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17416213
Jenna Tonkes
17416213
required to discuss the situation with that particular student. With a greater
understanding the teacher may be able to then adapt the task to better suit the
students situation and abilities.
Jenna Tonkes
17416213
Level
3&
Below
Level 4
Level 5
Statistics &
Probability
Jack
Adam
Barry
Cal
Darre
n
Eddy
Fred
Georg
e
Harry
Ian
Measureme
nt &
Geometry
Adam
Jack
Gigi
Cal
Ian
Barry
Darre
n
Eddy
Jack
Adam
Level 6
Gigi
Abb
y
Bett
y
Cath
y
Dot
Fion
a
Gigi
Hele
n
Jess
Abby
Cath
y
Dot
Level 7
Barry
Cal
Darre
n
Eddy
Fred
Geor
ge
Harry
Ian
Abb
y
Bett
y
Cat
hy
Dot
Eliza
Fion
a
Izzy
Eliza
Izzy
Izzy
Jess
Eliza
Level 8
Helen
Jess
Jenna Tonkes
17416213
Fred
Fion
Georg
a
e
Hele
Harry
n
Numbers &
Jack
Cal
Barry Betty
Harry
Algebra
Adam
Darre Cath
Jess
n
y
Izzy
Fred
Dot
Helen
Eddy
Gigi
Eliza
Geor
Ian
Fiona
ge
Gigi
Abby
General On
Jack
Ian
Izzy
George
Fiona
Barry
Demand
Adam
Eddy
Gigi
Fred
Helen
(Beginning
Cal
Cathy
Eliza
Dot
Harry
Year 8)
Darren
Jess
** Some students did not complete every test and have been left off the
lists. These students will require retesting
3. Based on this analysis, how will you organise the class to support all
learners?
Classroom structure and organisation are an essential part of creating an optimal
learning environment (Fraser, 2000). An effective way to ensure that all students
are maintaining engagement and retaining information is to teach in the shape
of a horse shoe. In the physical education practical setting, this involves the
teacher standing in front of a gym wall and the students then forming a horse
shoe around them. By having the students face the wall it eliminates distractions
and also allows the teacher to see all students. For the class represented in the
data this will be used as a strategy to allow the teacher to see all of the students
and gives them a better understanding of which students are engaged and
retaining information and which students are struggling. When the task begins
the teacher can then head straight to assist the students who require it.
Another class organisation structure that can be successful in supporting all
learners is grouping students into similar abilities Using the classroom profile
above the teacher will be able to see which students are similar in abilities for
the task area and create small group tasks to suit. This strategy will be especially
beneficial for this class as there is such a range of abilities and it will make it
easier to differentiate tasks to suit the student abilities.
4. In terms of your discipline, outline 3 strategies that you could
implement in class to support the students skills and knowledge in
mathematics.
Physical Education
Jenna Tonkes
17416213
Mathematic skills can be an important component of Physical Education
classrooms. Therefore, in this class it will be important to have strategies in place
to support and improve the students numeracy skills. The first strategy will be
implemented when the students are required to use their measurement and
geometry skills. A good example of this is when the class is completing an
athletics unit. Events such as javelin, shot put, long jump and triple jump all
require the use of measurement for the activity to be completed. These
measurements may need to be translated into different forms, (e.g. meters to
centimeters) and this would require the students to have a strong understanding
of the measuring system. For those students who lack the ability or have
difficulty, they will be paired with an abler student and will work together to
complete the task. By including this measurement component into the lesson the
students are gaining more experience using their skills and it is also helping to
advance the students who may be at a lower level.
The second strategy I will use is improving statistics and probability by
incorporating the use of these skills into the Physical Education lesson. Students
will be required to run their own sport unit in year 8 and this will involve creating
and running a tournament of their chosen sport. As it is a tournament, students
will need to use statistics and probability to determine the team ladder, skill
improvement areas and the sequence of finals. In order to ensure that students
skills and knowledge in mathematics are being supported, the teacher will create
teams using the NAPLAN data to enable the teams to have varying abilities and
allowing the students to support each other.
