that this is also important when teaching

students to work with them to avoid any misconceptions or misunderstandings.

Reflection 2: Individual Learner differences and Learner needs within Communities Commented [SR34]: Focus Area 1.5 and Focus Area 1.6:
Understand the specific needs of learners and how to
support the development of each individual learner

Every child is unique and faces their own set of difficulties and triumphs. It is important for

all educators and members of the community to be aware and consider this when interacting

with these children in their daily lives. There are some children who will require higher levels

of supports, whether it is physical support, emotional support or learning support due to their

differences or disability. Gifted children will also require more support as they will need to be

introduced to different content and may need the curriculum to be modified to meet their

learning needs (Margetts & Woolfolk, 2019). Giftedness refers to a high intrinsic motivation

to achieve (Margetts & Woolfolk, 2019). This shows that the child has high levels of

motivation, this can come from internal or external factors.

A 2016 article by Kalantiz and Cope highlights the three methods that can be used for

identifying learning differences in children. These include exclusion, assimilation and civic

pluralism. Exclusion in this case refers to creating strict boundaries between different groups

and preventing groups from mixing with one another. In the classroom this would be having a

separate group for the children with physical or intellectual disabilities from the ‘average’

child so as to give them the extra assistance they need. Assimilation is creating an

environment that follows the beliefs that there are no differences between children and so

everyone should be included in the full classroom environment (Kalantzis & Cope, 2016).

This can be done by creating a classroom environment where children are encouraged to

show respect and treat everyone equally regardless of their needs, in this case the teacher will

still need to provide the learners with the assistance they need, but just in the full class
setting. Finally, Civic pluralism is aimed at supporting human individualities that amend

inequalities and differences between people. In the classroom this involves ensuring that

everyone feels safe and welcome in the class as this will ensure children are achieving to their

highest potential.

As a teacher I will need to be aware of the different struggles that a child may face in their

learning, be it struggling to catch up and understand content, or struggling to be challenged

appropriately. I will do this by implementing a wide range of strategies as mentioned

previously.

Reflection 3: Social Development Commented [SR35]: Focus Area 1.1: Understand how
children develop socially
The school environment is one that will have the biggest impact in shaping children into the

members of society that we will see in the future. The school setting is vital in developing

children socially. In order to understand how children, develop socially, it is important to

understand how children develop emotionally (Margetts & Woolfolk, 2019). Social

competence is a term that refers to how well-developed an individual’s social skills are and

how they adapt to different social settings (Taborsky & Oliveria, 2012). Social competency is

closely linked to emotional and cognitive development and as such can be an indicator of

how a child is developing in other aspects of their life. Children who have trouble adapting to

different social situations can often become more agitated, distracted and show anti-social

behaviours in the classroom. Social Competence is closely related to a child’s ability to

succeed in school settings. Teachers should be mindful of how children are developing

socially and emotionally as well as cognitively, while they do not necessarily reflect directly

on eachother they can be influencing factors (Taborsky & Oliveria, 2012). It is important to

celebrate children’s differences to create a welcoming and inclusive learning environment

that will help build social competence.

I agree with the ideas behind social development. As a teacher I will ensure that I create a

learning environment that is inclusive and supportive and free of prejudice. This will allow

children to explore their cultures and values as well as develop socially and emotionally. It is

vital for children to be able to explore the world around them freely and without prejudice

while still learning the rules and laws in a community or a classroom setting. The difference

between children’s social competencies can at times can cause conflict between peers. When

conflict arises it is my job as a teacher to be a neutral figure that can facilitate open

communication between the children and allow them to openly and freely express their

feelings and opinions. My role as a teacher is to support the children in their development this

can involve working with children who have trouble working in groups or supporting

children who struggle to work individually.

Reflection 4: Moral development

Margetts and Woolfolk (2019) describe moral development as being able to distinguish

between what is right and what is wrong and knowledge or fairness, justice and human rights

and being able to make decisions with this knowledge. A key pillar of moral development is

moral reasoning, understanding rules and laws and being morally just and righteous. In a

classroom setting children may face moral issues relating to sharing materials with peers and

being inclusive of children in group settings. As the children grow and develop in school,

they may begin to face greater moral challenges and begin to see greater rewards for making

morally right decisions.

