Criteria

Number of
students in the class
and approximately
what percentage
would be in various
groups e.g. on
negotiated
assessment plans,
gender balance?

General
20 students (7 female,
13 male)
Generally the class is
considered behind in
their learning and
development. The class
is learning at more of a
year 6 level then year
7.
3 students on NEP
2 students with
dyslexia
4 students with
identified concerns

NEP students

Student xx Reading
and mathematics. SSO
support twice a week
for 1 hour, focused on
reading.
Student xx - Language
and communication,
issues with working
memory. Limited
vocabulary, trouble
sequencing. SSO

Mathematics

PE

Design and Tech

Provide simplified
problems and prompts
to help with
understanding and
interpreting questions

Ensure written
instructions are clear
and precise

Ensure written
instructions are clear
and precise. Support
reading and writing
throughout design
project.

Use more simplified

language when
providing instructions.
Provide individual
support with

Support with
comprehension of
tasks. Use more
simplified language
when providing

Use more simplified

language when
providing instructions.
Provide individual
support with

support twice a week

for 1 hour focused on
reading and
communication.

Identified concerns

What are the

successful
classroom
management
strategies that the
teacher is using?

Student xx- Building

vocabulary. SSO
support twice a week
for 1 hour, focused on
reading.
Student xx - Stutter,
reading and
comprehension. Provide
one to one support in
reading groups.

sequencing of tasks.
Support reading and
spelling of high
frequency words
throughout lessons.

instructions.

sequencing of tasks.
Provide support with
comprehension,
reading and spelling
high frequency words.

Support reading and communicating words to build confidence and

extend vocabulary.

Support with reading

and understand
questions and
problems. Provide
simplified options.
Provide one to one
support where
possible. Use
simplified language.

Ensure instructions
are clear and precise
and continually
reinforce
instructions. Use
simplified language.

Support with reading

and understanding
questions and
problems. Provide
simplified options if
required throughout
project. Use simplified
language.

Involving students in their learning by discussing topic / lesson ideas and linking these with
student interests.
Separating students when they are being disruptive.
Providing warnings to students if they are ongoingly disrupting the class and students.
Discussing student behaviour with them individually.
Having students work in pairs not groups.
Using a calming tone when talking and instructing students.

Engaging students in an enthusiastic manner in their learning.