Student: 01 Anxiety and associated stress towards schoolwork

Challenges: Has panic attacks, will need access to the Zone Room
Dyslexia and Dysgraphia (located in the Learning Support Rooms)
Anxiety and Shyness Tends to mask true emotions. For example, if she is
Afraid of Getting In Trouble feeling upset may present as overly happy and easy-
Limited literacy and numeracy skills going
Limited vocabulary Limited literacy and vocabulary abilities at the present,
will need support
Strengths:
Enjoys outdoor sports, gaming, learning out of the Strengths:
classroom, and learning through games. Enjoys maths and enjoys peer teaching
Enjoys creative options for assessment
Strategies: Likes public speaking when she feels confident on the
Use of seating plan, allow him to know what to expect content
when entering the classroom
Working in small groups, has a responsible group of Strategies:
friends Regular check-ins during lessons
Encourage use of note taking Praise driven, needs to feel like she is succeeding in her
Encourage him to take pictures of instructions learning
Encourage her to walk around outside during long or
Limit instructions, when possible, will get confused easily content heavy lessons
Use of visual cues and resources, such as YouTube,
audiobooks, and diagrams Health Issue:
Provide assessment tasks in chunks, allow him to work at Has Asthma and needs constant access to puffer, will be
his own pace in bag. Remind her to make sure she takes her bag
Provide scaffolds with sentence starters, dot points, between lessons
check lists to encourage independence The school has an Asthma emergency kit located next to
Continue to develop vocabulary and spelling week to teachers’ desk if required
week
Student 04
Student: 02 Challenges:
Important Note: Student 02 has a take 5 Card to use Occasionally tries to challenge authority
when she finds the classroom overwhelming or not Seeks attention from friends, likes to have banter
suitable for her learning. The school’s process for using
the Take 5 Card is attached at the end of this document. Strengths:
Challenges: Very strong grasp of concepts, will fake not knowing
Trauma from childhood content to appear ‘cool’ or relatable to his peers
Anxiety towards changes in routine Likes to be seen as the class clown
Shyness and Anxiety High literacy and numeracy skills
Limited vocabulary Sociable and makes friends easily

