Australian Professional Standards for Teachers

Teaching equations

About this Illustration of Practice

A teacher describes his approach to the teaching of mathematics at years 7 and 8. His planning for, and implementation of, a series of lessons is based on his knowledge of how his students learn. In planning the lesson sequence, he anticipates the need to cater for their diverse range of abilities. To meet these needs he creates, adapts and uses resources that allow his students to engage with the curriculum content at a point in a continuum that is relevant to their learning strengths and needs. Within a lesson, he ensures that students are aware of the learning goals and how these relate to the prior learning.

Standard 1
Know students and how they learn
Focus area 1.5
Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Career stage
Develop teaching activities that incorporate differentiated strategies to meet the specific learning needs of students across the full range of abilities.
Other descriptors
Standard 3
Plan for and implement effective teaching and learning
Focus area 3.4
Select and use resources
Career stage
Select and/or create and use a range of resources, including ICT, to engage students in their learning.
  1. What resources, including ICT, have you used to engage students in their learning?
  2. How can teachers catered for students with varying background knowledge, readiness, language, preferences in learning and interests?
Learning area
Year level
Year 7
Australian Curriculum content descriptions
St Bernard's College
Year level
Year 7
Related subject
Stage of schooling
School type
Non Government
School location
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St Bernard's College is a Catholic school in metropolitan Melbourne. The school has an enrolment of approximately 1,300 boys. Students in years 7–9 are taught at one of the College's two campuses in West Essendon. At the school, a teacher of lower secondary mathematics has developed a lesson sequence where his students can learn about linear and non-linear equations. The teacher is committed to each of his students being engaged with the content and also being able to demonstrate their achievement, relevant to their learning needs. The element of differentiation that he builds into his resources relates to levels of difficulty, rather than the provision of content that is unrelated to the curriculum being delivered.
Content provider
Education Services 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.