Annotations
Note the focus area and standard
descriptor/s the artefact / document
reflects
1.1 Physical, social and intellectual
development and characteristics of
students
Demonstrates knowledge and
understanding of physical, social and
intellectual development and
characteristics of students and how
these may affect learning.
1.2 Understand how students learn
Demonstrate knowledge and
understanding of research into how
students learn and the implications for
teaching.
1.3 Students with diverse linguistic,
cultural, religious and
socioeconomic backgrounds
Demonstrate knowledge of teaching
strategies that are responsive to
the learning strengths and needs
of students from diverse linguistic,
cultural, religious and socioeconomic
backgrounds.
1.4 Strategies for teaching
Aboriginal and Torres Strait Islander
students
Demonstrate broad knowledge
and understanding of the impact of
Describe the artefact / document and indicate the
possible impact or result on teaching and/ or student
learning
This artefact is a drawing a student drew from the
beginning of the year about her family and home life in
her student portfolio.
This was drawn from a lesson I planned in order to
better get to know my students and their backgrounds
while giving me the opportunity to have conversations
with them about their home life in a safe and
comfortable environment (Fisette, 2010). These
conversations helped informed me of situations going
on at home that I may need to be sensitive of, who I
will possibly have contact with and things that are of
interest (Fisette, 2010). Their responses and body
language also helped me learn and understand some
of their development and characteristics, and how
their home life, linguistic and cultural background and
identity may affect their learning.
The student portfolio has also been a great
reference for me to jot down observations and notes
that have changed and informed my pedagogy,
actions and teaching. As I learnt that this student is a
visual kinesthetic learner, I use lots of visuals as well
as use her as my model when teaching where
possible (Schmeck, 1988). Not only does this better
aid her understanding, but it minimises behavioural
issues as students begin to have pride in themselves
and see themselves as a role model to the class
(Schmeck, 1988).
Describe how the artefact / document
meet the standard descriptors you have
identified.
As shown by documentation within the
students portfolio, I could gauge the social
development, characteristics, linguistics,
cultural, religious and sometimes the
socioeconomic background of the students
and began noting how it may affect their
learning (APST: 1.1 & 1.3) Once I was able
to get a better insight into home life and the
impact of their culture, cultural identity and
linguistic background on students; I was
able to understand the influence it had over
their education and what teaching
strategies I could use that would be
responsive to the learning strengths and
needs of the student whilst being culturally
sensitive and accepting (APST: 1.3 & 1.4).
From the conversations had with each
child whilst they were drawing their artwork,
I was able to begin getting to know each
student and how they learn (APST: 1).
 culture, cultural identity and linguistic
background on the education of
students from Aboriginal and Torres
Strait Islander backgrounds.

References

Australian Institute for Teaching and School Leadership. (2011). Australian professional standards for teachers. Retrieved from:
http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list

Fisette, J. (2010). Getting to know your students. Journal of Physical Education, Recreation & Dance, 81(7), 42-49.

Schmeck, R. (1988). Learning strategies and learning styles. New York: Plenum Press.