OBSERVATION OF STUDENTS

APST Standard 1: Know students and how they learn

Focus area 1.3: Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Graduate level: Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic,
cultural, religious and socioeconomic backgrounds
Placement context: Intensive English Learning Centre (IELC) class, located in the Western suburbs
Pre-service teacher name & date: Emma Forbes – 11th of April 2019

Student Name Physical Social/Emotional Intellectual Linguistic/Cultural Implications for Learning

Akumjop Akumjop practices Akumjop is a relatively It is difficult to outline Akumjop is currently I personally feel that Akumjop isn’t properly supported
Sikhism, and wears a new arrival to Akumjop’s intellectual communicating in only in class to successfully develop his English language
Sikh turban (Dastar or Australia. He struggled ability as he often Punjabi with skills. while he is starting to pick up some small phrases
Dumalla). It is in his first few days at cannot complete the Sehajveer. However, and words thanks to Sehajveer. However, I feel that it is
considered rude to school, but he is now work that the other with more exposure unfair that teachers rely so heavily on Sehajveer to
touch Indian children starting to come out students are doing he is starting to pick translate continuously for Akumjop
on the top of the of his shell quite a bit. because he cannot up small words and I believe that Akumjop would benefit from the
head. He has developed a understand what he is phrases of English. implementation of flash cards that include the English
really close friendship expected to do. word or phrase, an image and the translation in
with Sehajveer, Punjabi, this would aid in the communication between
possibly due to the Akumjop and his teachers and could perhaps make
fact that he can Akumjop feel more comfortable in the classroom.
communicate
effectively with him.
Francesco Francesco is a very Francesco Francesco is quite Francesco’s level of intellectual ability and his fluency
sociable student, and demonstrates a fluent in his English with English means that he is performing at a
loves to chat with all relatively high level of communication, but significantly higher level to his peers. Lessons are not
members of the class. intellectual ability, he often he will say some heavily differentiated to suit the individual learning
Because of this he has is very good with his words in Italian. needs of the students, which I feel negatively impacts
develop really positive number and on his learning. Lessons need to be differentiated to suit
relationships with thoroughly enjoys Francesco’s skill level and ability, and provide him with a
each student in the when we do Maths. challenge.
 class. He is also really good
with his Fred Sounds
(phonemes) and the
formation of his
letters.
Hussein Hussein is a very Hussein demonstrates Hussein’s fluency with Due to how complicated the 44 phonemes are to grasp
caring and friendly a standard level of English is really quite to non-native English speakers, I feel that Hussein would
student, he will always intellectual ability, his good. benefit from having his own set of Fred Sounds (Read,
put others before ability to recognise Write, Inc program) that he can take home and continue
himself. He has close and pronounce the to practice to develop his ability to consistently
relationships with different Fred Sounds articulate each phoneme correctly. I feel that this would
most of the other (phonemes) is also support his English fluency.
students in the class. continuing to develop.
Mervielle Mervielle is also quite Mervielle often has Mervielle generally I believe that Mervielle would benefit from the
new to Australia. She the capacity to doesn’t speak any implementation of flash cards that include the English
is quite a quiet understand basic English, however, word or phrase, and image and the translation in
student, but is slowly instructions, but she more recently she has Swahili, this would aid in the communication between
beginning to develop doesn’t communicate started to say ‘good Mervielle and her teachers and could perhaps make her
positive relationships verbally. She currently morning’ to her feel more comfortable in the classroom.
with the other demonstrates a lower teachers.
students in her class. level of intellectual It is really important to remember that it may take some
ability, however, I time for Mervielle’s confidence to communicate in
believe that this is English to develop. It is vital to continue to support her
largely due to her in developing this, by not placing pressure on her to do
inability to understand so.
English, I feel that
more support should
be put in place to
support Mervielle.
Nam Nam was born in Nam is another It is difficult to outline Nam is not verbal I personally feel that Nam isn’t properly supported in
Vietnam, where feet student that is a Nam’s intellectual during class. I believe class to successfully develop his English communication.
are considered the relatively new arrival ability as he often that he knows that he I understand it must be hard for him in a completely
dirtiest part of the to Australia. He cannot complete the cannot communicate unfamiliar environment, with unfamiliar people all
body and they should apparently became work that the other with us because we speaking in an unfamiliar language.
never be pointed at quite upset and students are doing cannot understand I believe that Nam would benefit from the
 another person, Nam inconsolable during because he cannot Vietnamese. With implementation of flash cards that include the English
always makes an his first few days at understand what he is more exposure Nam is word or phrase, an image and the Vietnamese
effort to avoid this, school, but this has expected to do. beginning to say translation, this would aid in the communication
but he sometimes gets improved significantly. ‘hello’ and ‘thank- between Nam and his teachers and could perhaps make
upset when students He is respectful of the you’, I’m sure that Nam feel more comfortable in the classroom.
have their feet other students in his with more time Nam
pointed towards him. class and often plays will further develop
It is also considered with them during free his ability to
insensitive to touch time regardless of the communicate in
the top of someone’s fact that he can’t English.
head. communicate with
them.
Neya Neya is very friendly Neya demonstrates a Neya is exceptionally Neya’s level of intellectual ability and her fluency with
and caring towards all higher level of fluent in regards to English means that she is performing at a significantly
members of the class, intellectual ability in her English fluency. higher level to her peers. Lessons are not heavily
in particular Nam ever regards to all of her Neya would benefit differentiated to suit the individual learning needs of
since his first day with subject areas. She is from being challenged the students, which I feel negatively impacts on her
us. able to grasp new and extend in her learning. Lessons need to be differentiated to suit
concepts very easily, learning. Neya’s skill level and ability, and provide her with a
her understanding of challenge.
the English phonemes
is exceptionally high.
Sehajveer Sehajveer practices Sehajveer is an Sehajveer is currently While Sehajveer is While it is very kind of Sehajveer to be helping Akumjop
Sikhism, and wears a exceptionally caring demonstrates a high very fluent in Punjabi, to settle in and it is very helpful that he can translate
Sikh turban (Dastar or and friendly student, level of intellectual his English fluency is between teachers and Akumjop, I feel that it often
Dumalla). It is he has taken Akumjop ability. He is very good really good as well, distracts Sehajveer from his own learning. In regards to
considered rude to under his wing since with his Fred Sounds and is continuing to his learning, I feel that learning activities should be
touch Indian children he came to the school. and his letter improve each week. differentiated slightly to provide Sehajveer with more of
on the top of the He is very supportive formation is a challenge with his learning.
head. of Akumjop and often continuing to develop.
translates English to
Punjabi so Akumjop
can understand.
Spogmai Spogmai is a very Spogmai Spogmai’s English Spogmai’s level of intellectual ability and her fluency
friendly student. Her demonstrates a fluency is probably the with English means that generally she is performing at a
 father was murdered slightly higher level of best within the class significantly higher level to that of her peers. I have
recently, I am unable intellectual ability as she has been in the noticed that lessons are not heavily differentiated to
to understand how compared to the other IELC class for two suit the individual learning needs of the students, which
that trauma is students in the class, years now. I feel negatively impacts on her learning. Lessons needs
impacting on her in a she has a really good to be differentiated to suit Spogmai’s individual skill
range of ways. ability to recognise level and ability, and provide her with a challenge.
and articulate her Fred I have also noticed that teachers tread very carefully
Sounds (phonemes). around Spogmai and heavily avoid discussing family and
family structures. I feel that Spogmai should receive
more support to cope with the loss of her father.
Umaimah Umaimah is a Muslim Umaimah often Umaimah Umaimah’s English I am not sure how best to get Umaimah to ignore the
and often wears a spends a lot of her demonstrates a fluency is quite good, behaviours of her peers and to focus more on her own
hijab. It is considered time worried about standard level of however, she work, as I feel that this would increase her ability to
rude to touch Indian what others are doing, intellectual ability, she sometimes stalls and learn successfully a lot more.
children on the top of she is a very gets quite distracted becomes quite Umaimah also reads from right to left, I need to
the head. outspoken individual, by her peers, this has confused with some remember to remind her when we are doing writing and
regardless of this, she a significant impact on words or mixes them practicing our letters that she needs to start from the
is very caring and her learning. up, this is continuing left and go to right. I understand that this may take a bit
friendly. to improve. of time for this to become an automatic response rather
than one she has to consciously think about.
Zizhao Zizhao has leukemia He missed Zizhao demonstrates a Zizhao has the Zizhao’s lack of verbal English communication doesn’t
and is currently still kindergarten due to higher level of capacity to really impact on his learning, however, it does quite
receiving treatment. the treatment for his intellectual ability understand significantly impact on his relationships with teachers
He has a port-a-cath in leukemia, due to this, compared to his class instructions and what and peers and the support that he receives in regards to
his chest, students Zizhao finds it difficult mates. He is very is expected of him, supporting his learning.
need to be gentle with to communicate and switched on and however, he does not As Zizhao’s teacher it is vital that when questions are
Zizhao and ensure that develop friendships focussed in regards to communicate verbally. posed to Zizhao they can be answered with either a nod
he doesn’t get with his peers because his learning, which I Zizhao originates from or a shake of the head.
knocked in his chest he hasn’t spent a lot believe is due to his China, and speaks It could perhaps be beneficial to develop some flash
area. of time around other parent’s influence. fluent Chinese at cards for Zizhao to use within the classroom, this could
students. home, however, is have some phrases printed on them and he could
reluctant to choose the one he needs. For example, “I need to go to
communicate in the bathroom?” etc.
English even though It is really important to remember that it may take some
he knows how to. time for Zizhao’s confidence to communicate in English
 to develop. It is vital to continue to support him in
developing this, by not placing pressure on him to do so.