Strengths:
Enjoys creative tasks, responds well to established
relationships with teachers, and loves to verbally present
her learning
Strategies:
Use of seating plan for established routine
Encourage non-written submission of assessment tasks
Encourage use of Take 5 Card
Spend planning days building a positive relationship
with Student 02
Student 03
Challenges:
Autism Spectrum Disorder, mostly impacting social skills
and difficulty establishing new friendships
Strategies
Build rapport with Student 04 early
Encourage him to choose his group members carefully
Encourage him to attempt more difficult work, he will
respond well to it usually
Student 05
Challenges:
Occasionally distracted by her peers
Occasionally missuses ICT devices to watch movies
Has exhibited perfectionist tendencies, will need to be
reminded and support to not over-worry about small
tasks in class
Strengths:
Very high literacy and above average numeracy
Enjoys learning, but puts a lot of pressure on herself to
succeed
Very involved in the school community, loves work and
tasks that relates to local or meaningful social justice
issues
Strategies:
Use positive communication and dialogue to calm and
reassure Student 05 about assessment tasks
When possible, encourage Student 05 to integrate her
passions in assessment tasks
Student 06
Challenges:
Cannot read social cues, struggles to retain friendships,
or recognise sarcasm
Possible Autism Spectrum Disorder diagnosis, still
awaiting results from appropriate professionals
Loses concentration easily, needs to be remined about
due dates and class expectations
Limited vocabulary, will need support
Strengths:
Loves to draw and write stories
Strong social justice perspective, especially for First
Nation culture and history
Identifies as First Nation for the local Kaurna Nation, very
proud of her people’s history
Strategies:
Link assessment into social justice focus
Provide both verbal and written, likely on the
whiteboard, direction for Student 06 to refer to
Avoid wordy explanations or sarcasm with Student 06,
keep instructions clear and concise
Medical Condition:
Mild allergy to Nurofen, be aware of this
Student 07
Important Information: Student 06 is on a Site Safety
Plan. If he is absent, immediately report to Year Level
Leader under the category for suspected truancy.
Student 06 is also holding a Take 5 Card.
Challenges:
Lack of motivation and will avoid work in not kept
accountable
Anxiety towards changes in routine and failure
Does not respond well to male teachers, feels
threatened
Limited vocabulary, will need support in this regard
Strengths:
Very intelligent and will work hard when he finds the
content or assessment interesting or worthwhile
Identifies as First Nation of the local Kaurna Nation, very
proud of his history and culture
Very good at sports, especially AFL and Soccer
Strategies:
Provide Student 07 with breaks to walk outside
Remind him to use his Take 5 Card
Tie assessment and activities into his interests, such as
sport or First Nation culture and identity
Build rapport early with Student 06, we share a common
interest in AFL which could be a good entry point
Student 09
Challenges:
Likes to have banter with the teacher, can come across
as rude
Catches the bus to school form far-north Adelaide, so
he is often late or misses early morning lessons
Strengths:
Strong literacy and numeracy skills
Loves sport, especially tennis and basketball
Very good at using ICT devices
Actively enjoys learning and is open to challenging tasks
if he can see the merit of them
Has a good group of friends who keep each other
accountable
Strategies:
Be willing to have a joke and laugh with Student 09, he
will respond well and build rapport
As he is often late, have print out of essential content
and make time to go over any information he missed
Email check-ins to ensure he is on top of his work and
able to meet deadlines
Student 09
Challenges:
Occasionally misses deadlines
Disorganised, but is making efforts to improve this
Strengths:
Very positive mindset when it comes to work, will always
eventually submit work
Has a supportive family structure. Both parents make
time to assist with homework
Loves sport as well as reading and writing
Able to use ICT effectively and responsibly
Proud of his First Nation identity, part of the local Kaurna
Nation
Strategies:
Tie assessment in his interest, such as sport or First
Nation identity
Contact parents and remind them of Student 09
deadlines and soon to be due tasks
Use praise to ensure Student 09 knows he is on the right
track
Student 10
Challenges:
Quiet and can fly under the radar
Will not ask questions, needs to be approach by the
teacher
Not very talkative, expect with close friends, will usually
only give one or two words answers
Will not like to present in front of people, but will do it if
given enough time to mentally prepare
Limited vocabulary, will need support for written aspects
of assessment tasks
Strengths:
Very proficient in ICT, part of the school’s engineering
group
Very high numeracy skills, wants to become a scientist
He is polite, but does not enjoy talking for sustained
periods of time
Strategies:
Encourage him to attempt the multi-modal option for
the assessment, will spare him talking in front of people
and allow him to use his ICT skills
Have frequent check-ins during the lesson
Look for entry points to build rapport. Liaison with his
mother has revealed he has an interest in TV shows like
Game of Thrones and The Walking Dead, loves to talk
about them
Student 11
Challenges:
Misses class frequently due to other commitments at
school
Has some issues reading social cues, and will pick
arguments if he feels like he or his friends are being
treated unfairly
Strengths:
Very engaged and committed to his education, heavily
involved in school sports and events
Strong sense of social justice, very committed to First
Nation issues
Likes to read and has a good level of literacy, but does
struggle with word choice and usage
Open minded and willing to try new things and embrace
new learning opportunities
Strategies:
Build rapport with Student 11, make him feel welcomed
into the classroom
Use praise often and validate his extra-curricular efforts
Offer chances to develop his vocabulary via lesson tasks
Student 12
Challenges:
Very talkative and likes to make his friends laugh
Slightly lower than average literacy, especially with
spelling and vocabulary
Strengths:
Hard worker and will always submit tasks early if possible
Likes to get feedback and not afraid to ask for help
Very sociable and will take an interest in other people’s
lives
Loves soccer, follows the A-League closely
Strategies:
Remind Student 12 of classroom rules about talking one
person at a time
Ask about his interests, such as soccer, to build rapport
Offer scope to develop spelling and literacy skills over
the unit of work
Student 13
Challenges:
Misuses ICT to look at social media
Trouble giving focus and attention to lesson content
Talkative and distracts students sitting near her
Strengths:
Has creative ideas and loves to share them
Very high literacy and numeracy skills
Polite and sociable, and willing to try new ways of
learning
Strategies:
Monitor ICT usage and ensure she is on task
Remind her about the class rule regarding distracting
other students’ learning
Encourage Student 13 to take the creative option for the
assessment task
Student 14
Challenges:
Very low literacy and numeracy, struggles with written
expression and word choice
Aggressive and will act up if she feels like she is being
treated unfairly
Does not like written tasks, prefers to verbally present or
explain her understandings
Strengths:
Is open to building rapport with new people, if she sees
they are trying to help her
Very good at presenting and public speaking
Confident and has a large social circle of friends, most
encourage her to do the right thing
Strategies:
Use planning days to build rapport with Student 14
Look for ways to develop literacy skills
Offer assessment that allows verbal or presentation style
of assessment
Student 15
Challenges:
Occasionally late to class on Friday afternoons, due to
softball practice at lunch
Low levels of literacy and numeracy
Frequently misses class, poor attendance
Parents are supportive on improving attendance and
school performance, but are difficult to get into contact
with
Strengths:
Loves to read, build, and design things
Highly engaged in Art subject, will contact Art Teacher
to discuss strategies for building rapport with Student 17
Tries hard when in class
Polite and nice to talk to
String social justice focus

Strengths: Strategies:
Highly motivated and wants to do well Build rapport with Student 17, make it known that
High literacy and numeracy support is available
Confident and likes to show her critical and higher-order Arrange meeting with parents, mentor teacher, Student
thinking skills 17, school leadership, and myself to set goals and
discuss options
Strategies: Use emails to send lesson content and assessment tasks
Have dedicated time to catch-up with Student 15 on when Student 17 is active. Keep in contact to devise
content she may miss at the start of Friday’s lesson pathway towards success for when she in not present in
the classroom
Student 16
Challenges: Student 19
Gets distracted easily by external factors, puts a lot of Challenges:
pressure on her social circle at the expense of her Lacks focus and enjoyment in class activities
schoolwork Average levels of literacy and numeracy, but does the
Lacks motivation until work is due, is not usual for her to bare minimum to pass
submit work late Avoids challenging learning
Does not like to be singled out, likes to be seen as part
of the ‘popular’ group Strengths:
Strong connection to First Nation identity
Strengths: Loves sport
Capable and usually receptive to learning Likes to converse and talk about interest (AFL,
Responds to emails well, a good way to subtly check in Basketball, and Golf) with teachers and peers
on her progress Polite and very honest
Polite and social in class
Strategies:
Strategies: Have clear expectations regarding lesson objectives and
Use emails to check in and help remind her about due tasks
dates Tie assessment into personality and interest
Build rapport early and remind her of support services Build rapport
offered by the school for mental challenges Use emails to establish progress towards mastery of
Use seating plan so that she is surrounded by friends content
that will be a positive influence on her learning Offer subtle ways of putting Student 19 in the Zone of
Proximal Development
Student 17
Challenges: