VIT Standard 1 Unpacked...
Standard 1.1:
Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may effect learning.
All students need to be challenged in order to stay engaged however if this challenge is too great, they will being to lose confidence in the task and their effort and participation will falter. This is why it is highly important to know your students and the learning levels in which they can achieve.
Some of the key ways in which we, as CRT’s, are able to form an understanding of the physical, social and intellectual development and characteristics of our students are:
Communication and discussion with Daily Organiser, and year level staff about students; those who may need assistance or additional support throughout the day
Reading the roll and looking at the flags that students have (medical markers, etc)
Personal questions ie, favourite colour, sport, food, when marking the roll
Ice-breaker activities, “get to know you” chats
Standard 1.2:
Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
Getting to know students and how they learn is important in order for successful learning and teaching to occur.
Using the same teaching strategies for all of our students and not varying these strategies will not provide successful learning outcomes for all students.
Accessing current research and best practice can be difficult for us as CRT’s, but there are resources available to support:
Standard 1.3:
Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
Understanding students differences, not only in the way that they learn, but the backgrounds in which they come from will help to inform our current and future teaching practice. Although differences can come from linguistic, cultural, religious and socioeconomic backgrounds, it is still important that the needs of all students are met.
The Department of Education & Training website contains information about supporting English as an Additional Language (EAL) students. The website also sets out strategies for refugee students, and those with cultural and religious backgrounds. It highlights a number of teaching strategies that can be used to support these students in learning.
Resources include:
Standard 1.4:
Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.
Understanding the importance of culture, identity and linguistic background is highly important when teaching Aboriginal and Torres Strait Islander students. Care has to be taken by the teacher in order to cater to the sometimes specific needs of these students.
Knowing how these differences impact student learning is important, but knowing how to foster a culturally inclusive curriculum and community is paramount.
Some resources include-
Standard 1.5;
Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
No matter the learning environment, there is always a need for differentiated instruction. Differentiated strategies to support learners enable all students to have an equal opportunity to achieve. It must also be noted that the learning outcomes for students should look different as the measure of success for one student may not apply for another.
For students that are deemed gifted or accelerated, it is also important that they have work that is challenging and rigorous to keep them engaged.
Further information to support differentiated teaching practices:
Standard 1.6;
Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.
Our Victorian Education system celebrates diversity, is committed to supporting the achievement and participation of all students, and promoting inclusive practices in schools, so they can better support young people, including those with disabilities and special needs.
The Program for students with disabilities guidelines website includes information to support the formation and implementation of student support programs, and the relevant templates.
Resources can be found at: