Background Information

Age
Grade
Size of group
Location
School
population
ESL population
Ethnicity of
learners
Language
Background
Disability
Educational
Background
Level of
Education
Other
Considerations

8 year olds
Year 1
8 students in a class of 24
South West Sydney, Australia.
800 students
93%
Korean
Korean
N/A
No schooling in Korea, speak mostly Korean at home.
Currently in year 1 (2nd year of formal schooling in NSW)
Families speak Korean at home (sometimes English) and are very involved in
their local Korean Community.
This group of students tend to congregate with other Koreans on the
playground and seem to only have Korean friends. They are often heard

communicating with each other in Korean when on the playground or when

struggling to understand a task in the classroom.

Socio-economic
The families resides in a very low socio-economic community
status
Traits
EAL/D level
Academic
Performance

The students are keen learners who always try their best to attempt given
tasks. They listen carefully during in class discussion however they are often
shy during discussion and group participation and often need a lot of
thinking time.
Developing
Literacy- Below average
Numeracy- average

Technology
Access to

Access to computer and internet in the home environment

Uses computers, interactive whiteboards and laptops on a regular basis

Interactions with within the school environment

Learning and Classroom Preferences

Learning
Preferences
Classroom

Small group activities

Quiet and calm classroom environment

Preferences

Reflection opportunities with peers

Collaborative learning tasks

Regular teacher support/encouragement

Positive reinforcement (rewards chart)
Other Preferences
To have a clear success criteria set out prior to lesson initiation e.g. Doing
an example of the task as a whole class first

Learning Strengths

Each student will vary however the dominant traits across the group are:
Intrapersonal

Multiple
Kinaesthetic
Intelligences
Howard Gardener Visual

Thinking Style Concrete sequential thinkers

Based on the work - Enjoy a structured environment and need explicit directions
of Gregorc (1982) - prefer repetitive tasks and struggle with open- ended work

Support
Academi Enjoy working with peers however need regular teacher support during English
activities from teacher, English language teacher and teachers aides. Can also be
c
distracted by peers, correct grouping is fundamental.

Peer

Peer editing (after self-editing)

Working collaboratively assists in reading and writing tasks

Other Information
Interests

Interest amongst the group include:

Music, creative arts, painting, drawing, drama, dancing, playing with friends, reading
books, writing stories, sports