This report will delve into an actual placement that took place within a primary school whilst

looking closely at 6 particular students. For safety and privacy reasons the students names
have been changed. All lessons follow closely to the Australian curriculum.

School and class overview:

The school is a co-educational catholic primary school that is situated in Kiama along the
south coast of NSW 90km south of Sydney. This school accommodates for students ranging
from kindergarten to year 6. The school has a small student count with no more than 300
students through kindergarten to year 6. The school also has aspect learning which is in a
separate building that accommodates students with intellectual disabilities such as autism.

Classroom profile:
The year level for this class is stage 2 or years 3/4. With these students ranging from
ages 8-10.
96% of students within this classroom or 24 out of 25 were born within Australia.
One student was born overseas originating from . And recently moved to
Australia with her family.
Within the classroom there are 10 girls and 15 boys and along with this 24 out of the
25 have English as their first language.
The students within this classroom are all at a very high intellectual standard and are
able to not only understand concepts that are being taught but also are able to
implement these into situations and equations.

Classroom:
The classroom layout is all modern due to the construction of new buildings recently. The
class is situated within an open learning space that allows for easy interaction between the
neighbouring stage 2 classrooms. This allows for successful transitions and communication
between students. The classroom has posters and other work that the students have completed
as well as cue cards for the students related to the topics they are covering within their
subjects. The classroom features quiet space that the students are able to work individually or
there is also a table located at the back of the classroom for groups ( such as the extension
maths group, or reading circles ) are able to work.
Classroom Climate:
The teacher within this classroom has created a safe and positive atmosphere for all students.
This class has been developed to ensure that the students are to feel safe and valued and are
able both ask and answer questions within a positive learning environment. One concept that
has been developed within this class by the teacher is the idea of celebrating personal success.
This concept has allowed each student to want to breach their own comfort zone as they are
able to share their personal success within the classroom.

Understanding that each and every student is different and that no two students work the
same is a key concept to teaching. Along with this it is also vital to understand that education
is a key concept of life and that each student is entitled to education no matter what age, race,
gender, ability level or social class (Ainscow, Booth & Dyson, 2006).

Routines and Rituals:

Mornings:
Students assemble within a common place ( COLA )
Students then are collected by the teacher and are walked into the classroom, in which
they then place their bags away and collect the books for the appropriate lesson. The
students will then collect their brain food whilst they have silent reading.
Written on the board will be the students daily plan so they understand what the
students will be looking at for that day.

Afternoons:
Students quietly pack up their books for the day and collect their begs from the
designated cupboard.
Students stand behind their desk and await the star of the day.
Any announcements for the next day are made and the students then pray
Computer Assisted Instruction and Supports:
Each and every student within this school has been assigned with their own macbook laptop.
Along with these laptops each classroom has been provided with an interactive smartboard
that allows for the teachers to place work on the board and the students are able to interact.
This allows both of the students and teachers to constantly grow through the use of ICT.
Along with the use of the smartboards students who find an interest in technology are able to
perform and undertake in co-curricular activities around computer programming on scratch.
Once the students reach stage 3 they are required to also bring to school Ipads if they require.
Cognitive and Metacognitive Approaches:
Metacognitive can be described as the ability to comprehend, solve problems and be able to
find reason within information given. Some of the strategies for an approach to
metacognitive include finding symbolism, inferencing as well as group challenges. The key
to metacognitive approaches require step by step processes that the students solve
The purpose of teachers is to test students way of thinking along with stimulating their mind
in order to achieve the highest level of cognitive learning within each student. The concept
behind cognitive learning allows students to understand and analyse information they view,
hear and then eventually learn. Allowing students to be paired up into group work with
students of both similar abilities allows students to challenge their way of thinking and
promotes growth within each and every student.