Kohlberg’s stages of moral development give an insight to how individuals develop morally

through their experience of different moral dilemmas. This theory has four main pillars; pre-

moral, preconventional morality, conventional morality and postconventional morality. A

child should experience the first three stages of this development by the time they leave the

primary school setting (Kohlberg & Hersh, 2009). The preconventional stage is where an

individual will base their moral decisions on their personal needs and the rules around them.

The conventional morality stage is where the individual will base their moral decisions on

family expectations and the values put on them by others in their community (Kohlberg &

Hersh, 2009). It is important to help children develop their morals from an early age during

their key developmental stages in primary school and early childhood settings as this will lay

the foundations for how they will act in the community later in life both in and out of

educational settings.

As a pre-service teacher, I feel that it is vital that we support children in their moral

development. I agree with the ideas that Kohlberg presents as I feel that children often start

with the need to please the others in their life and seek external approval and this will develop

into a child’s internal morals. As a teacher it is important to demonstrate good morals such as

loyalty, honesty and compassion as these are just some morals that are widely respected in

our community and so, will make the children develop into well respected members of the

community they will grow into. It is also important to let children pave their own moral path

and learn what they value most highly.

Reflection 5: Piaget and Cognitive Development

Swiss psychologist, Jean Piaget, created a model of thought that introduces the idea that all

children will move through four different stages. Piaget’s theory suggests that all children

will develop at the same time and will finish developing by 11 years. The theory presents

four stages of development. These are Sensorimotor, Preoperational, Concrete Operational

and Formal Operational (Piaget, 1964). The Sensorimotor stage is believed to occur from

birth to 2 years old, in this stage the individual will begin to develop object permanence and
become more aware of the world around them (Piaget, 1964). The Preoperational stage

occurs in children aged 2-7, in this stage the individual will have difficulty seeing others

perspective, the individual will begin to form logical thoughts and have increased ability to

categorise different objects (Piaget, 1964). The Concrete Operational stage occurs from 7-11

years of age. In this stage the individual will be able to understand concepts such as time,

space and quantity, but the individual will not see them as independent concepts (Piaget,

1964). From 11 years old through to adulthood individuals will be in the Formal Operations

stage. At this level individuals will be able to form abstract thoughts and understand a wide

range of cognitive processes (Margetts, & Woolfolk, 2019). This theory is based on the idea

that children are the leaders in their development.

I agree with this theory in its general ideology; however, I do not agree with the idea that all

individuals move through the different stages of development at the same rate and in the

same ways. When looking at children with different learning abilities and different physical

limitations this can impact the way they develop cognitively as it could cause them to

develop at a faster or slower rate than is suggested by Piaget. I do agree with the four main

developmental stages as I feel that they show a typical developmental pathway that most

individuals will follow, and it highlights the importance of an individual developing a given

skill in order to progress in their development and in exploring the world. I agree with

development be led by the individual as it is up to the individual to explore the world around

them and make sense and ask questions (Blake, & Pope, 2008).

As a pre-service teacher I will implement Piaget’s theory of cognitive development in the

classroom by taking time to get to learn where each of the students in my classroom are at in

their development. By taking time out to learn and identify where a child is at in their

development this will assist in developing lesson plans that will cater to the children’s needs
and best help them in their development and educational journey. I will also aim to present

opportunities for cognitive development in the classroom by creating tasks that require

children to think abstractly and converse with other children (Blake, & Pope, 2008).
EDAR368 – Lesson Plans
Commented [SR36]: Focus Area 1.4 and 2.4 Delivering
authentic and sensitive education surrounding Aboriginal
and Torres Strait Islander customs and beliefs
Focus Area 1.5 Catering for diversity
Focus area 2.2 and 2.3 Learning sequence planned
Focus Area 2.5 and 2.6: General Capabilities oh ICT, Literacy
and Numeracy
Focus Area 3.2, 3.2, 3.5: Use a variety of teaching resources
and pedagogial approaches throughout the lesson
Focus Area 3.4: Select and use resources
Commented [SR37]: Focus Area 5.3 and 5.5: Have a way
to report on student learning outcomes in an objective way

