1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds

Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.

Teachers employ many strategies that are responsive to the learning needs of various backgrounds. In the TAS department over various practicums, I have witnessed teaching strategies that are responsive to student’s needs. These strategies are important because they enable and support inclusion. Below are some examples:

Linguistic backgrounds:

  • Most schools will have Learning support available for students with language barriers. Learning support can be used to read to the student or scribe for them in an exam situation.
  • Doing demonstrations in practical subjects is invaluable. IF ESL students are in the group then having that visual demonstration can allow them to understand the process and concept.
  • Most students have access to the course content through the school Learning Management System (LMS) and it is common to include visual aids and videos to support the theory. This caters for different learning styles.

Socioeconomic background:

  • At Lambton High School leather shoes were not compulsory as part of the uniform however they were required for practical lessons in the Technology subjects. This posed a problem as students in this public school came from a variety of socioeconomic backgrounds and some would have issues affording leather shoes for practical. Because of this, the school had a bank of ‘loan’ shoes that students could use if they had any issues obtaining some themselves. This allowed students to be able to participate in practical lessons.

 Cultural & Religious backgrounds:

  • At Bishop Tyrrell Anglican College where Christian studies is a compulsory subject for all year groups, the subject also focus’ on other religions and what their beliefs are.
  • Another cultural consideration in TAS is in Food Technology. At the beginning of each term the teacher has to ask who has any food allergies or special dietary requirements and quite often because of students’ cultural backgrounds or religious beliefs there are certain things that they can’t eat. The teacher then has to differentiate lessons to accommodate for these students. Below is an example of the dietary requirements for a Yr. 8 Technology Mandatory, Food Tech class, and as you can see, quite a few students have a cultural requirement of ‘no pork’.






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