Glenroy Public School consists of 192 children from kindergarten to year six. It is situated in a low socio-economic sector of the area and as such, most of the students enrolled are from low socio-economic families. A range of student characteristics is catered for within the school, including ESL students, Indigenous students, students with medical conditions ranging from asthma to Cerebral Palsy. Glenroy Public expects the support of families and the surrounding community. During this placement, I learned the value of adopting different methods of displaying information through strategies like rotation stations, and student collaboration as teaching tools. The school website can be accessed at http://www.glenroy-p.schools.nsw.edu.au/ .

  

St Patrick’s Primary School consists of 67 children from kindergarten to year six. Though the school follows Catholic principles, it supports values and perspectives offered by other cultures. Families are expected to participate in the school setting, by running the canteen, or helping with school projects. While teaching on this placement, I learned the value of ensuring each child knew they could complete a task successfully, as well as developing a range of methods to communicate an idea so that every child could understand what they were being taught. The school website can be accessed at http://web.sphww.catholic.edu.au/ .

  

The Scots School consists of 475 students from kindergarten to year 12. The school expects students to model good behaviour to their lower stage counterparts to strengthen the sense of community students feel on school grounds. Its location in the centre of Albury ensures its easy accessibility for all. On this placement, I learned the value of using various modes of presentation and explanation to cater for the needs of all students, and continued to develop and deepen my understanding and application of differentiation for all levels of ability. The school website can be accessed at http://www.scotsalbury.nsw.edu.au/ ​ .

 

Baranduda Primary consists of 200 students from foundation to year six. The school is characterised by large amounts of defence families and families local to the area. The school caters for a range of student abilities from asthma to deafness and aims to make learning accessible for all. Auslan lessons are incorporated into the school week for this accessibility. Baranduda Primary has various connections with the community and works together to build the school’s sense of being a part of the Wodonga community. During this experience, I learnt the importance of challenging students to extend their capabilities, and providing a range of tasks and activities to allow for appropriate challenge. The school website can be accessed at http://www.baranps.vic.edu.au/ .

 

The collection of evidence has been greatly developed since my first placement in 2015. A lot of evidence- such as class profiles, teaching strategies and use of resources have changed as I have become more aware of the various, and often better, ways these things can be achieved. Other evidence has remained the same- such as parent engagement has remained the same. My prior goals (link) from previous placements have gradually built upon each other to ensure that all standards and focus areas have been met. While there are still areas that need continual focus and improvement, these goals seek to help me improve on this.

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The strengths that have been identified from my previous placement include establishing a strong rapport with students, being a clear communicator with both staff and students, and using feedback from work colleagues to improve my practice. Though the my previous placement report doesn’t identify and explain any areas for development, using my personal reflections from this placement, I personally believe that I could improve my time management during sessions and create stronger relationships with surrounding staff members, not only my supervising teacher.