Commented [SR38]: Focus Area 3.4: Select and use

resources
EDFD260 Assignment 2
Part 1 - Situational Analysis
Our Lady of the Way in Petrie is a Catholic Primary School located in the Moreton
Bay region of Queensland. According to data sourced from the ‘my school’ profile,
most of the school’s students fall into the upper middle socioeconomic bracket. The
school has 38% of its students falling in the bottom half of Australian socioeconomic
standing. Our lady of the way is a school with majority of population of boys in their
school with 53% of its pupils being male. This school community has 11% of its
families speaking a language other than English at home. Being a school of 318 Commented [SR39]: Focus Area 1.1: Know the students
pupils it is a relatively small school nestled away next to its neighbouring high school, and understand the context of them in regards to their local
community
Mt Maria Petrie. Our Lady of the way begins lessons at 8:30am where students will
work through around 2 lessons before the whole school completes daily guided
reading at 10:20am. Students will then have their main break of the day between
10:30am and 11:10am. The students will then return to class between 11:10am and
1:10pm. Students will then go on their second break until 1:40pm before school
finishes at 2:55pm. The students in year 5 also have a daily “Munch and Crunch”
time before their guided reading where they have a small snack and watch an
episode of Behind the News. The year 5 team of Our Lady of the Way consists of
two core teachers and a range of fantastic support teachers and teacher aids. Our
Lady of the way has several specialist teachers including Japanese language, Music,
Physical Education, and Wellbeing and Mindfulness. This school is unique in having
a strong focus on wellbeing and mindfulness having a specialist teacher to guide the
students in one lesson each week focusing on techniques the students can use to
help regulate their emotions and manage their anxiety and stress, especially in these
new covid and online times. This school allows students to engage in learning in a
range of ways, this includes the use of iPads in a range of capacities. Students can
complete their assessment both on their iPads and on paper to best suit their learner
needs. The school has been able to cater to diverse learner needs through the iPad
technologies, which offers a wider range of accessibility features. Students are also
able to access support teachers throughout the day to cater to their individual needs
and this allows the students to work at a level that best suits their skills and abilities.
One defining trait of Our Lady of the Way is the incorporation of Co-Teaching. This is
implemented throughout the upper primary levels. By having classes taught in a co-
teaching structure this allows for a more flexible approach to learning as staff are
more able to float to the learners who may require additional supports. By Commented [SR40]: Focus Area 3.3 use a variety of
implementing co-teaching the classes can join and create a sense of community teaching strategies to suit the learners and the context of
the classroom community
within the cohort (Chitiyo, & Brinda, 2013). The students are also offered a very
flexible seating arrangement with couches, bar stools, floor desks, standing desks.
The year five rooms are split into three sections the two ends of the space being
called ‘the wings’ where both small group teaching and individual working typically
takes place, and the middle section which is referred to as ‘HQ’, in this area whole
group learning and conferencing takes place. By having three connected but distinct
learning areas this allows for the students to not only move between the spaces to
suit their own needs, but as each space tends to have its own distinct set of
expectations the students are aware of what is expected of them in each area, and
where they can go for additional support.