The third and final strategy I will incorporate is numbers and algebra and this will
be supported through the inclusion of fitness testing. The students will need to
be able to identify different number forms including, whole numbers, decimal
places and fractions in order to record their results. As part of their homework
task they will also be required to read and interpret data and recognize number
patterns. This will again help to support the learning they are completing in
mathematics and will reinforce important skills. The homework tasks will be
differentiated to ensure that all students are continuing to be working in their
optimal learning zone.
5. Planning for individual create an Individual Learning Plan for a low
achieving student in your class.
Name: Jack
Date commenced: 1st July, 2016
Review date: 31th August, 2016
Focus
area
linked
to
curricul
um
Specific learning
outcome
Intervention plan,
curriculum adaptations,
teaching strategies,
resources, personnel
Monitoring and
evaluation strategies
Jenna Tonkes
17416213
Statistic
s&
Probabil
ity
Differentiated work:
Jack will have his work in class
altered to ensure he is in his
Zone of proximal
development. This will allow
him to focus on improving his
own ability and not worrying
about the standard of other
students.
Group Work:
Tutoring Sessions:
Discussion with Jacks
mathematics teacher, Jack
and his parents will occur and
the option of tutoring sessions
will be recommended. These
sessions will run either during
lunch time or after school. Jack
can use this time to complete
homework tasks as well as
any work he struggled with
during class time.
Differentiated work:
This will involve both
formative and summative
assessment. The teacher
will use questioning to
gauge Jacks
understanding of his
differentiated tasks and
summative assessment
will be used twice a term.
This will involve a task
being graded and Jack will
be informed of the task in
advanced to allow for
adequate preparation.
Group Work: As it is
group task the best
evaluation strategy would
be formative assessment.
Jack will be observed on
his contribution to group
activities and supported
or monitored accordingly.
Homework Tasks: This
will be assessed using
summative assessment.
Jacks homework tasks will
be marked according to
criteria and they will be
recorded to monitor his
progress.
Jenna Tonkes
17416213
Jenna Tonkes
17416213
understanding of society as a whole. The Australian Curriculum and Assessment
Authority (2016) also outlines the importance of Physical Education in the
development of student identity. It has been found through research that during
such classes, students learn to recognize, understand and respond to their own
and other individuals emotions and values. This leads to the students being able
to establish who they are and discover their self-concept for the future. During
my classes I will also ensure that I incorporate activities for students to find their
own strengths. I will do this by completing a range of different movements and
sports to ensure that I am catering for all individuals.
References
Australian Curriculum and Assessment Authority (ACARA). (2016). Curriculum:
Mathematics. Retrieved from http://v75.australiancurriculum.edu.au/mathematics/curriculum/f-10?
layout=1#level4
Australian Curriculum and Assessment Authority (ACARA). (2016). General
Capabilities.
Introduction. Retrieved from:
http://www.australiancurriculum.edu.au/generalcapabilities/overview/intro
duction
Australian Curriculum and Assessment Authority (ACARA). (2016). Health and
Physical Education; Overview. Retrieved from http://v75.australiancurriculum.edu.au/health-and-physical-education/generalcapabilities
Fraser, D. (2000). Curriculum integration. What it is and is not. set: Research
Information for Teachers, 3, 34-37. Retrieved from
http://www.nzcer.org.nz/system/files/press/abstracts/Chapter%202.pdf
Gallegher, E. (2013). The effect of Teacher-Student Relationships: Social and
Academic Outcomes of
Low-income Middle and High School Students. Department of Applied
Psychology. Retrieved from:
http://steinhardt.nyu.edu/appsych/opus/issues/2013/fall/gallagher
James, A. & Manson, M. (2015). Physical Education. A Literacy-Based Approach.
Jenna Tonkes
17416213
Urbana: Sagamore Publishing. Retrieved from
https://www.sagamorepub.com/files/lookinside/492/peliteracy-galley13.pdf
Victorian State Government Education and Training. (2014). Literacy Professional
Learning Resource
Key Concepts- AusVELS Levels 7 to 10 - Zone of Proximal Development
and Scaffolding. Retrieved from:
http://www.education.vic.gov.au/school/teachers/teachingresources/discipl
ine/english/proflearn/Pages/velszopds56.aspx