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.
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
sharing ideas, explaining guide LW’s elaborative answers with
reasons, or justifying specific and strategic questions.
answers.
Math-unit of measurement
Incorporated open-ended tasks as
ZAD at 54% Year 4 level, ZPD
differentiation to challenge and
5.5
extend 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
Legible handwriting. friend. doing the activities such as strategies: Pairing seating strategies
Enjoyed painting and doing experiments. and prompting a student to
drawing and loved Good level of spelling. participate in class discussions to
animals. Math-unit of measurement promote focus.
Very close with a few ZAD at 50% Year 2 level,
certain girlfriends in a ZPD 3.5 Planned playful learning experiences
class and often got PAT test Math went down that were hands-on and involves
distracted and off-task. from 8 in 2020 to 4 in 2021. everyday objects, multimodal
Easily got bored when Enjoyed answering quizzes. resources and 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.

to scaffold 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
Often lied on the floor Enjoyed conversation problems promptly. and help to focus when working on
and read book when the in a gentle manner and Enjoyed reading graphic or task. Incorporated his cultural heritage
expectation was to work with soft voice. animated books. and 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, 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