Name Physical Social
Loved cricket, played the Newly arrived in Australia Confident in explaining his
BP sport during recess, and his first year at the
lunch time and after school.
school. Comfortable and proud to
Often demonstrated share with me his
exemplary behaviour experience in migrating
during lessons from India with his family
who were mostly were
engineers and architects.
Often observed chose to
work alone during group
work.
Sometimes talked too loud
during independent work
time.
Enjoyed the 5-minute Enjoyed sharing smart jokes
LW brain break in the oval. with me and the class.
Interested in volleyball Often sought time to share
and handball some thoughts with me.
Close with a few certain
students and sometimes
distracted by them.
Intellectual
justification when solving
mathematical problems and
sharing his cultural experience
with the class.
Enjoyed answering quizzes.
Math-unit of measurement
ZAD at 50% Year 5.5 level,
ZPD 6.5
Enjoyed playing with words
and meaning of words.
Careful consideration to
share things regarding
classmates and other
sensitive matter.
Quick to understand new
topic particularly with new
words.
Strong willingness to
Teaching Implications
Promptings for the awareness of the
academic and behaviour expectations
and noise level.
Incorporated mine and his cultural
heritage in UOI teaching and learning
materials and 21st century migration
reason of skilled migrant. Watch the
riddles during eating time.
Commended appropriate and exemplary
behaviour to show the class what the
expectations look like
Included physical brain-break at the oval
between lessons and play silent ball at
the end of day, provided time for one-
on-one discussions.
Informed individual teaching strategies:
Pairing seating strategies and prompting
a student to participate in class
discussions to promote focus.
 attempt difficult tasks.
Spent too long of time when Modelled concise reasoning and guide
sharing ideas, explaining LW’s elaborative answers with specific
reasons, or justifying and strategic questions.
answers.
Math-unit of measurement
Incorporated open-ended tasks as
ZAD at 54% Year 4 level, ZPD
differentiation to challenge and extend
5.5
ZPD in numeracy and literacy.
PAT test in English went
down by 1 point to level 5 for
spelling in 2021.

SC Enjoyed basketball, Preferred learning and Enjoyed hands-on activities.

loved PE lessons. working on tasks with a Loved being involved and Informed individual teaching strategies:
Legible handwriting. friend. doing the activities such as Pairing seating strategies and prompting
Enjoyed painting and doing experiments. a student to participate in class
drawing and loved Good level of spelling. discussions to promote focus, asked as a
animals. Math-unit of measurement helper to write or draw things on board.
Very close with a few ZAD at 50% Year 2 level,
certain girlfriends in a ZPD 3.5 Planned playful learning experiences that
class and often got PAT test Math went down were hands-on and involves everyday
distracted and off-task. from 8 in 2020 to 4 in 2021. objects, multimodal resources and
Easily got bored when Enjoyed answering quizzes. interactive.
tasks were considered not Often sought for further
challenging. explanation after explicit Scaffolded her Zone of Proximal
teaching to the whole class Development (ZPD) in one-on-one
conferencing, and a brief mini lesson
with a small group, incorporated open-
ended tasks as differentiation to
 challenge and extend ZPD in numeracy
and literacy.

Scaffolded her Zone of Proximal

Development (ZPD) included one-on-one
conferencing, and a brief mini lesson
with a small group.

VM (NCCD Often touch and hit Able to maintain With brief explanation and
plan-ASD) classmates body parts conversation and prompts, able to register Reinforced repetitive prompts to sit on
spontaneously. register ideas quickly. learning and solve Math chair appropriately to ensure safety and
Often lied on the floor Enjoyed conversation problems promptly. help to focus when working on task.
and read book when the in a gentle manner and Enjoyed reading graphic or Incorporated his cultural heritage and
expectation was to work with soft voice. animated books. others in the teaching and learning
on an assigned task. Proudly expressed his Math-unit of measurement materials.
Often asked for a one-lap origin from Zimbabwe. ZAD at level year 3, ZPD at
run at the oval to refresh Year 3. Differentiated teaching strategies to
his focus in learning. PAT test Math went down utilise his interests in reading and
Often asked to go to from 4 in 2020 to 1 in 2021. incorporate visual learning resources,
library to read and have PAT test in spelling went down modified tasks design and level of
a quiet space. to level 5 and up to 5 in challenge to ensure active participation
reading in 2021. and achievable learning success within
ZPD, co-constructed word wall-visual
learning, dedicated own mini whiteboard
to draw/write ideas/responses.

Co-constructed agreement with students

when to organise a library pass in. 15
minutes each visit, twice a week.
EB (NCCD Dyslexia and dysgraphia
plan-ASD) – difficulty in reading and
organise and express
ideas in writing
Poor eyesight, worn
corrective lenses
ME (NCCD Dysgraphia – difficulty in
plan-ASD) organise and express
ideas in writing
Often asked to go to the
‘Hub’ during
independent task time
Confident in expressing her
feelings to me and the class
Close with JH and ME.
Shared with me about her
‘stone’ family she shared
with JH
Low attendance rate
Enjoyed hands-on activities
and science experiments
Confident in sharing her
thoughts and ideas during class
discussion
Often went out with DLAs for
specific literacy and numeracy
programs and exercises
Kept trying and persistent
Math-unit of measurement ZAD
at level year 1, ZPD at Year F.5
Math-unit of measurement ZAD
at level year 3, ZPD at Year 3
Informed individual teaching strategies:
seating strategies and paired with
positive learning student, assisted to
scribe long sentences and difficult words
in her book, modified task to be typed
on laptop and online, ensured support
and communicated the specific and
required learning assistance with DLAs
Informed individual teaching strategies:
seating strategies, assisted to scribe long
sentences and difficult words in his
book, modified task to be typed on
laptop and online, ensured support and
communicated the specific and required
learning assistance with DLAs