Part 2 - Literature Review

Throughout my experience at Our lady of the Way I was fortunate enough to deliver
a numeracy lesson for the year 5 students (refer to Appendix 1). In this lesson I
incorporated the gradual release of authority method, this meant I began my lesson
with explicit teaching and instruction, I then allowed the students to move into
smaller groups where they had a teacher assist with instructions and expectations
for the small groups and then the students moved into independent work where they
were encouraged to assist each other (Fisher, & Frey, 2021). This approach has four Commented [SR41]: Focus Area 3.3 Use a variety of
main stages. First, students are taught explicitly a process, in this instance it was teaching strategies
how to read and manage a budget. Second, students work collaboratively with both
peers and the teacher to work through a problem, in this lesson this was students
assisting in breaking down and identifying key parts of a budget and solving simple
calculations to fill the table. The students will then move to a guided practice stage Commented [SR42]: Focus Area 2.1, 2.2, 2.3: Know the
where the students will complete their work and then the teacher will watch and content and demonstrate ways of teaching it
provide little interaction and interference, this is evident when the students begin
working on their individual stations with teachers monitoring and only assisting
minimally in the group stations. After this stage students are expected to work
independently and can begin to guide their peers, this was evident in some students
during this lesson. This approach assists in learner confidence and insures the
students are able to better understand and work with the content (Lin, & Cheng,
2010). In my lesson plan I catered for the diverse needs of my class in several ways.
I set challenges for the students who have been identified as gifted and talented and
who were looking for extended learning opportunities. This came in the student’s
workbook where the students were set several tasks, however, these students were
also given extra tasks should they finish their main work in the class time provided
(Refer to Appendix 3). Students were also given access to teacher conferences in
each of the rotation groups where the students would be able ask for simplified
English to better understand the questions. Student groups were also split to cater
diverse learner needs by arranging groups with a range of student skill levels to
promote peer engagement and allow for opportunities for students to take a
leadership role and assist with student learning. Students were encouraged to use
ICT to complete their workbooks not only to write the answers, but for one of the
rotations students were required to access an online grocery store website to find the
correct prices for ingredients when budgeting for a meal (Tereshchenko, 2019).
Students will also be introduced to this topic using the ‘five E’s model of learning’.
This approach is broken down into five key sections. These include Engage, Explore,
Explain, Elaborate and Evaluate (Boddy, et. al, 2003). In the first stage of this Commented [SR43]: Focus Area 3.5 Teaching strategies
approach students will engage in the content through exploring prior knowledge, this
was achieved through a prior-knowledge quiz. Students will then explore the new
topic through a range of learning experiences, in this lesson students will receive
explicit learning and investigations. In the explain section of the lesson students will
be expected to explain what they have learnt and implement it in their learning, this
has been achieved through the student workbooks. Students will hen begin to
elaborate on their learning and implement their knowledge in a new and unfamiliar
context. This is also achieved through activities in the workbook. Finally, students will
evaluate their learning, this is achieved by allowing time for student voices to gain
feedback and check for understanding within the class.
My lesson was formed using a range of theorist ideas. These include Siemens and
Downes connectivism theory and Skinner’s behaviourist theory. The connectivism
theory focuses on the use of technology to connect students to a digital world of
learning (Omomia, & Omomia, 2014). The connectivism theory also encourages
students to connect with each other to guide their learning experience, this has been
achieved through small group learning opportunities and the use of iPads and online
research to complete the online workbook (Rank, 2018). By allowing the students to
use technology this is allowing them to become better prepared for the modern
classroom and for a range of learning experiences to come (Clark, & Luckin, 2013).
The Skinner behaviourist theory focuses on looking at the observable classroom
behaviour. This theory provides a sound base for classroom management as it
allows the students to play a role in the direction of the classroom (Skinner, 1969). I
believe that a teacher in the modern classroom should not just focus on one theory
to underpin their pedagogy, but should incorporate traits and aspects of many
theories, and change this for each class group and for each day and each lesson
(Wilson, 2018). The behaviourist theory assists in teachers identifying the way the
students are engaging in the lesson and can assist in directing the lesson if it
becomes full of negative or distracting behaviours, this theory also lends itself the 5
E’s learning approach as it can assist in identifying what stage of this approach
students should be at (Al-Shammari, et. al, 2019).
Part 3 - Impact upon future teaching practice Commented [SR44]: Focus Area 6.3, 7.1, and 7.2: Reflect
Throughout my lesson implementation there are a number of areas in which I could on teaching practice and ways to improve future practice
learn and grow before my next lesson implementation. Not only did I receive quality
feedback from my mentor teacher (refer to Appendix 2). This feedback as well as my
own personal reflection, have allowed me to better my future teaching practice as not
only am I now more aware of the students needs, but I am also becoming more
confident in the classroom. In my lesson I learnt the importance of setting
expectations with the students. In my implementation I failed to give students their
success criteria. This would have allowed the students to feel better prepared and
know what they needed to achieve out of the lesson. I also failed to give detailed
instruction during the whole group phase of the lesson. This would have again,
assisted in calming any anxieties in the students and allowed them to have an idea
of what is coming up next in the lesson. Another diverse need I should have catered
for was visual learners, while I did incorporate elements for visual learners, I should
have had a visual timer cue on the board to manage time in their rotations. Using the
feedback provided I was also able to learn some strategies to help ease student
anxiety levels through the explicit goals and intentions within the lesson and in the
small group breakouts too. The feedback also allowed me insight into why some
disruptive behaviours occurred, because of the student’s possible anxiety, and this
allows me to be more mindful in my future planning and going forward as a teacher.
In the modern classroom I think it is more important than ever before to be aware
and sensitive to the mental health needs of the students. I noticed in the year 5 class
there were a number of kids who had been formally diagnosed with anxiety, but an
even wider group that had shown their anxiety too. I noticed often the challenging
behaviours were not caused by want to interrupt the class or to mess around with
their friends, but because of anxiety. This anxiety may be related to the lesson, or it
may be due to external factors, but it is vital that wherever possible anxiety triggers
are minimised or eliminated in the classroom (Everingham, et. al, 2017).

