Australian Professional Standards for Teachers

Student engagement


About this Illustration of Practice

The teacher has created a range of opportunities for his students to engage with classroom activities, and understands the importance of catering for the diverse needs and learning needs of students from a transient remote community in South Australia. The teacher modifies tasks to allow students with English as an additional language or dialect (EAL/D) to access the lesson, and is assisted by an Aboriginal Education Worker (AEW) in ensuring that these students are supported and able to fully participate.

Standard 4
Create and maintain supportive and safe learning environments
Focus area 4.1
Support student participation
Career stage
Proficient
Descriptor
Establish and implement inclusive and positive interactions to engage and support all students in classroom activities.
Other descriptors
Standard 1
Know students and how they learn
Focus area 1.4
Strategies for teaching Aboriginal and Torres Strait Islander students
Career stage
Proficient
Descriptor
Design and implement effective teaching strategies that are responsive to the local community and cultural setting, linguistic background and histories of Aboriginal and Torres Strait Islander students.
  1. What does an inclusive classroom and school look like?
  2. How do you meet the different learning needs of your students to create an inclusive environment in your classroom?
  3. How do you identify strategies to engage your students in classroom activities?
School
Mimili Anangu School
South Australia
Year level
Year 1
Year 2
Year 3
Related subject
Technologies
Stage of schooling
Primary
School type
Government
School location
Very Remote
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The school is located on the Anangu, Pitjantjatjara & Yankunytjatjara (APY) Lands in the remote north of South Australia. It caters for all levels of schooling from Reception to Year 12.  The teacher is an ICT focus teacher at the school and has been at the school for just under three years.  The teacher encouraged his students to teach him their culture and language, and models the characteristics of being a learner.
Content provider
Organisation
Department of Education and Child Development South Australia

© Australian Institute for Teaching and School Leadership (AITSL), 2012 (except where indicated under acknowledgements). You may use, reproduce and adapt this material for educational purposes until 30 June 2019, provided you retain this notice and all acknowledgements associated with the material.