1. Know your students and how they learn

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

2. Know the content and how to teach it

2.1.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.

2.5.1 Know and understand literacy and numeracy teaching strategies and their application in teaching areas.

3. Teachers plan for, and implement effective teaching and learning

3.1.1 Set learning goals that provide achievable challenges for students of varying abilities and characteristics.

4. Teachers create and maintain supportive and safe and learning environments

4.1.1 Identify strategies to support inclusive student participation and engagement in classroom activities.

The paper, and the strategy proposed, aim to help EAL/D students overcome language and cultural gaps they may encounter in the Australian classroom, so they can overcome the literacy demands and focus on learning the mathematics. Algebra is often difficult for students without the additional EAL/D challenge.

Accomplishing objectives

The annotations in the evidence document show how the proposed teaching strategy aims to address each of the directives.

Learning impacts

This practice can be evaluated for impact when I have had an opportunity to apply it. Marsden is extremely diverse: 65% of students have a language background other than English.