Moving forward as a growing teacher I will definitely take on board some of the
lessons I have learnt and use them to shape my teaching practice. I will be sure to
set intentions at the start of the lesson and have visual cues to allow students to
know what is being expected and what is coming next for them. This will come
through explicit explanation of the success criteria for not only that lesson, but that
unit to allow the students to get a more thorough understanding of the expectations.
Moving into my future teaching experience there are also a number of things I
believed worked well for me and I will be bringing into my future teaching
experiences. I think the students working collaboratively as a whole team worked
well as students could build their courage and work together to answer a question. I
also think being adaptive of not only the students needs and wants, but also of any
unexpected technology difficulties and any surprises that may show during a lesson.
EDLA369 – Assignment 1
In the modern classroom it is more important than ever to be inclusive and mindful of
diverse learners to support and encourage quality engagement within the classroom
setting. In the contemporary Australian classroom, the English curriculum plays an
integral role in all areas of learning, this includes in formal English lessons and in
other curriculum areas such as humanities, mathematics, science, and many more. It
is important in this modern era to incorporate learning opportunities in all areas of a
student’s life, in both formal and informal learning opportunities. This can be Commented [SR45]: Standard 2 and Focus Area 3.5: Know
achieved through involving parents and guardians in the education process. As the content and plan learning opportunities
students engage in these varied learning opportunities it is important to provide a
range of different assessment opportunities and again create opportunities for both
formal and informal assessment tasks. When planning a lesson sequence it is vital
that the teacher constantly reflects on the students learning and development
through recording the students work, tracking their progress not only individually, but
also in their whole class context, it is also vital that the students work is accurately
moderated to ensure appropriately learning and assessment opportunities
throughout the cohort as a whole and it is vital that the students are regularly
reported on to further ease the monitoring process and to allow the students families
and caregivers access to their learning journey.

