File Name Evidence Descriptor

Category
7.1, 7.2, 7.3, 7.4, 7.5,
SLSP Collaboration and 7.6, 7.7

Student Communication
Plan
1.1.2, 1.6.2, 2.5.2, 4.2.2
Student Observation of
Work Teaching
Sample Children/Student
s
Workshop Professional 1.1.2
1.3.1

Development 1.6.2
1.6.3
2.4.1
2.5.2
4.1.2
4.2.2

Lesson Plan Learning and

Teaching
Programmes
Unit Planning and
Programm Programming
e
 SLSP Student Plan
Working with the school’s executives and principal, I have designed a Personalised
Learning Support Plan (PLSP) for a student in stage 5 (year 9. ). This PLSP evidence pertains
to a transitional student apart of a School for Specific Purpose (SSP) with an emotionally
disturbed (ED) and behaviourally disturbed (BD) diagnosis. This SSP operates within the New
South Wales (NSW) Department of Education (DOE) standards framework in Sydney,
Australia. The PLSP is a vital tool designed to cater to the diverse learning needs of students
within the school community. It is a comprehensive document outlining strategies and
interventions to support students' academic, social, and emotional development, ensuring
equitable access to education.
This evidence contains a PLSP and an Allied Health care plan I developed in consultation
with my colleagues and my school’s occupational therapist (OT) and speech therapist (ST). It
has been created to support a year 9 student who exhibits challenging behaviors. This plan
is used daily to guide the development of teaching and learning experiences and explicit
opportunities to teach and monitor effective behavior replacement strategies. I have
adhered to school and organizational requirements to support students exhibiting
challenging behaviors in developing effective learning and behavior skills with PLSP (7.2.2).

In developing the PLSP and Allied Health Care plan, I worked closely with colleagues, the
school’s OT, and the ST to ensure a comprehensive understanding of the individual student's
learning needs (7.1). These plans incorporate evidence-based practices and instructional
strategies tailored to students' learning goals and objectives (7.2). Clear timelines and action
plans are outlined for implementing targeted interventions and monitoring student progress
(7.3).

Furthermore, the PLSP includes strategies for fostering a supportive and inclusive learning
environment, promoting positive behavior management, and social-emotional development
(7.4). Ongoing assessment and data collection mechanisms are integrated into the SLSP to
evaluate student progress and inform instructional decision-making (7.5).
The development of the SLSP reflects engagement in ongoing professional learning and
collaboration with colleagues and allied health professionals (7.6). Additionally, the SLSP
emphasises collaboration and communication with colleagues, parents/carers, and allied
health professionals to ensure a coordinated and holistic approach to student support (7.7).
 Student Work Sample

● 1.1.2 - Demonstrating understanding of students' physical, social, and intellectual

development and designing pedagogical approaches accordingly.

● 1.6.2 - Designing and implementing teaching activities that cater to the needs of students
with disabilities and promote inclusivity.

● 2.5.2 - Incorporating effective teaching strategies, such as scaffolding, to support student

learning and comprehension.

● 4.2.2 - Establishing and maintaining orderly routines conducive to learning within the
classroom environment.

The provided student work sample serves as evidence of my commitment to addressing the
diverse needs of students within heterogeneous support for students with disabilities in an
SSP class comprising individuals diagnosed with emotional and behavioral disturbances
across Years 7 to 10. Aligned with the New South Wales Education Standards Authority
(NESA) Teaching Standards 1.1.2, 1.6.2, 2.5.2, and 4.2.2, this evidence showcases a
pedagogical approach grounded in understanding student development, providing disability
support, employing effective teaching strategies, and maintaining classroom management.

Under Teaching Standard 1.1.2, this evidence demonstrates a comprehensive understanding

of students' physical, social, and intellectual development. Customizing the Personal
Development, Health and Physical Education (PDHPE) worksheet to accommodate the early
Stage 4 reading level ensures accessibility and comprehension across a broad age and
developmental range.

Teaching Standard 1.6.2 is addressed by intentionally designing teaching activities tailored

to students with disabilities. The provision of differentiated worksheets, particularly aimed
at students grappling with focus and perception challenges, meets policy and legislative
requirements while promoting inclusivity and engagement.

