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This short video depicts an English teacher who is also a learning area coordinator. He meets with fellow teachers and support staff in his school to plan for and prepare inclusive teaching strategies. These include differentiated teaching and learning sequences that meet the learning needs of all students in his class who will be studying Shakespeare’s Romeo and Juliet. Following this meeting and the lessons, his experiences are shared with his colleagues.
The class being planned for, and discussed, is a Year 9 English class in an all-boys school. The class has a heterogeneous student make-up from a diverse range of socioeconomic and cultural backgrounds. The school does not stream English classes, so students in the class have a wide range of academic abilities and learning needs. The class features one student on the State’s High-Needs Register and another on the Additional Needs Register. The classroom teacher, who is also the curriculum leader for English, is aware of the need to design teaching and learning programs that are not only inclusive but are also challenging for all students.
  • How do you try to make your learning and teaching programs cater for the learning needs of students across the full range of abilities?
  • How can teachers assist or guide colleagues in working towards the full participation of students with disability in their classes?
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Offline packages - Romeo and Juliet