Annotations
Note the focus area and standard
descriptor/s the artefact / document
reflects
Standard 1 Know your students
and how they learn
1.1 Physical, social and intellectual
development and characteristics of
students
Demonstrate knowledge and
understanding of physical, social and
intellectual development and
characteristics of students and how
these may affect learning.
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.
1.5 Differentiate teaching to meet
the specific learning needs of
Note the type of artefact /
document
This artefact is a class Developing the class seating plan was an initial
profile and seating plan
used on my 2016
professional experience
placement on Stage 3,
Year 6.
Describe the artefact / document and indicate the
possible impact or result on teaching and/ or
student learning
way for me to learn the students names, and
get to know the students by building
relationships in my first week of practicum.
When I sat down with my mentor teacher to
develop my class profile it was a time where
vital information was discussed about the
students such as:
- Medical conditions
- Students with a diagnosed disorder
- Students who needed accommodation
or extra support
- Gifted and Talented Students
- Aboriginal and Torres strait Islander
Students
All of this information is essential for my lesson
planning so I am able to have the students in
mind to cater for all their needs. Teachers are
responsible for creating and sustaining the
learning environment and the conditions under
which quality teaching and learning take place
(Ministerial Council on Education, Employment,
Training and Youth Affairs, 2008, p.11).
Describe how the artefact / document
meet the standard descriptors you
have identified.
This artefact appropriately displays
knowledge of students learning
needs, such as Gifted and Talented,
Students that require additional
support and where differentiation is
required. This class profile allows me
as the teacher or a casual teacher to
look at the document and make
appropriate modifications to the
delivery of the lesson and make
necessary changes to the learning
environment to suit all needs of the
students (APST 1.1).
Speaking with my mentor teacher
and making notes in the class profile
about being aware of Aboriginal and
Torres Strait Islander students in
order to integrate culturally sensitive
resources into my teaching practice
to make it relevant for those
students (APST 1.4).
The class profile includes clearly
highlighted rows (blue and yellow) of
students across the full range of
abilities
Demonstrate knowledge and
understanding of strategies for
differentiating teaching to meet the
specific learning needs of students
across the full range of abilities.
Placing this information discussed with my
mentor teacher into an easy to read table
allowed me to have it at hand when preparing
lessons. From this I was able to ensure cultural
awareness and differentiation strategies into my
teaching practice so all students are able to
achieve at their own level.
students who need to have their
lesson differentiated in order to
meet the needs of all students
across a full range of abilities. This
artefact is essential when planning
lessons for the class as it helps target
the needs for individuals and groups
of students (APST 1.5).
 References

Ministerial Council on Education, Employment, Training and Youth Affairs. (2008). Melbourne Declaration on Educational Goals for Young. Melbourne:
Ministerial Council on Education, Employment, Training and Youth Affairs. Retrieved from
http://www.curriculum.edu.au/verve/_resources/national_declaration_on_the_educational_goals_for_young_australians.pdf