As emphasised in Teaching Standard 2.5.2, effective teaching strategies include the

integration of scaffolds such as word banks and sentence frames. These supports enhance
literacy skills, facilitate comprehension, and cater to the individual academic abilities of the
students.

Furthermore, Teaching Standard 4.2.2 highlights the significance of establishing orderly

routines conducive to learning. Implementing a structured routine, including incorporating
essential questions as learning intentions, fosters a predictable and supportive learning
environment, thereby enhancing student focus and engagement.
In conclusion, the deliberate design and implementation of differentiated instructional
materials and the establishment of structured routines demonstrate a dedication to
supporting diverse learners within the mixed SSP class. Mending meticulous attention to
detail and alignment with teaching standards cultivate an inclusive and supportive learning
environment, ultimately contributing to student success.
 Lesson Plan

● Standard 1.1.2: Use teaching strategies based on knowledge of students’ physical,

social, and intellectual development and characteristics to improve student learning.
● Standard 1.3.1: Demonstrate understanding of cultural and socioeconomic factors
influencing student learning.
● Standard 1.6.2: Design and implement teaching activities that support the
participation and learning of students with disability and address relevant policy and
legislative requirements.
● Standard 1.6.3: Design and implement teaching activities that accommodate diverse
learning needs.
● Standard 2.4.1: Integrate research-based instructional practices tailored to support
student learning outcomes.
● Standard 2.5.2: Apply knowledge and understanding of effective teaching strategies
to support students’ literacy and numeracy achievement.
● Standard 4.1.2: Establish and maintain a safe and supportive learning environment.

● Standard 4.2.2: Establish and maintain orderly and workable routines to create an
environment where student time is spent on learning tasks.
The provided lesson plan illustrates a strategic approach to addressing the diverse needs of
students within a heterogeneous Support for Students with Disabilities (SSP) class,
encompassing individuals diagnosed with emotional and behavioral disturbances across
Years 7 to 10. Aligned with the NESA Teaching Standards 1.3.1, 1.6.3, 2.4.1, and 4.1.2, this
plan embodies a pedagogical framework rooted in understanding student diversity,
providing disability support, employing effective instructional strategies, and fostering a
conducive learning environment.

Under Teaching Standard 1.3.1, the lesson plan showcases a profound comprehension of
cultural and socio-economic factors influencing student learning. Learning activities are
designed to be culturally responsive and inclusive, nurturing students' sense of belonging
and engagement.

Teaching Standard 1.6.3 is addressed through the deliberate design of teaching activities
accommodating diverse learning needs. The lesson plan integrates differentiated
instruction, encompassing varied modes of presentation, activities, and assessment
methods to ensure accessibility and participation for students with disabilities.
In applying effective teaching strategies, as emphasised in Teaching Standard 2.4.1, the
lesson plan incorporates research-based instructional practices tailored to support student
learning outcomes. Strategies such as cooperative learning, explicit instruction, and
formative assessments are strategically employed to enhance student engagement,
understanding, and skill acquisition.
Furthermore, Teaching Standard 4.1.2 underscores the significance of establishing a safe
and supportive learning environment. The lesson plan outlines clear behaviour expectations,
employs positive reinforcement strategies, and fosters student collaboration and self-
expression opportunities, cultivating a sense of belonging and emotional well-being.
In conclusion, the meticulous design and implementation of the lesson plan, combined with
the establishment of a culturally responsive and supportive learning environment,
demonstrated a commitment to meeting the diverse needs of students within the mixed
SSP class.
The lesson plan promotes inclusive and equitable learning experiences through intentional
planning and alignment with teaching standards, ultimately enhancing student engagement,
achievement, and well-being.
 Unit Programme

● 1.2.2 - Structure teaching programs using research and collegial advice about how
students learn.
● 1.6.2 - Design and implement teaching activities that support the participation and
learning of students with disability and address relevant policy and legislative
requirements.
● 2.2.2 - Organise content into coherent, well-sequenced learning and teaching
programs.
● 6.2.2 - Participate in learning to update knowledge and practice targeted to
professional needs and school and/or system priorities.
This unit of study extends over one academic term and is specifically tailored for Year 10
PDHPE students. It focuses on the crucial topic of Mental Health and Well-being. Aligned
with the NESA Teaching Standards 1.2.2, 1.6.2, 2.2.2, and 6.2.2, each session is meticulously
structured to address distinct learning objectives and accommodate students' diverse
needs.