Differentiation:
When looking closely at each student there was one common theme. There was an aspect that
made each student unique and different in their own amazing way. Due to majority of the
students being able to complete most task there were some aspects that require modification
to suit the student these included:

Ben:
Ben is very intelligent and therefore with his work there was no need to alter this. Taking into
consideration his autism it is important to take into account bens social needs. By ensuring
the seating plan of Ben as well as a throughout though process when assigning Ben into
group work. This can limit the stress placed on Ben and ensure that work is easily completed.

Layla:
Due to Layla being profoundly deaf it is important to ensure that her seating plan is though
out. By placing her at the front of the class with small amounts of room between herself and
the next student this can ensure that Layla has the best chance of understanding the teacher
and limiting background noise. Also through the use of a microphone the teacher wears this
can assist Layla in improving her hearing.

Isabella:
Isabella has no academic issues and often completes majority of the work that is assigned to
the class. Due to her dyspraxia ensuring that she is using her tri-grip pencil is crucial for her
development in muscle growth and coordination. Often she may fall behind with work due to
becoming frustrated and losing interest. In these times providing her with the use of a
macbook or her own Ipad allows Isabella to remain on task and enjoy the lessons.
Sam:
Sam is confident in his own ability to complete tasks. Due to the medication Sam stays on
task majority of the time and completes the tasks to the best of his ability. Some modification
needs to be implemented due to providing the class with more than one instruction at a time
to ensure the students stay engage. This needs to be modified for Sam and ensure that only 1
instruction is being provided at a time. Sam can often become restless and anxious if he is
provided with more than one task.

Steph:
Since moving to Australia Steph has found a passion for her work and this has led to an
increase in her intellectual capability. This then results in constant extension work for Steph.
On rare occasions Steph may not understand words that have been spoken about or read so
she may need assistance in these areas. Due to her incredible passion for learning Steph often
finished tasks in a short amount of time and by ensuring that there is more work for Steph to
do is vital.

Sophia:
Although Sophia has an developmental delay in her education she is still able to complete
tasks that the rest of the class are undertaking with the help of an aide. The aide is present to
help her with any challenges she may face. By allowing Sophia to review videos or have
hand written copies of the instructions allows her to be able to constantly look to these. The
only disadvantage is the rate at which she completes tasks. But by providing her with greater
time and short precise instructions this is the best way to ensure confidence among Sophia.
Student Profile:
Layla
Layla is 9 years old
In year 3
Layla is profoundly deaf.

Physical:
Layla has been diagnosed as profoundly deaf when she was born. Layla has received hearing
aids causing her to have slightly improved hearing but still has moments in which her hearing
is still very impaired. Layla is also a selective mute. Meaning that she doesnt talk at times.
This becomes very challenging to know whether Layla hasnt heard the instructions or
whether she is chosen not to acknowledge. Layla is physical capable to do tasks.

Intellectual:
Layla has trouble with her work and often is unable to complete work that is assigned. Layla
has a very low intellectual level, with the work being assigned at a significant low level.
Social:
Layla although facing many problems with both her physical and intellectual disabilities, her
social component is thriving. Layla both at recces and lunch has positive interactions with
other students and often plays games and engages with others.

Student goals:
For the future Layla wishes to improve and develop her speech and escape her comfort zone.
Improving on her academic results.

Student Profile:
Isabella
Isabella is 10 years old
In year 4
Isabella suffers from dyspraxia

Physical:
Isabella has been diagnosed with dyspraxia.
Dyspraxia is a brain-based condition that makes it hard to plan and coordinate
physical movement ( patino, 2014 )
Physically capable.

Intellectual:
Isabella has normal brain function and also contributes successfully in class. Isabellas
disability has no limitations in regards to her intellectual ability.

Social:
Isabella similar to Layla has no problems interacting socially. She is very engaging with other
students and although she may struggle in areas that require high levels of coordination. She
still engages in play and games with others.

Student goals:
Isabellas goals for the future are to gain confidence in performing fine motor skills tasks.

