Evidence Piece- Two

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AITSL Standards evident in the piece


1.  Know your students and how they learn
1.1 Physical, social and intellectual development and characteristics of students
1.2 Understand how students learn
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
1.6 Strategies to support full participation of students with disability
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2. Know the content and how to teach it  
2.1 Content and teaching strategies of the teaching area
2.2 Content selection and organisation
2.3 Curriculum, assessment and reporting

​3. Plan for and implement effective teaching and learning
3.1 Establish challenging learning goals
3.4 Select and use resources
3.5 Use effective classroom communication
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4. Create and maintain supportive and safe learning environment 
4.1 Support student participation
4.4 Maintain student safety

5. Assess, provide feedback and report on student learning
5.1 Assess student learning
5.2 Provide feedback to students on their learning
5.5 Report on student achievement
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Assessment Outline

In this specific term, senior students studied piano playing focussing on technique and developing their ability to read notes within the C major scale. As part of the term, students were assigned a song to practice in pairs.

Description of Evidence

For the purpose of this evidence piece, we will refer to the student as "Student A."
Student A is a neurodivergent student that has an intellectual disability. In music class, Student A receives personalised assistance from an Educational Assistant (EA) who possesses knowledge of the content being taught and understands the concepts that need to be grasped by the student before starting class work. This individualised approach enables the student to swiftly comprehend the material and engage in repetitive practice to enhance long-term memory retention.

In the following video, you are able to observe Student A practicing a section of a musical piece on the Keyboard. The aim for the student was to repeat the section of the piece until the two bars are played by memory. 

Initially, I assessed the student's learning process, paying close attention to how they accessed the content. Then, to facilitate further learning, I employed a numerical system, such as, using "3 2 1" instead of note names like E, D, and C. After that, I devised a straightforward pattern utilising these numerical representations by combining three numbers together. Through this approach, Student A showcased their capacity to respond effectively to the repetitive exercises and thereby enhancing their overall learning progress.

AITSL: 1.1, 1.2, 1.3, 1.5, 1.6, 2.1, 2.5, 3.1, 3.3, 4.1, 5.1, 5.2, 5.3, 5.4, 5.5
AITSL: 5.1, 5.2, 5.3, 5.4, 5.5