The Australian Curriculum has set out a range of achievement standards for
educators to utilise and assist in tracking the overall progress of the students. It is
important for students to not only meet these national curriculum standards, but also
to plan and meet their own individual goals. When setting individual goals, it is
important that the students and their guardians are involved in this process. When
creating individualised goals, it is important the students create goals that are
specific, measurable, attainable, relevant and, time-based (SMART) (Lawlor, 2012).
The SMART goal structure can be used to create both short-term and long-term
goals for all areas of learning. These goals can also assist the teachers in tracking
the students individual progress and they can assist the students in taking charge
and feeling more responsible for their learning journey (Bjerke, & Renger, 2017).
Creating a specific goal means that the students and the teaching staff are able to
more accurately track and assess the goal progress. To make a goal measurable it
must have an aspect of data collection, and so in this stage of the SMART goal
structure students are encouraged to examine and evaluate their results for formal
assessment tasks such as exams and assignments and informal assessment tasks
such as homework, in class projects and discussions and whatever else they deem
important to their goal achievement. The attainability of a goal will differ between
students (Janabergenova, 2021). A student who has been identified as gifted and Commented [SR46]: Focus area 3.1: Creating challenging
talented may have a goal of achieving above their expected grade level and start learning goals
achieving the standard of a higher year level, whereas a student who may has come
from an English as an additional language or dialect background may strive to grasp
a particular aspect of grammar or may strive to complete a task successfully and
independently. When students are outlining their learning goals it is vital that the
goals remain relevant to the context in which the goal is being set in. It is also
important that the goals have a set review date to accurately assess the success of
the goal or if the goal may need to be reviewed (Seeger, & Worsfold, 2019). These
timeframes can range from within an individual lesson to a whole unit or the whole
year. Through having both the children and the parents and guardians involved in
creating the goal this will ensure a higher chance of success for the goal as there are
a number of stakeholders and a number of individuals to ensure constant monitoring
and assessment of the goals.

The modern Australian classroom is more diverse than ever, there are an increasing
number of children with a wide range of learner differences. Another way to foster
participation and create an engaging classroom is to set up a range of inquiry-based
group learning experiences. By creating groups with learners of a range of different
abilities and backgrounds the students are set up for success. An inquiry-based
approach to learning allows students to take charge of their learning. Inquiry-based
approach allows the students to learn in their own style of learning. It is important to
cater lessons to a range of different learning styles. An inquiry-based approach can Commented [SR47]: Focus Area 1.3: Catering for modern
allow students who are visual learners to explore learning through pictures and diverse learners
graphs, learners who are kinaesthetic learners to learn and engage through
movement and dynamic exploration of content, it also allows auditory learners to
learn and explore through discussions (Gerhátová, et al., 2021). It is important to
understand what style of learners are in any given classroom to best keep content
engaging and allow the students the best chance of success. By designing activities
that best suit the learner style of the students in a given class this is a simple way of
catering for diversity. By creating lesson plans that cater to individual learner
preferences it shows that a teacher is successfully learning the individual needs and
preferences of their class. Children tend to be engaged best when they feel they are
engaged and valued members of the classroom. One way of creating an engaging
inquiry-based classroom is creating a range of different learning stations that each
involve different activities catered to each different learner style (Alvarez-Bell, et al.,
2017). This inquiry-based approach to learning will help best assist students and can
also be used by teaching staff to monitor and report on their learning and growth and
development in any given learning area. For the English curriculum it is vital children
have a strong grasp of all of the content descriptors as the English curriculum is
highly transferrable and holds a lot of cross curriculum links and is often linked to
through different curriculum areas. An inquiry- based English lesson can include
having the class create a word wall with new and unfamiliar words and finding the
word meaning through context clues and an analysis of the word itself looking at its
prefixes and suffixes and its general origin. It is through this inquiry-based approach
that students are able to be the leaders of their own learning in a teacher facilitated
way to ensure quality learning is still taking place appropriately (Reid, et al., 2019).

It is vital as a teacher to be regularly checking for understanding and confirming

