What is this evidence?
During my unit EDUC1017, while learning to become a professional educator, I had to design and create a poster outlining what it means to me to be recognised as a global citizen. This poster can be later used throughout my professional teaching journey as a resource within the classroom, educating students on the varied values and attributes global citizens hold. 
How Does it fit the standard? 
I have placed my poster under the AITSL standard 1.3 – Students with diverse linguistic, cultural, religious and socio-economic backgrounds. The standard covers the understanding that culturally diverse students hold unique and individual traits and values that add to the schooling system. A multicultural classroom is one that is inclusive regardless of differing background factors offering equal opportunity for all students and engaging their understanding of one another. 
Why did I choose this standard?
I believe that a poster outlining the aspects and attitudes of a global citizen fall within standard 1.3 due to the nature of its meaning, when designing classroom materials of depth it is important to recognise the demographic requirements of the students. Within the Oxfam mission statement (n.d.) it is said that "We believe in the power of people", solidifying human kind as one rather than objectifying or excluding any specific group or minority in which is acknowledged as an aspect of a global citizen. This poster can encourage the students to engage and query their motives, values and outlook on those around them. Inclusive posters and resources create open environments for all students to feel safe and secure in themselves in group settings which I believe standard 1.3 is all about. 
How could I build further evidence for this standard? 
Design or gather classroom resources that demonstrate age appropriate inclusive attitudes and behaviours towards everyone, through books, posters, flash cards, set up room displays of students families, cultures or heritages. Connect with schools around the globe and engage with pen pal systems for the children, exploring the differences and similarities amongst the students opportunities within their education. 

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

This page provides evidence for meeting Standard 1 (specifically sub-standard 1.3) at a graduate level. 

Oxfam International. (1995). What We Believe. https://www.oxfam.org/en/what-we-do/about/what-we-believe