Annotation- Standard 1
Note the focus area and standard
descriptor/s the artefact / document
reflects
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.
1.3
Students with diverse linguistic,
cultural, religious and socioeconomic
backgrounds
Demonstrate knowledge of teaching
strategies that are responsive to the
learning strengths and needs of
students from diverse linguistic,
cultural, religious and socioeconomic
backgrounds.
3.4
Select and use teaching resources
Demonstrate knowledge of a range of
resources, including ICT, that engage
students in their learning.
Note the type of artefact /
document
This artefact is a student
profile and IEP for a low
attaining mathematics
student in Year 3 named
Selima.
I was required to create
this as part of the
Mathematics Education:
Issues unit. I used my
knowledge of the
mathematics syllabus and
specific strategies which
would allow Selima to
achieve her success criteria.
Describe the artefact / document and indicate the
possible impact or result on teaching and/ or
student learning
As part of an assignment for Mathematics: Issues I
needed to create an IEP action plan for a low
attaining scenario student. It includes areas and
objectives, strategies, monitoring and a time frame.
The student profile and learner sections are added
to provide the background of the student which will
assist the teacher in predicting learning needs
(PETAA, 2012).
It is evident through this artefact that each student
has different physical, social and intellectual
characteristics (Marsh, 2010). Selima was shy and
needed to develop social skills, although her
mathematics was fairly good for her background
and experiences. Teachers need to recognise that
this will affect learning and develop an IEP in
conjunction with parents and support staff
(Foreman, 2011). It is the responsibility of the
school and the teacher to promote equity and
provide all students with high-quality schooling
(MCEETYA, 2008).
EAL/D students require high quality teaching and
learning conditions to achieve academic success
(NSW DEC, 2014). To satisfy this statement,
teachers need to implement strategies that are
responsive to strengths and needs. The artefact
includes an EAL/D teacher, interactive technology,
visuals and word walls. Using a bilingual teaching
assistant to explain concepts in the students home
Describe how the artefact / document
meet the standard descriptors you
have identified.
APST 1.2
The student profile, background
information and student as a learner
table all assist in determining physical,
social and intellectual development of
Selima. She is from Sudan and is quite
shy as she is an EAL/D student. She
needs to develop her social skills. Her
intellectual development shows that
she has great maths ability and problem
solving skills. These factors will affect
her learning so an IEP will be devised to
ensure she attains the outcomes in an
engaging way.
APST 1.3
As Selima is a student with a diverse
linguistic background, she needs
teaching strategies that will allow her to
engage with the learning environment
and content to learn. Strategies
included an EAL/D teacher, interactive
technology, iPad, word wall, hands on
activities, a seating plan and maths
journal with visuals to accompany
terminology. Selima will be able to
achieve the outcomes of her IEP with
these accommodations.
language is a useful strategy for supporting EAL/D
students to become confident learners (PETAA,
2012).
The teacher, the student and the resources are
three major elements in learning (Marsh, 2010).
Quality resources help to provide high levels of
support (NSW DET, 2003). The resources selected
will allow Selima to achieve her IEP success criteria.
DENS and SMART teaching strategies assist the
teacher in developing her mathematical knowledge,
whilst resources specific to her include interactive
hundreds chart and educational games, concrete
materials. Those students who are engaged with
resources are more likely to achieve outcomes
(NSW DET, 2003).
APST 3.4
Resources for this particular student
need to be specific and align with the
intentions of her IEP. They included
DENS 2 strategies, SMART teaching
strategies and Developing Number
Knowledge. These resources will help
the teacher to plan for Selimas lessons.
Other resources include interactive
hundreds chart, iPad with interactive
and visual apps and concrete materials
(counters). Selimas engagement will be
heightened as she will be able to
achieve the outcomes with this support.
References

Australian Institute of Teaching and School Leadership. (2011). Australian Professional Standards for Teachers. Retrieved from
http://www.aitsl.edu.au/docs/default-source/apst-resources/australian_professional_standard_for_teachers_final.pdf

Marsh, C. (2010). Becoming a Teacher. Frenchs Forest NSW: Pearson Australia.

Foreman, P. (2011). Inclusion in Action (3rd ed.). South Melbourne: Cengage.

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

New South Wales Department of Education and Communities. (2014). English as an additional language or dialect: Advice for schools. Retrieved from
https://education.nsw.gov.au/policy-library/associated-documents/eald_advice.pdf

New South Wales Department of Education and Training. (2003). Quality teaching in NSW public schools. Retrieved from http://www.darcymoore.net/wp-
content/uploads/2012/02/qt_EPSColor.pdf

Primary English Teaching Association Australia. (2012). Teaching EAL/D learners in Australian classrooms. Retrieved from
http://www.petaa.edu.au/imis_prod/w/Teaching_Resources/PPs/PETAA_PAPER_183.aspx