Australian Professional Standards for Teachers

The first few weeks

About this Illustration of Practice

A graduate teacher, in her second week at a school, uses a number of strategies to ensure student participation and engagement. She describes the strategies she has used to get to know her students and their learning requirements. She explains the strategies she has employed to cater for, and engage a range of students, including those with special learning needs. She stresses the importance of using trial and error within the teaching round to explore teaching and learning strategies appropriate for a class with very diverse learning needs.

Standard 4
Create and maintain supportive and safe learning environments
Focus area 4.1
Support student participation
Career stage
Identify strategies to support inclusive student participation and engagement in classroom activities.
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
Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
  1. What inclusive classroom teaching strategies, practices and processes do you use?
  2. How do you make sure that all students are able to demonstrate their learning strengths?
O’Connor Primary School
Western Australia
Stage of schooling
School type
School location
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O’Connor Primary School is located in Kalgoorlie-Boulder, 600km east of Perth. This particular class has a diverse student cohort, including students with English as a second language and several students with additional learning needs. Placement at the school allows the graduate teacher to trial a range of teaching and learning strategies. She recognises that the effectiveness of these will often depend upon the particular learning context in which they are used. She also understands that the failure of particular strategies does not necessarily indicate their lack of suitability for use in future learning contexts.

Content provider
Country Education Partnership – Western Australia (CEP–WA)
Content provider
Society for the Provision of Education for Rural Australia (SPERA)
Content provider
Tertiary Educators Rural, Remote and Regional Network (TERRR Network)

© 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.