Meet the Class
Known for its inclusion and acceptance of all styles of learners, 6C, at St Mary's Catholic school, is filled with 27 unique and individual students.
Here is the class profile:
- 5 students with developmental delay in Literacy and/or Mathematics
- 1 child with ADHD.
- 1 child identified as gifted (participating in G.A.T.E. Ways program).
- 2 children with English as a Second Language, one of whom is a recently arrived refugee.
- 15 boys, 12 girls.
- 2 Indigenous students – 1 student with hearing impairment.
Support is given by:
- 1 parent regularly helps in the classroom. More parents/caregivers are being encouraged to assist and help out through the week.
- 1 Literacy/numeracy Support Assistant for two hours, three times each week.
Here is the class profile:
- 5 students with developmental delay in Literacy and/or Mathematics
- 1 child with ADHD.
- 1 child identified as gifted (participating in G.A.T.E. Ways program).
- 2 children with English as a Second Language, one of whom is a recently arrived refugee.
- 15 boys, 12 girls.
- 2 Indigenous students – 1 student with hearing impairment.
Support is given by:
- 1 parent regularly helps in the classroom. More parents/caregivers are being encouraged to assist and help out through the week.
- 1 Literacy/numeracy Support Assistant for two hours, three times each week.
Special Considerations for 6C
Within both the realm of education and real life, it is essential that each student learns and grows. Struggling students as well as exceptional and gifted students must be offered support and assistance within the classroom environment.
To encourage participation from students with developmental delay, ADHD, Indigenous students and those who lack confidence and motivation, kinaesthetic learning and spacial learning is vital.
Utilising the classroom support (Teachers Aid and parents) students who are falling behind can participate in focus groups and one on one mentoring. Peer teaching will also be developed, encouraged and monitored throughout the class to install communication skills and cooperation between students.
Focus Groups
Focus groups are made up of no more than 6 students and 1 support teacher/parent. Due to feeling behind or overwhelmed with the set work, students may choose to participate within the focus group, or may be selected by the classroom teacher.
Extension Activities
Extension activities are a key resource to ensure all students are kept engaged, challenged and actively learning. Under no circumstance, are worksheets to be considered an extension activity.
Activities can include;
Catering for E.S.L and Indigenous Students
Adjustments to the Unit
As an educator, it is imperative to cater for each individuals needs. Whilst not every learning experience will be altered, flexibility within the classroom must be constantly revisited and acknowledged. All students should be able to read and understand the chosen text.
To encourage participation from students with developmental delay, ADHD, Indigenous students and those who lack confidence and motivation, kinaesthetic learning and spacial learning is vital.
Utilising the classroom support (Teachers Aid and parents) students who are falling behind can participate in focus groups and one on one mentoring. Peer teaching will also be developed, encouraged and monitored throughout the class to install communication skills and cooperation between students.
Focus Groups
Focus groups are made up of no more than 6 students and 1 support teacher/parent. Due to feeling behind or overwhelmed with the set work, students may choose to participate within the focus group, or may be selected by the classroom teacher.
Extension Activities
Extension activities are a key resource to ensure all students are kept engaged, challenged and actively learning. Under no circumstance, are worksheets to be considered an extension activity.
Activities can include;
- Extending the set work to a high level of thinking- Teachers direction and approval.
- Creating a board game for The Burnt Stick. Attempting to work on, only when finished with set work.
- Artistic representations of selected pages from the The Burnt Stick.
Catering for E.S.L and Indigenous Students
- Incorporation of the Arts- Drama, Music, Visual Arts, Dance.
- Focus groups, targeting the comprehension of The Burnt Stick.
- Teaching outside of the classroom to allow students to feel comfortable and without the pressure of succeeding within the 'walls' of the classroom.
- Spacial and Kinaesthetic activities. It is recommended that verbal/auditory learning activities be limited, especially for these students.
Adjustments to the Unit
As an educator, it is imperative to cater for each individuals needs. Whilst not every learning experience will be altered, flexibility within the classroom must be constantly revisited and acknowledged. All students should be able to read and understand the chosen text.