The Melbourne Declaration of Educational Goals for Young Australians (2008) is probably the most influential policy document that outlines the goals for education and consequently feeds into the principles of the ACARA draft curriculum for Australian secondary schools. According to the Melbourne Declaration of Educational Goals for Young Australians the document has two goals; “firstly that Australia’s schooling experience promotes equity and excellence and secondly that all young Australians become successful learners, confident and creative individuals, active and informed citizens” (Ministerial Council for Education, 2008, p.8).
Tied up with the vision for all students being able to reach their potential is an idea that the school curriculum should be designed in such a way that allows all students to reach their potential. While the teacher should endeavor to follow the following effective classroom management principles modified by (Marsh, 2010):
The reality for some students is that they have certain limitations placed on them preventing them from being able to access the curriculum and feel included. In the spirit of ensuring that all students can reach their potential, the teacher strives to create inclusive classrooms, where diversity is expected and learner differences are embraced.
The teacher can do a lot for every student by giving praise and encouragement. In fact, in an Age article titled “In praise of limiting praise: a little goes a long way” by Wallop 14/11/2012, there is actually evidence that praise actually helps students to improve. The article mentioned that a team of Japanese researchers at the National Institute for Physiological sciences has discovered a more a person is complimented the more the striatum part of their brains is stimulated and the better they perform at task- confirming that there is scientific validity behind the message ‘praise to encourage improvement’. Nevertheless, while all students benefit when they are encouraged and supported to learn the teacher has to also ensure that everyone in the class is able to access learning. The teacher is therefore responsible for giving preferential treatment to students who can’t access the curriculum by removing the inequity that prevents the student from being able to access it.
The following links provide the teacher with some guiding principles that should be applied to all lessons and learning activities. This diagram and key points were taken from (Tomlinson, 2005, pp. 15&16)
The aim of this website is to provide the teacher with resources to modify the curriculum for special needs learners from; ESL backgrounds, Attention Deficit Hyperactivity Disorder (ADHD), Autism Spectrum Disorder focusing on Asperger’s Syndrome, and Giftedness. The website is created with separate sections on the legislation, a discussion of each learner needs and strategies to assist them, as well as a resource tab with links to websites that are useful for developing indivdualised learning plans.
Tied up with the vision for all students being able to reach their potential is an idea that the school curriculum should be designed in such a way that allows all students to reach their potential. While the teacher should endeavor to follow the following effective classroom management principles modified by (Marsh, 2010):
- Encourage openness and instil a belief that the classroom environment is a place of dialogue
- Establish a cohesive classroom environment that is not necessarily united in opinions but joint together through a common goal where every student feels they can reach their full ability.
- Establish a classroom environment where young people feel safe, valued and appreciated for their abilities and own inner riches
The reality for some students is that they have certain limitations placed on them preventing them from being able to access the curriculum and feel included. In the spirit of ensuring that all students can reach their potential, the teacher strives to create inclusive classrooms, where diversity is expected and learner differences are embraced.
The teacher can do a lot for every student by giving praise and encouragement. In fact, in an Age article titled “In praise of limiting praise: a little goes a long way” by Wallop 14/11/2012, there is actually evidence that praise actually helps students to improve. The article mentioned that a team of Japanese researchers at the National Institute for Physiological sciences has discovered a more a person is complimented the more the striatum part of their brains is stimulated and the better they perform at task- confirming that there is scientific validity behind the message ‘praise to encourage improvement’. Nevertheless, while all students benefit when they are encouraged and supported to learn the teacher has to also ensure that everyone in the class is able to access learning. The teacher is therefore responsible for giving preferential treatment to students who can’t access the curriculum by removing the inequity that prevents the student from being able to access it.
The following links provide the teacher with some guiding principles that should be applied to all lessons and learning activities. This diagram and key points were taken from (Tomlinson, 2005, pp. 15&16)
The aim of this website is to provide the teacher with resources to modify the curriculum for special needs learners from; ESL backgrounds, Attention Deficit Hyperactivity Disorder (ADHD), Autism Spectrum Disorder focusing on Asperger’s Syndrome, and Giftedness. The website is created with separate sections on the legislation, a discussion of each learner needs and strategies to assist them, as well as a resource tab with links to websites that are useful for developing indivdualised learning plans.