of various cultures, - Acknowledges that religions and sometimes students - Encourages students to - Uses culturally backgrounds need to be guided to acknowledge and respect sensitive resources, appreciate diversity everyone’s differences language and strategies amongst peers and and interact with their in teaching practice integrates this concept peers in an inclusive and into the daily pastoral equitable manner - Presents controversial care of the class issues in a sensitive manner - Encourages students to express and explore values and attitudes in a sensitive manner - Asks questions about - Asks questions about - Asks questions about - Acknowledges cultural 1.4.1 Demonstrate broad - Selects strategies to knowledge and how students from a teaching Aboriginal and teaching Aboriginal and provide for relevant diversity by modifying or understanding of the wide range of cultural or Torres Strait Islander Torres Strait Islander experiences appropriate enriching impact of culture, linguistic backgrounds students; seeks students; demonstrates to students from cultural identity and may be supported within strategies to engage abilities to engage these Aboriginal and Torres - Facilitates rich learning linguistic background a school setting these students and assist students and assist in Strait Islander experiences (such as on the education of in their development their development backgrounds, aiming for excursions, performances, students from - Studies Aboriginal and engagement and visiting speakers, camps Aboriginal and Torres Torres Strait Islander - Begins to incorporate - and delivers significance and on-site training) to perspectives and history Aboriginal and Torres content from an acknowledge and include Strait Islander backgrounds Strait islander Aboriginal and Torres - Integrates culturally cultural identity - Identifies what systems perspectives into Strait Islander sensitive resources, are in a in a school planning when perspective and selects language and strategies that facilitate maximised appropriate appropriate resources in teaching practice learning outcomes for Aboriginal and Torres Strait Islander students 1.5.1 Demonstrate - Is introduced to the - Works with syllabus - Delivers lessons and - Develops teaching and - Consolidates students’ knowledge and concept of documents to plan attempts to differentiate learning programs theoretical understandings understanding of differentiation in learning outcomes for a content by adjusting and/or lesson plans with through practical examples strategies for planning and its range of abilities teaching, scaffolding a variety of teaching and differentiating teaching importance across all learning for different learning activities and to meet the specific educational settings and - Is guided by the abilities and by grouping resources that link to learning needs of sectors supervising teacher to students syllabus outcomes/
of various cultures, religions and backgrounds - Acknowledges that sometimes students need to be guided to appreciate diversity amongst peers and integrates this concept into the daily pastoral care of the class - Encourages students to acknowledge and respect everyone’s differences and interact with their peers in an inclusive and equitable manner - Uses culturally sensitive resources, language and strategies in teaching practice - Presents controversial issues in a sensitive manner - Encourages students to express and explore values and attitudes in a sensitive manner 1.4.1 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 - Asks questions about how students from a wide range of cultural or linguistic backgrounds may be supported within a school setting - Studies Aboriginal and Torres Strait Islander perspectives and history - Identifies what systems are in a in a school that facilitate maximised learning outcomes for Aboriginal and Torres Strait Islander students - Asks questions about teaching Aboriginal and Torres Strait Islander students; seeks strategies to engage these students and assist in their development - Begins to incorporate Aboriginal and Torres Strait islander perspectives into planning when appropriate - Asks questions about teaching Aboriginal and Torres Strait Islander students; demonstrates abilities to engage these students and assist in their development - and delivers content from an Aboriginal and Torres Strait Islander perspective and selects appropriate resources - Selects strategies to provide for relevant experiences appropriate to students from Aboriginal and Torres Strait Islander backgrounds, aiming for engagement and significance - Integrates culturally sensitive resources, language and strategies in teaching practice - Acknowledges cultural diversity by modifying or enriching - Facilitates rich learning experiences (such as excursions, performances, visiting speakers, camps and on-site training) to acknowledge and include cultural identity 1.5.1 Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of - Is introduced to the concept of differentiation in planning and its importance across all educational settings and sectors - Works with syllabus documents to plan learning outcomes for a range of abilities - Is guided by the supervising teacher to - Delivers lessons and attempts to differentiate content by adjusting teaching, scaffolding learning for different abilities and by grouping students - Develops teaching and learning programs and/or lesson plans with a variety of teaching and learning activities and resources that link to syllabus outcomes/ - Consolidates students’ theoretical understandings through practical examples
Standards-Assessment-Continuum-Evolving-3.docx