TASK 2: Catering for Diversity

Introduction:
Teaching and learning is not a one size fits all process. In every classroom it is essential for the
teacher to cater for diversity of all students. Differentiated instruction and assessment ensures the
appropriate fit for the student, while remaining consistent with the desired outcomes and
knowledge acquisition (Ashman & Elkins, 2012. p. 8). This means that the teacher would modify
so that learning and assessing is for all students, no matter what the students circumstances are.
The student may need differentiation for a great range of reasons. These could include
intelligence, culture, language or disabilities (Westwood, 2013). Modifying assessments and
learning activities is essential for these learners and teachers should consider the tasks they set
area inclusive to all students.
In regards to learner diversity, standard 5 ensures that teachers have reflective practice and cater
to the needs of their students consistently. This is because Australian Professional Standards for
Teachers (2011) standard 5 is a career progression tool, that gives teachers a framework to
ensure, they [teachers] know how to structure their lessons to meet the physical, social and
intellectual development and characteristics of their students.
Following are three artefacts used for classroom assessment. These will be reflected on using
standard 5, theory and strategies of diverse classroom assessment.
Artefact 1: Running records during an individual assessment
Focus area 5.3
Make consistent and comparable judgements
This assessment was done one on one with a year 1 student. The purpose was to assess the
student reading level in order to place the student into an appropriate literacy groups. The
assessment is diagnostic and completed at the beginning of the school year.
This assessment has been constructed to cater for a wide range of learners as the teacher can
modify the task at any point to meet the learner.
Critically this assessment would be difficult for an ESL student. The teacher would need to include
a range of assessment books at different levels.
The artefact address AITSL Standard Five and that of developing and demonstrating appropriate
assessment tasks and considerations for the diversity of learners in contemporary classrooms as

the learners assessment can be adjusted on the spot with a picture comprehension book for ESL
students or a higher levelled reader for an advanced student.
Students completing a one on one assessment in the area of literacy can benefit as future learning
is tailored to their specific learning needs. The teacher has valid data that can be used for future
learning catered to the students needs.

Artefact 2:
Focus area 5.5
Report on student achievement

Background to the assessment: Students are all given a Summative assessment sheet to
assess their comprehension knowledge. The sheet is marked and graded by the teacher. These
marks will be used for annual school report to parents. The learning area was comprehension and
this was used half way through the year with all students.
This assessment does not appear to be thoughtfully constructed to suit a wide range of learners
and/or learners with specific needs. The assessment is given to a class with high achieving
learners and also learners who are bellow benchmarks.
Considering the AITSL Standard Five and that of developing and demonstrating appropriate
assessment tasks and considerations for the diversity of learners in contemporary classrooms.
This task could be modified to include a mark for effort as well as a mark for the answers correct.
This according to Westwood, (2013) this will give students who are not high achievers
encouragement and motivation for learning.
Differences in intelligence represent a key reason why teaching often has to be adaptive. For
example, in some areas of the curriculum such as reading, writing, mathematics, science,
technology, not all children of the same age can cope easily with exactly the same learning tasks,
concepts and skills (Westwood, 2013. p.13).

Artefact 3:
This lesson plan was created as a series of 5 in the area of health and personal development.
This assessment does not appear to be thoughtfully constructed to suit a wide range of learners
and/or learners with specific needs. The lesson constructively uses whole class, group and
individual work. De Courcy, (2014. p.56) illustrates the problem using whole class conversations
with English learners as they find it confronting to share in conversations. This could be modified
to allow the student to pair up with another student and use think pair share techniques in class.
Considering the AITSL Standard Five and that of developing and demonstrating appropriate
assessment tasks and considerations for the diversity of learners in contemporary classrooms.
AITSL (2011. p. 18) This task could be modified to include multiple answer, long answer and
verbal answers to cater for a broader range of needs.
Considering this class may have learners who are from other cultures there is no mention of
catering to their healthy eating habits or including foods from other traditions. De Courcy, (2014.

p.53) states that using task based, authentic activities helps English language learners succeed.
With this in mind this lesson could easily be differentiated to cater for a diverse range of learners.