Student Profile:
Ben
Ben is 9 years old
In year 3
Ben has been diagnosed with Austism

Physical Disability:
Physically capable

Intellectual disability:
Ben has been diagnosed with autism. Ben due to being autistic thinks in a very literal sense.
Before he answers a question or organises a response he develops an idea of the answer he is
going to say. He breaks down words and questions to ensure he achieves the right answer.
This has an effect on his intellect as his Reponses are very delayed.

Social:
Due to being autistic Ben has had a hard time engaging in social aspects of school. He tries to
engage with other students but often at times becomes very nervous and frightened.

Student goals:
Ben in the future wishes to increase his social skills and engaging with other class mates. Ben
also wishes to develop the speed of his responses and wishes to increase his mathematics
skills.

Student Profile:
Sam
Sam is in year 4
Is 10 years old
Sam has been diagnosed with ADHD, is medicated

Physical:
Sam is physical capable of completing all tasks

Intellectual:
Due to being medicated Sam is very well behaved and also contributes to class discussion.
Sam again due to being medicated achieves high results in exams due to being very attentive.

Social:
Due to being medicated Sam is very social and engages with all other students in his class.

Student Profile:
Sophia
Sophia is 9 years of age
In year 3
Sophia has a developmental delay in her education

Physical:
Sophia is very physical capable and has no difficulties in participating in physical activities
and extra-curriculum activities.

Intellectual:
Sophia has a very low IQ and struggled with activities in the classroom. Sophia has
differentiated work that differs from other students.

Social:
Sophia is a very sporty student and therefore is very social with the other students. Sophia has
no difficulties in engaging with other students.

Student goals:
For the next year coming, Sophia wishes to develop her intellectual skills and is aiming for
more advanced assessment results.

Student Profile:
Steph
Steph is in year 4
Steph is 9 years old
Steph recently moved from Africa to Australia with both of her parents and younger
sister.

Physical:
Steph is very physically active and engages in a variety of sport both in school and out.

Intellectual:
After moving from Africa to Australia not even 2 months ago the teachers have found that
Steph is very gifted in her academics.

Social:
Steph is a very social person although it was extremely hard for her to join a new school
halfway through the year. Although due to been high intelligent Steph often becomes
frustrated with students who dont understand things that she might find simple or who ask
frequent questions.
 Student goals:
One of stephs goals for the future is to be more tolerant of students and engage in more extra-
curriculum activities to be more social with more students.

Unit outline:
This unit of work has been selected to align specifically with the Australian curriculum in the
area of English. This unit was selected due to the creativity that it can allow the students to
develop. The class is extremely creative and therefore this unit not only allows them to
explore their own concept of creativity, but also allows them to look at other forms rather
than the traditional concepts. Most of the lessons that have been developed are to allow for a
more hands on approach. Allowing to both develop and stimulate their minds.

Aim:
The aim for this unit is to allow the students to first understand the concept of poetry.
Understanding the different poems that have been created and how they are structured. As
well as then being able to delve deeper and show this understanding when conducting their
own poems.

Week Lesson Lesson topic/activity Curriculum addressed Strand

1 1 Introduction to poetry Understand that languages have different written English
and visual communication systems, different oral
- What is poetry?
- What aspects make a poem? traditions and different ways of constructing
- Create a title page on poetry. meaning (ACELA1475)
1 2 What makes a poem? Examine how evaluative language can be varied English
- Look into Theme, Tone, Mood and the to be more or less forceful (ACELA1477)

three Rs
- Teacher will read a famous poem and
students will infer what they think it
will include
- Students will then disucss the three Rs
and the mood, tone and theme in the
poem.
2 3 Recognising poetry
- Looking at different classic poems and
Discuss how language is used to describe the
settings in texts, and explore how the settings
shape the events and influence the mood
(ACELT1599)
Understand how different types of texts vary in English
use of language choices, depending on their

understanding the structure of that purpose and context (for example, tense and types

poem of sentences) (ACELA1478)

