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Teaching Profile
  • Personal Statements
  • Clearances
  • Reflection & Evidence for Graduate Teacher Standards
  • Standard 1: Know students and how they learn
  • 1.1 Physical, Social and Intellectual Development and Characteristics of Students
  • 1.2 Understand How Students Learn
  • 1.3 Students With Diverse Linguistic, Cultural, Religious and Socioeconomic Backgrounds
  • 1.4 Strategies for Teaching Aboriginal and Torres Strait Islander Students
  • 1.5 Differentiate Teaching to Meet the Specific Learning Needs of Students Across the Full Range of Abilities
  • 1.6 Strategies to Support Full Participation of Students with Disability
  • Standard 2: Know the content and how to teach it
  • 2.1 Content and Teaching Strategies of the Teaching area
  • 2.2 Content Selection and Organisation
  • 2.3 Curriculum, Assessment and Reporting
  • 2.4 Understand and Respect Aboriginal and Torres Strait Islander People to Promote Reconciliation Between Indigenous and non-Indigenous Australians
  • 2.5 Literacy and Numeracy Strategies
  • 2.6 Information and Communication Technology (ICT)
  • Standard 3: Plan for and implement effective teaching and learning
  • 3.1 Establish Challenging Learning Goals
  • 3.2 Plan, Structure and Sequence Learning Programs
  • 3.3 Use Teaching Strategies
  • 3.4 Select and Use Resources
  • 3.5 Use Effective Classroom Communication
  • 3.6 Evaluate and Improve Teaching Programs
  • 3.7 Engage Parents / Carers in the Educative Process
  • Standard 4: Create and maintain supportive and safe learning environments
  • 4.1 Support Student Participation
  • 4.2 Manage Classroom Activities
  • 4.3 Manage Challenging Behaviour
  • 4.4 Maintain Student Safety
  • 4.5 Use ICT Safely, Responsibly and Ethically
  • Standard 5: Assess, provide feedback and report on student learning
  • 5.1 Assess Student Learning
  • 5.2 Provide Feedback to Students on Their Learning
  • 5.3 Make Consistent and Comparable Judgements
  • 5.4 Interpret Student Data
  • 5.5 Report on Student Achievement
  • Standard 6: Engage in professional learning
  • 6.1 Identify and Plan Professional Learning Needs
  • 6.2 Engage in Professional Learning and Improve Practice
  • 6.3 Engage With Colleagues and Improve Practice
  • 6.4 Apply Professional Learning and Improve Student Learning
  • Standard 7: Engage professionally with colleagues, parents/carers and the community
  • 7.1 Meet professional Ethics and Responsibilities
  • 7.2 Comply with Legislative, Administrative and Organisational Requirements
  • 7.3 Engage with the Parents/Carers
  • 7.4 Engage with Professional Teaching Networks and Broader Communities

4.1 Support Student Participation This page is part of the collection 'Teaching Profile'.

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Luke Miller's profile picture

Luke Miller
19 September 2020 at 9:15

Hi Rachel,

 

I really like the look of your designed classroom! It's obvious that your classroom design is student-centred, and the desk layout and work stations all promote participation and collaboration amongst the students. I especially love the inclusion of the two gardens out in the yard. I liked the idea of students having to tend to the garden as a way of developing their sense of responsibility.

 

If I had to make one suggestion, I’d add more places for students to display their work as it gives them a sense of ownership and promotes feelings of belonging. I really like the idea of hanging a fishing line from the ceiling and using that to display students' work.

 

Well done!

 

Luke

Emily Mcintosh's profile picture

Emily Mcintosh
20 September 2020 at 23:34

Rachel 

Your classroom design demonstrates a child centric focus that supports students through engaging work spaces and opportunities for creative and critical, hands on and experiential learning that all support all students being actively engaging  in learning. 

The well considered classroom layout provides space for both group and independent learning. The quiet area is an important inclusion that shows your understanding of meeting students needs including those with sensory  issues or special needs. There is also many areas -play and reading area and outside were students can sit with their parent or carer while they show them some work, read a book or have a quick hug if separating is difficult.  The neat and spacious layout may support children with special needs who may find to many items on display,  full cluttered spaces overwhelming and even distressing  and 

The social and emotional wellbeing of the children has been thoughtfully considered along with the educational needs and very well demonstrates the standard. 

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Updated on January 9, 2023; 522 page visits from 28 May 2020 at 11:49 to 28 June 2025 at 23:52

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