Standard Knowledge of and respect for the diverse social, cultural, ethnic and religious backgrounds of students, and

the effects of these factors on learning. 2.1.1 Demonstrate knowledge, respect and understanding of the social, ethnic, cultural and religious backgrounds of students and how these factors may affect learning.

Evidence

Integration of differentiation is presented throughout lesson plans (see attached).

Knowledge of the physical, social and intellectual developmental characteristics of the age group(s) of students.

2.1.2 Demonstrate knowledge of the typical stages of students physical, social and intellectual development as well as an awareness of exceptions to general patterns.

Implemented through the embodied unit of work, on Machu Picchu, for Stage 3 (see attached).

Standard Knowledge of students varied approaches to learning

Evidence

2.1.3 Demonstrate knowledge of students different approaches to learning.

Demonstrated throughout lesson plans, e.g. Blooms Taxonomy and Gardners Multiple Intelligences (see attached).

Knowledge of how students skills, interests and prior achievements affect learning

2.1.4 Demonstrate knowledge and understanding of students skills, interests and prior achievements and their impact on learning.

Demonstrated throughout lesson plans, e.g. KWL charts, building on prior knowledge, scaffolding students interests to create texts (see attached).

Standard Knowledge of strategies for addressing student needs 2.1.5 Demonstrate knowledge and understanding of specific strategies for teaching: Aboriginal and Torres Strait Islander students Students with Special Education Needs Non-English Speaking Background students Students with Challenging Behaviours.

Evidence

This is evident within my Teaching Philosophy and Classroom Management Strategies (see attached assignment). In reference to Special Education, attached is a video of the implementation of a program, Multilit for a student who suffers from ADHD and Autism, (personal experience).

Knowledge of strategies for addressing student needs This is evident within my Teaching Philosophy and Classroom Management Strategies (see attached assignment). In reference to Special Education, attached is a video of the implementation of a program, Multilit for a student who suffers from ADHD and Autism, (personal experience).

2.1.6 Demonstrate knowledge of a range of literacy strategies to the meet the needs of all students including: Aboriginal and Torres Strait Islander students Students with Special Education Needs Non-English Speaking Background students Students with Challenging Behaviours.