- Students are to create an acrostic poem
 using their name
2 4 Famous poetry Use comprehension strategies to build literal and English
- Teacher will play on the smartboard inferred meaning and begin to evaluate texts by

the Grinch who stole Christmas drawing on a growing knowledge of context, text
- Students will then write down in their structures and language features (ACELY1680)
own opinion what they thought the
mood, tone, theme, and the three Rs
that occur during that poem.
3 5 Australian poetry Use comprehension strategies to build literal and English/SOS
inferred meaning and begin to evaluate texts by
- Students will be given a print of page E
drawing on a growing knowledge of context, text
26 of 21 Best Loved Australian
structures and language features (ACELY1680)
Poems
- Students are to then answer the
questions.
3 6 Australian poetry Plan and deliver short presentations, providing English
some key details in logical sequence
- Students dicuss different types of Visual
(ACELY1677)
Australian poetry ( including song )
- Students are to then find an Australian
arts/SOSE
poem which they can relate to and
share with the class.
4 7 Australian poetry Plan, draft and publish imaginative, informative English/SOS
- Students are to create an extremely and persuasive texts demonstrating increasing
E
vivid and detailed drawing of what control over text structures and language features

being an Australian means to them (ACELY1682)

- Students then based off of their
drawing are to create their own poem
using those images.
5 8 Create your own poem Plan, draft and publish imaginative, informative English
- Using all the information the students and persuasive texts demonstrating increasing

have gathered over the last 5 weeks. control over text structures and language features

Students are to Create their own (ACELY1682)

limerick
- Student may use any topic they would Create imaginative texts based on characters,
like. settings and events from students own and other
- It must include all the structures and
cultures (ACELT1601)
inclusions that a limerick contains.

Lesson 1:
Name: Mark Topic: Poetry Lesson Number: 1
Subject: English Duration: 60 Minutes Year Level: 3/4
Curriculum Addressed: Understand that languages have different written and visual communication systems,
different oral traditions and different ways of constructing meaning (ACELA1475)
Learning Intention: Students have an adequate understanding of different types of poems as well as the
components that make a poem.
Success Criteria: Students are able to distinguish between different formats of poems
Students are able to understand different aspects asscoaited with poems
Assessment: Formative Assessment:
Participation in class discussion as well as responding to questioning.
 Summative Assessment:
Students are to create an acrostic poem. This will be assessed by the teacher.

Procedure/Timing: 1. Topic written on board in addition to learning intention (5 minutes)

2. Students participate in a discussion lead by the teacher:
- What is a poem
- Where would you generally find poems?
- What are different types of poems that you may find?
- Name one famous poem.
3. Students will then watch 3 different examples of 3 different poems on
YouTube ( 5 minutes )
4. Students are then to create their own acrostic poem using their own name.
They can use any topic they would like and must include.
- Use of their name.
- any topic (40 minutes)

Activities: Teacher Activities: Learner Activities:

Engagement Worksheets as below.
Questioning as above

Conclusion Questions:
- What sorts of things did you learn about
poetry?
- What are some of the themes that people
wrote their poem on?
- What is one thing you would like to write
about?
Teacher Resources:
https://www.youtube.com/watch?v=oYqfKqVZmG4

Catering for Inclusion: Ben (Autism): Ben is to work independently within a quiet area that wont allow him to
become frightened. Ben may require some assistance from the teacher if struggling to
comprehend work and may need assistance with his literal thinking.

Layla (Profoundly Deaf): Layla is to be seated in the front row of the room. Teacher
may provide her with some additional work if Layla is getting distracted.

Isabella (Dyspraxia): Isabella is to initially use a 3-sided pencil. This will allow her to
gain control with her hands. If this appears to be to frustrating the use of a laptop can be
permitted. Ensuring that positive reinforcement is being provided to give her confidence.

Sophia (Developmental Delay): Sophia with the help of her aide will be able to
complete work. A print out of a an acrostic poem may be provided if still has difficulties,

Steph (Gifted ESL Student): Steph has been provided with all the same tasks that the
other students have. Although Steph has been instructed to also complete her middle
name in the acrostic poem. If this becomes too simple, then she is instructed to try to
make her poem rhyme.