where the children are up to in their learning journey and in particular, where they
are at in terms of meeting their personal and whole class goals. This can be done
through regular testing. Not all testing has to be formal for students, it can be through Commented [SR48]: Focus Area 5.1
general discussions to check for understanding and comprehension in regard to the
topic they are focusing on. Just as there are a number of ways to teach learners,
there are also a number of ways to assess learners. To cater to a child’s needs it is
important to understand how they learn and how they can best communicate their
knowledge of a topic (Goedhart, et al., 2019). For some children they may have a full
and comprehensive understanding of a topic but struggle to write their knowledge in
a formal examination style assessment piece. To best cater for this student it may be
appropriate to alter the assessment slightly to provide them opportunity to effectively
communicate their knowledge and understanding. For children who require
additional supports due to learner differences such as dyslexia it is not in best
practice to penalise them for not achieving the expected class standard when they
have not been provided appropriate accommodations (Stuart, & Yates, 2018).
Accommodations for these learners may include additional time completing tasks,
reading assessment questions aloud to them so as to not confuse the task, and
providing the learner with a thesaurus to check word meanings. However not every
individual will require these supports, some students may require further supports
while others will not require this level of support. For cases of learners such as
children with dyslexia it is important to include parents and caregivers and
appropriate medical staff when planning appropriate accommodations. For a child
who suffers from anxiety-based conditions it may be necessary to place them in an
individual or a smaller room when taking formal examinations to best accommodate
these learners and give them the best chance at success (Wardani, 2018).

Through data collection students can not only be monitored through their academic
and social growth, but students who may require additional supports can be
identified. These students include students who are regularly working well above
their year level standard, students who are regularly working well below the expected
level for their year, and students who may be struggling with certain types of
assessments, such as oral presentations, written examinations, creative arts
projects, and any other formal assessments given by the teacher to the class. If it is
evident that a student is consistently performing lower in one specific type of
assessment this may be a sign the teacher needs to provide individual supports to
understand the reason this assessment type is lower than the students average
marks and make accommodations where possible (Nowicki, 2019). By constantly
recording data and tracking student progress this can also assist the teachers in
identifying when the child may be experiencing hardships in their homelife and when
it may be beneficial to sit and meet with the parents and caregivers of the student. If
a child is consistently performing well above average and then suddenly drops to
working well below average this can be a sign the child is facing some hardships and
may benefit from additional emotional supports. Children’s emotions can play a
massive factor in their access to quality education. If a child is focused and happy
they are more likely to focus on their education than a child who is worrying about
what may be going on in their home life. This can be aided through creating a safe
and structured classroom setting (Rucinski, 2018). By catering to the emotional
diversity in a classroom this can assist teacher in better increasing participation and
engagement in the class activities. Commented [SR49]: Focus Area 4.4 Maintaining student
safety
Through engaging and fostering meaningful and genuine relationships with students
a classroom teaching staff can then better foster an engaging lesson where children
are willing and eager to participate in learning objectives. By involving students in the
planning and assessment phases of their learning journeys the teacher will typically
find higher levels of engagement and participation in lessons and in turn assessment
results should increase. It is also important for teachers to cater learning experiences
to the individual learners, this includes having movement and tactile experiences for
kinaesthetic learners, visual experiences for visual learners and a range of different
and engaging auditory experiences for the children who identify as auditory learners.
It is only once a classroom teacher better understands the culture and the makeup of
the room that they can begin to create engaging and meaningful lessons that
students are excited and willing to participate in.
Meet the Teacher Poster
Commented [SR50]: Focus Area 3.5 and 3.7 Engage
parents and caregivers and have this in the classroom to
engage students and act as a communication tool
Images from Nursery Practicum
Commented [SR51]: Focus Area 4.1, 4.2, 4.4

Commented [SR52]: Focus Area 3.1: By recognising where

a child is at in their development or acquisition this can
inform teaching practices and set individual learning goals to
benefit the learner
Commented [SR53]: Focus Area 1.1 Know the students
and where they are at developmentally
Quizzez Quizes Commented [SR54]: Focus Area 5.3 and 5.5: Have a way
to report on student learning outcomes in an objective way
Focus Area 3.5 Select and use resources
Focus Area 4.5: Use ICT Safely
Teacher Self-Assessment Tool
Certificate of Completion – Professional Development
EDFX318 - Placement Report
Commented [SR55]: Engage with parent and caregivers,
Engaging with colleagues, Engaging in reflective practices
EDFX319 Practicum Report Commented [SR56]: Seeking feedback from peers and
reflect on practices and reflect of feedback
Department of Education Professional Learning
ACU Child-Safe Certificate
Quality Improvement Plan
Professional Memberships