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1.3.1- Students with diverse linguistic, cultural, religious and socioeconomic backgrounds

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1.3.1- Students with diverse linguistic, cultural, religious and socioeconomic backgrounds

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Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.

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2.6.1- Information and Communication Technology (ICT)

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2.6.1- Information and Communication Technology (ICT)

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Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.

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5.2.1- Provide feedback to students on their learning

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5.2.1- Provide feedback to students on their learning

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Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.

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composes simple texts to convey an idea or message

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On a Monday English lesson, students will write a simple recount. Students will need to use time words such as "On the weekend," "Next," or "In the afternoon." Students will also need to use capital letters, finger spaces and full stops. Teachers will get students to read their recount aloud.

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Weekends are a great way for a graduate teacher to understand a students culture, religion and socioeconomic backgrounds. As they read aloud it also give teachers an understanding of a students language. Therefore recounts are a great teaching strategy to find out background information on students and use that knowledge to plan future lessons.

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identifies that the way objects move depends on a variety of factors

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Using a ramp or the playground slippery-dip, students drop a handful of items and must identify whether they spin, roll, bounce or slide. Using the slow-motion feature on school iPads or on a teachers phone, students get an opportunity to expand their understanding in a slow, visual way of how objects move.

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With the use of ICT in this activity, students are allowed the opportunity to continually review how the objects move down the ramp or slippery-dip, rather than dependently referring back to the teacher. Slow motion also unlocks a new way of observing for students which can be an exciting avenue for students to engage with the syllabus

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describes mathematical situations using everyday language, actions, materials and informal recordings.

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Toys are a great way to engage students in addition and subtraction of whole numbers. It physically links the concepts of addition and subtraction to real world objects that are meaningful to Kindergarten students.

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Live feedback is extremely important as it quickly corrects student errors. If student errors are not corrected quickly, their incorrect understanding will have to be unlearned which takes up valuable time. Mathematics is particular crucial for graduate teachers to provide timely feedback because it is easy to get a concept of maths wrong.