Sam (Medicated ADHD): Sam has been provided with the layout of the lesson to allow
him to feel comfortable with knowing the lesson. Ensuring that Sam is placing focus on
one individual task rather than trying to complete all tasks at once. Ensuring his mind
isnt wandering.

Extension Activities: Students if required may use the assistance of laptops to help with finding different
forms of poems.
 Lesson 2:

Name: Mark Topic: Poetry Lesson Number: 2

Subject: English Duration: 60 Minutes Year Level: 3/4
Curriculum Addressed: Plan, draft and publish imaginative, informative and persuasive texts demonstrating
increasing. control over text structures and language features (ACELY1682)
Learning Intention: Students are able to link day to day activities with poetry.
Students will have an understand of the correct way to write a poem.
Success Criteria: Students are able to successfully use prior knowledge to make a plan for a
poem.
Students are able to use this plan to successfully write a poem based of what
being Australian means to them.
Assessment: Formative Assessment:
Participation in class discussion as well as responding to questioning.

Summative Assessment:
Students are to write a plan and then from this plan they are to write a poem
based of what it means to be Australian.

Procedure/Timing: 1. Topic written on board in addition to learning intention (5 minutes)

2. Students will watch a YouTube video on Australia to gain ideas of what
they can draw.
3. Students are to draw in their books 8 images of what it means to them to be
Australian. These can include:
- Places they have visited
- Sports they associate with being Australia
- Anything that makes them proud to be Australian. - Do you know any
other information about these states? (20 minutes)
4. Students are to then come up with their own poem USING the picture they
have drawn on their page. Students will write a poem that is 8 lines to a
verse and minimum on 3 verses.
5. Once this has been completed students will come together for a discussion
about both their drawings and their pictures.
Activities: Teacher Activities: Learner Activities:
Engagement Worksheets as below.
Questioning as above

Conclusion Questions:

- what were some of the images you drew?

- What do you feel listening to others that
you might include or exclude if you were to
do it again?
- How did you feel writing a poem about the
images you drew? Were there anything you
found easy or too difficult

Teacher Resources:
https://www.youtube.com/watch?v=eMw0kzHaUUE

Catering for Inclusion: Ben (Autism): Allowing ben to work quietly in his own space with the help of the
 teacher. If ben appears to be getting side-tracked it can be possible to allow him to draw
more pictures to help him to understand the topic.

Layla (Profoundly Deaf): Layla must be seated at the front of the classroom. Teacher is
to use a microphone to ensure that Layla is understanding the task that is required. If
Layla still doesnt understand the poetry, similarly to Ben she is able to draw more
pictures.

Isabella (Dyspraxia): Isabella is again to use her tri-grip pencil to assist with her
writing. If this appears to be too overwhelming from Isabella, placing her with another
student or in a small group allows her to gain confidence and work off other students.

Sophia (Developmental Delay): Sophia is provided the same work as other students but
works with her aide to ensure that she understands. If this appears to much work for her
then allow her to shorten her poem.

Steph (Gifted ESL Student): Steph is provided with the same task as the other students.
Although she is provided with extra work to allow her to challenge herself. By allowing
Steph to rhyme her poem this creates a more challenging task for her too complete.

Sam (Medicated ADHD): Allowing Sam to work quietly by himself in a space allows
Sam to remain engaged and ensures that the work is being complete. If he is to become
distracted and lose focus, allowing him to work in a group is another way to engage him
in the activity.

Extension Activities: Students for an extension are to draw 10 more images that relate to any topic they would
like to draw. It doesnt have to be all from the one topic they are able to choose a variety
of images and topics.
The students are to then write another poem. That is 8 lines and 3 verses using these new
images.

