Australian Professional Standards for Teachers

Individualising student learning

About this Illustration of Practice

The head of languages has led colleagues to identify and select appropriate teaching strategies to foster students’ achievements in learning languages and cultures, in particular through the innovative use of ICT. The teacher uses a range of ICT with her students to individualise student learning after reflecting on the struggles students were having in developing their Japanese skills. She supports colleagues to create a culture of learning in their classrooms that fosters an interest in and engagement with languages and encourages students to accept responsibility for their own learning.

Standard 2
Know the content and how to teach it
Focus area 2.6
Information and Communication Technology (ICT)
Career stage
Lead and support colleagues within the school to select and use ICT with effective teaching strategies to expand learning opportunities and content knowledge for all students.
Other descriptors
Standard 1
Know students and how they learn
Focus area 1.1
Physical, social and intellectual development and characteristics of students
Career stage
Lead colleagues to select and develop teaching strategies to improve student learning using knowledge of the physical, social and intellectual development and characteristics of students.
  1. How do you support colleagues to use ICT as a means of encouraging students to take responsibility for their own learning?
  2. What initiatives could you lead to enable colleagues to select or design differentiated learning pathways for students?
St Patrick's College
Year level
Year 7
Year 8
Year 11
Year 12
Related subject
Stage of schooling
School type
Non Government
School location
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St Patrick's College is a Catholic school for boys located in Ballarat with a diverse enrolment and students with a wide range of abilities in each class. The teacher has recently been taken part in an Action Research Project where she investigated the effect that a change in pedagogical style might have on students’ learning of Japanese script. She found that the use of ICT enabled her to effectively embed cognitive and constructivist pedagogical practices in her teaching and learning.

Content provider
Australian Federation of Modern Language Teachers Associations (AFMLTA)

© 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.