Students with disability Illustrations of practice

Rights and Freedoms

Summary

A teacher of year 10 History guides her students through a revision lesson on the changing rights and freedoms of Aboriginal and Torres Strait Islander peoples. In order to meet the broad range of learning needs in the class, the teacher provides alternative representations of teaching and learning materials. For a student requiring additional support, the teacher provides a scaffolded worksheet and creates opportunities for peer assistance.

Learning area

History

Year level

Year 10

Content description

Identify and select different kinds of questions about the past to inform historical inquiry (ACHHS184)
Identify the origin, purpose and context of primary and secondary sources (ACHHS187)
The significance of the following for the civil rights of Aboriginal and Torres Strait Islander Peoples: 1962 right to vote federally; 1967 Referendum; Reconciliation; Mabo decision; Bringing Them Home Report (the Stolen Generations), the Apology (ACDSEH106)
Background to the struggle of Aboriginal and Torres Strait Islander Peoples for rights and freedoms before 1965, including the 1938 Day of Mourning and the Stolen Generations (ACDSEH104)

Teacher intention

To develop her students’ understanding of changing government policies towards Aboriginal people over time and the significance of the 2008 Apology to the Stolen Generations.

Personalised learning

Plan from age-equivalent learning area content:
The teacher plans from Year 10 History content to develop a teaching and learning program on the rights and freedoms of Aboriginal and Torres Strait Islander peoples 

Align individual learning goals with age-equivalent content to personalise the learning:
The teacher creates opportunities throughout the lesson to develop the student's individual goals. These include responding to questions verbally and using full sentences; and working cooperatively in a group. 

 

1. How do you personalise your teaching and learning programs to cater for the needs of individual students?

2. How do you measure the progress of a student’s individual goals in the context of a learning area?

3. What adjustments do you make to assessment tasks for students with individual learning needs?

Standard 1

Know students and how they learn

Focus area 1.6

Strategies to support full participation of students with disability

Standard 3

Plan for and implement effective teaching and learning

Focus area 3.1

Establish challenging learning goals

Standard 4

Create and maintain supportive and safe learning environments

Focus area 4.1

Support student participation

Brigidine College
St Ives NSW Australia

School type

Non-government

School sector

Secondary

School location

Metropolitan

School description

Brigidine College is an independent Catholic school for girls in Years 7 to 12. It is located in the suburb of St. Ives, on the North Shore of Sydney, New South Wales.

Copyright

These illustrations of personalised learning are not licensed under the creative commons license used for other material on the Australian Curriculum website. Instead, you may view, download, display, reproduce, and distribute these materials in unaltered form only for your personal, non-commercial educational purposes or for the non-commercial educational purposes of your organisation, provided that you retain this copyright notice. This means you cannot edit, modify or adapt any of these materials and you cannot sub-license any of these materials to others. Apart from any uses permitted under the Copyright Act 1968 (Cth), and those explicitly granted above, all other rights are reserved by ACARA.