Standard 1: Know students and how they learn
Graduate AITSL Focus Area & Descriptors
1.4 Strategies for teaching Aboriginal and Torres Strait Islander
students
Demonstrate broad knowledge and understanding of the impact of
culture, cultural identity and linguistic background on the education
of students from Aboriginal and Torres Strait Islander backgrounds.
1.6 Strategies to support full participation of students with disability
Demonstrate broad knowledge and understanding of legislative
requirements and teaching strategies that support participation and
learning of students with disability.
Plan of Action
- I will enrol into the NESA approved professional
development course provided by Wingaru. The course costs
$129 and its focus is to help teachers in bettering student
outcomes through developing their understanding of how to
counter misconceptions and be an ally, and how to work with
and engage students and their families.
Goals to improve professional knowledge
- To ensure my lesson planning incorporates the Aboriginal
Ways of Learning in a non-tokenistic manner.
- To be equipped with skills to form and maintain relationships
with Aboriginal and Torres Strait Islander students and their
families.
- To increase understanding of different ways to incorporate
multi-sensory techniques in a way that supports retention and
engagement among neurodiverse students (Newman, 2019 as
cited in Sewell, 2022).
- To gather a range of evidence-based strategies to curating a
classroom environment that caters to students with hearing
impairment.
Relevant support networks and resources
- Online Professional Development Course offered by Wingaru –
Aboriginal Students and Their Communities:
https://pd.wingaru.com.au/course/aboriginal-students
- Episode 192 of Sue Larkey’s Podcast – How to use Video
Modelling to support Neurodiverse children at School & Home:
https://suelarkey.com.au/video-modelling-to-support-
neuordiverse/
- I have recently subscribed to Sue Larkey’s website and will - Webinar from Aussie Deaf Kids - Classroom engagement of
listen to her podcasts. In particular, her recent episode 192 children who are deaf or hard of hearing attending mainstream
aligns with an above goal by showcasing how the use of schools:
video modelling helps neurodiverse students to https://www.aussiedeafkids.org.au/courses/courses/classroom-
understanding instructions and gives the ability to re-watch engagement-of-children-who-are-deaf-or-hard-of-hearing-
content without needing constant repetition from the teacher. attending-mainstream-school/
- I will undertake a webinar directed by Dr. Michelle Todorov
who discusses the barriers and facilitators to engaging
students who are deaf or hard of hearing in the mainstream
classroom. Specifically, there is valuable information about
the use of assistive devices, classroom adjustments and
acoustics, and how to increase participation in specialist
classes such as physical education.
 Standard 2: Know the content and how to teach it
Graduate AITSL Focus Area & Descriptors Goals to improve professional knowledge
2.5 Literacy and numeracy strategies - To deliver authentic units of work that enable students to
Know and understand literacy and numeracy teaching strategies and solve rich mathematical tasks that is long-term and
their application in teaching areas. interdisciplinary.

Plan of Action Relevant support networks and resources

- I will subscribe to Maths300 which is a ‘library of inquiry- - Subscription service by the Australian Association of
based maths lessons’ (AAMT, n.d.). These lessons align with Mathematics Teachers - Maths300: A library of inquiry-based
my teaching philosophy for a relevant and contextualised lessons:
education. They facilitate student discussion, collaboration https://aamt.edu.au/teachers/resources/maths-300/
and exploration and have cross-curricular connections.
Constant use and engagement of these lessons in my early
teaching career with then develop my confidence in creating
my own units of work that is inspired by Maths300 lessons.
The joining fee for one teacher is $50 with an annual fee of
$90.

Standard 3: Plan for and implement effective teaching and learning

Graduate AITSL Focus Area & Descriptors Goals to improve professional knowledge
3.1 Establish challenging learning goals - To able to differentiate and deliver relevant lessons that align
Set learning goals that provide achievable challenges for students of with the curriculum to students who are gifted to ensure they
varying abilities and characteristics.