The unit's framework, in accordance with Standard 2.2.2, is methodically crafted to

gradually introduce students to the concept of mental health and well-being, commencing
with foundational knowledge in the initial class session. As prescribed by Standard 1.2.2,
instructional practices grounded in research inform the lesson design, ensuring students
acquire a comprehensive understanding of the subject matter.
Throughout the term, varied activities are implemented to cater to diverse learning
requirements, as highlighted in Standard 1.6.2, encouraging student participation and
engagement. Subsequent sessions delve deeper into the comprehension of various mental
health disorders, with content structured in a coherent and logical sequence, as mandated
by Standard 2.2.2. Each lesson builds upon the preceding one, progressively allowing
students to broaden their knowledge and understanding.
The incorporation of recent research findings into instructional practices, as underscored in
Standard 6.2.2, guarantees the effectiveness and relevance of teaching strategies to meet
student learning needs. Across the unit, exploration and application of strategies for
maintaining mental health are emphasized, focusing on practical skills applicable to
students' daily lives.
Lessons are meticulously designed to foster skill development and encourage active
participation, aligning with Standard 1.6.2 and cultivating a supportive learning environment
where every student feels valued and included. At the culmination of the term, a summative
assessment task offers students the opportunity to showcase their comprehension of
mental health concepts and reflect on their learning journey, aligning with Standard 1.2.2
and Standard 1.6.2.
In summary, each session within the term-long unit is thoughtfully planned and executed to
support students' learning needs and foster engagement with the content. By adhering to
teaching standards and integrating evidence-based instructional strategies, the unit
endeavours to enhance student understanding and skill development in mental health and
well-being.
 Workshop

● 1.6.2: Design and implement teaching activities that support the participation and
learning of students with disability and address relevant policy and legislative
requirements.
● 2.5.2: Apply knowledge and understanding of effective teaching strategies to
support students’ literacy and numeracy achievement.
● 4.1.2: Establish and maintain supportive and safe learning environments.

● 6.2.2: Participate in learning to update knowledge and practice targeted to

professional needs and school and/or system priorities.
The "Enhancing Classroom Teaching Through Drama" workshop provides a comprehensive
approach to integrating dramatic techniques into educational practices, aligning closely with
several NESA (NSW Education Standards Authority) Teaching Standards. These standards
include 1.6.2, emphasizing inclusive learning environments, 2.5.2, focusing on literacy and
numeracy development, 4.1.2, prioritizing supportive classroom atmospheres; and 6.2.2,
highlighting continual professional development.

During the workshop, participants explore how drama can enhance student participation
and learning, particularly for students with disabilities, aligning with Standard 1.6.2.
Strategies for adapting dramatic activities to cater to diverse learning needs to ensure
equitable access to learning opportunities for all students.

In line with Standard 2.5.2, the workshop demonstrates how drama can support literacy and
numeracy skills. Educators learn to embed literacy-focused objectives into drama lessons,
such as character analysis or dialogue crafting, enhancing student engagement and
comprehension.

Moreover, the workshop emphasises establishing nurturing and safe learning environments,
aligning with Standard 4.1.2. Educators gain strategies for fostering positive classroom
cultures conducive to creative expression, empowering students to take risks and
collaborate effectively.

Lastly, the workshop promotes continual professional learning and collaboration, reflecting
Standard 6.2.2. Participants acquire valuable insights and resources through interactive
sessions and collaborative discussions to enhance teaching practices and expand
instructional techniques.

In conclusion, the "Enhancing Classroom Teaching Through Drama" workshop effectively

aligns with proficient teaching standards, equipping educators with the knowledge, skills,
and strategies necessary to integrate drama into classroom instruction. By adhering to these
standards, educators can leverage drama to enrich student learning experiences and foster
academic achievement.