1.1 Physical, social and intellectual development and characteristics of students


1.1.1 Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.

I have employed and been involved in a few simple strategies to help students who have physical, social & intellectual needs.

  • Bishop Tyrrell Anglican College is a K-12 school and I was fortunate enough on my practicum to be involved in the ‘Woodpeckers’ program. This is where year 5 students who find it hard socially to be on the playground at lunchtime can come down to the secondary school workshop and do some woodwork. It happens every Wednesday at lunchtime and for some students it was the highlight of their week. These students thrived with the structured activities that we provided them.
  • Another simple yet effective strategy I used for year 7 and 8 classes was the ‘apron buddy’ system. It is a requirement when entering the woodwork room that students must put on an apron and because of WHS the apron must be tied at the back (not wrapped around and tied at the front). This simple request can cause angst for some students as it can be tricky. To ask students to have an apron buddy means that someone will tie the apron for them and untie it at the end. This may also give someone who doesn’t have any ‘friends’ in the class a chance to get to know someone. I found this to be an effective ‘social’ tool.
  • A successful strategy I use in practical lessons is to pair students together when doing a task. This provides me with the opportunity to pair a more capable student up with a less capable student. When you’re in the workshop and you may not have the same amount of tools as students, this is a good strategy to employ as some students work better if they can compare their technique with someone else’s or have trouble remembering the steps from the demonstration.

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