Name: Mark Topic: Poetry Lesson Number: 3

Subject: English Duration: 60 Minutes Year Level: 3/4
Curriculum Addressed: Plan, draft and publish imaginative, informative and persuasive texts demonstrating
increasing control over text structures and language features (ACELY1682)

Learning Intention: Students will understand the structure of a limerick then putting this into practice and
writing a successful limerick.
Success Criteria: Students are able to understand what makes a limerick
Students are able to use prior knowledge to pan and write their own limerick
Assessment: Formative Assessment:
Students are able to participate in classroom discussions as well as respond
 correctly to prompt questions as by the teacher.

Summative Assessment:
Students will be asked to create both a plan and limerick. Ensuring that all the
aspects of both a plan and limerick are evident.

Procedure/Timing:
1. The topic will be written on the whiteboard for all students to understand the
task. (5 minutes)
2. Students will watch a short video on what is a limerick ( 5 min )
3. Students will then participate in a student teacher discussion to understand what
makes a limerick special
4. Students then will the help of the teacher will come up with their own class
limerick. ( 20 min )
Stduents will choose the rhyming words
Students will choose the theme ensuring that they correctly understand the
different parts of a limerick.
5. Students are to then create their own limerick that is different to the class
limerick. Students must ensure that all the correct parts of the poem are
included, including a plan. ( 30 min )

Activities: Teacher Activities: Learner Activities:

Engagement Worksheets as below.
Questioning as above

Conclusion Questions:
- Is there still anything you are unsure of in
regards to the poem?
- What sort of topics did you write about?
- Were there any parts you found particularly
more difficult?
Teacher Resources:
https://www.youtube.com/watch?v=t3OeU8GGusM

Catering for Inclusion: Ben (Autism): Ben is allowed to work independently with a focus on ensuring he is
within a safe space. Ben is allowed some assistance and if Ben is not grasping the
concept of a limerick allowing him to create another poem such as an acrostic poem is a
good way to keep him on task.

Layla (Profoundly Deaf): Layla again must be placed at the front of the class to have
the best chance of hearing instructions. Teacher will wear a microphone and if Layla
isnt understanding the concept of a limerick similarly to Ben she is allowed to choose a
different poem.

Isabella (Dyspraxia): Providing Isabella with a tri-sided pen allows her to still be able
to complete the work. If she appears to be becoming restless then the use of a laptop may
be permitted. The goal is to encourage her to use the pen as this encourages the use of
her muscles and brain to control her movements.

Sophia (Developmental Delay): Sophia will be able to use her aide to ensure that the
work is completed to an appropriate lesson. Examples of limericks will be provided for
Sophia to look at as many times as she wants.

Steph (Gifted ESL Student): Steph will be provided the task to write more than one
limerick. By doing so this allows her to use two different themes to achieve the same
task. In doing this it constantly allows her to challenge herself.
 Sam (Medicated ADHD): Sam wont require too much differentiation for this lesson
but may require to be paired up or placed in a small group if he is becoming restless.
There is the potential to place him in a group with Sophia with the help of an aide so that
Sam is able to use his skills to help Sophia.

Extension Activities: Students are to research one poem that has not been discussed in class and are to write
notes on the differences between that and a limerick.

References:
Ainscow, M., Booth, T., Dyson, A. (2006) Improving schools, developing
inclusion. London, UK; Routledge

Australian curriculum. (2016). F - 10 curriculum English . Retrieved 21 November, 2016,

from http://www.australiancurriculum.edu.au/english/curriculum/f-10?layout=1#level3

Batterorwurst. (2013). How The Grinch Stole Christmas - Dramatic Reading. Retrieved 21
November, 2016, from https://www.youtube.com/watch?v=xcChHSoFTvE

Cheung, K. (2013). Disney Channel - A Poem Is. Retrieved 20 November, 2016, from
https://www.youtube.com/watch?v=t3OeU8GGusM

Hooper, E. (2010). Qantas I Still Call Australia Home. Retrieved 20 November, 2016, from
https://www.youtube.com/watch?v=eMw0kzHaUUE

Hooper, P. (2010). Scrambled crosswords. Retrieved 21 November, 2016, from

http://www.seussville.com/activities/SCRAMBLED