Note the focus area and Note the type of Describe the document / artefact and Describe how
and Describe how the document /
standard descriptor/s the
artefact / document reflects
1.2 Understand how
students learn
Demonstrate knowledge and
understanding of research
into how students learn and
the implications for teaching.
1.5 Differentiate teaching
to meet the specific
learning needs of
students across the full
range of abilities
Demonstrate knowledge and
understanding of strategies
for differentiating teaching to
meet the specific learning
needs of students across the
full range of abilities.
artefact / document indicate the possible impact or result
of the artefact / document on teaching
and/ or student learning
Lesson plan gained Curriculum differentiation was a major
from my focus in my mathematics lesson, as I
professional had a student who was exceptional at
experience ll that mathematics. The main adjustments I
demonstrates how I would make was to the content and
have been able to product. Differentiation ranges from
get to know my slight to major modifications of the
students and how curriculum through adjustments to the
they learn, and then content, processes and skills (NSW
differentiated to Department of Education and Training,
cater for their 2004). If I let this student do the same
abilities. work he could already easily do, he
would get bored and misbehave in the
classroom, which would distract other
students learning. The changes I
made to his work was still focused on
the same outcomes as the other
students, but it was just extending him
a few extra steps, which he really
enjoyed the challenge. I also had to do
similar changes for some students who
were working well below the standards
they should be at.
artefact meets the standard
descriptors you have
identified.
This artefact shows how I
have developed a
mathematics lesson that
incorporates a variety of
teaching and learning
activities and resources that
link to syllabus outcomes,
which meet individual needs
of students across a range of
abilities (APST 1.5). The
lesson sequence also utilises
a range of learning activities
such as group sessions,
individual tasks and practical
(hands-on) activities all of
which cater for different
learning needs within the
classroom (APST, 1.5, 1.2).
Before this lesson, I
conducted a pre-test to see
where the students were up
to. This test is what I have
based my differentiation off,
The math lesson used a range of
resources, especially ICTs. I found the
students were more engaged if each
rotation was significantly different
from the other. I tried to make the
math as hands-on as possible, as they
were really engaged when they are in
control of their learning. These
activities allowed them to work at their
own pace, which allowed the quick
students to get ahead, instead of
waiting for other students to finish. It
also takes away some of the pressure
for the slower students. The use of
ICTs demonstrate how I am
incorporating 21st-century teaching
into my classroom environment.
Serow, Callingham, & Muir (2014)
affirm, ICTs can be a way to enhance,
engage and activate 21st-century
literacies and learning.
as well as the learning
activities (APST 1.5, 1.2).
The lesson has tried to
incorporate aspects of the
three different learning
styles, Visual, Auditory, and
Kinaesthetic. This
demonstrates how I am trying
to cater for the diverse group
of learners within my
classroom and keep students
engaged (APST: 1.2, 1.5).
A variety of resources has
been used to account for the
learning style and needs of
students (APST: 1.2).
 References

Australian Institute for Teaching and School Leadership. (2014). Australian

Professional Standards for Teachers. Retrieved from
http://www.aitsl.edu.au/australian-professional-standards-for-
teachers/standards/list

Commonwealth of Australia. (2006). Disability Standards for Education

2005 (Plus guidance notes). Department of Education and Training.
Retrieved from
https://docs.education.gov.au/system/files/doc/other/disability_standar
ds_for_education_2005_plus_guidance_notes.pdf

NSW Department of Education and Training. (2004). Policy and

implementation strategies for the education of gifted and talented
students: Support package, Parent information. Retrieved from
http://www.curriculumsupport.education.nsw.gov.au/policies/gats/asset
s/pdf/polsuppparent.pdf

Serow, P., Callingham, R., & Muir, T. (2014). Primary mathematics:

capitalising on ICT for today and tomorrow. Port Melbourne: Cambridge
University Press.