For a large majority of Australia’s refugee students there is a highly prevalent educational disadvantage. This disadvantage is largely perpetuated by a
range of issues, these are often not recognised and appropriately supported by both educators and schooling systems. Becoming aware of and
recognising these issues and how one’s own practice may exacerbate this educational disadvantage is key to combating this highly prevalent issue.

It is important for educators to acknowledge that many refugee students will have had significantly different upbringings compared to those of their
peers, with many witnessing traumatic events. Dependent on the nature or extent of these events these will have a varying impact on an individual,
often exacerbating feelings of anxiety, withdrawal and anger. Teachers must make an effort to try and recognise what may act as triggers for these
feelings to either minimise these or work to support the student through these emotions to ensure that they do not escalate.

Typically, most teachers will be working with students from a refugee background in a mainstream setting after they have transitioned from an IELC,
New Arrivals Program (NAP) or other equivalent. Despite making this transition it is important for teachers to recognise that students are likely to still
be learning English, meaning they may require a differentiated curriculum or personalised learning plans. It is also common that students will have
difficulty concentrating, needing time to have a break from learning and limited or varied strategies for learning. In recognising these issues, teachers
can meaningfully plan to support these students by adapting learning tasks into smaller, more manageable activities, allowing students to take small,
frequent breaks, and working to build up levels of concentration and focus.