Tegan is part of the team

Key competencies

Tegan demonstrates successful interactions with her peers, both within a group setting and with a partner. Relationships are mutually supportive and interdependence supports learning for all students (relating to others).

These stories demonstrate Tegan’s active involvement as part of a regular class. She is a valued class member, is aware of the needs of others, and is helpful and happy to share (participating and contributing).

Tegan demonstrates the ability to use a variety of language symbols. She is reading a stopwatch at physical education and reading and following a recipe in technology. These skills supported her to successfully access more complex aspects of the curriculum. Tegan is becoming an increasingly competent user of language – written, aural, and oral – and this is enhanced by the fact that she is such a motivated communicator (using language, symbols, and texts).

How might these stories strengthen Tegan’s identity as a learner?

Tegan is actively involved in her learning, is keen to take ownership of tasks, and to participate fully with her peers. Learning outcomes are enhanced by meaningful process (e.g. measuring ingredients, after observing how the teacher does it) and Tegan’s need to know the next step in her learning helps to retain focus and direction (agency).

Tegan’s ability to participate, contribute, and relate to others has increased significantly during the first half of this year, as she has had more opportunity to interact with peers in structured learning situations without teacher aide support (breadth).

The increased levels of interaction and independence are demonstrated across subjects, with different teachers and with a range of expectations around task difficulty (continuity and depth).

For more information on the four dimensions of agency, breadth, continuity, and depth (ABCDs), refer to Narrative assessment: a guide for teachers.

Learning areas

Level 1 health and physical education

Level 1 technology

In the first learning story, Tegan’s fitness learning is in physical education, in the movement concepts and motor skills strand. Tegan is developing a range of movement skills using a variety of equipment on a circuit. In the second learning story, Tegan demonstrates her understanding and application of knowledge using a range of technological practices (e.g. using a plan of action and performing set tasks) in the development of her products (i.e. making chicken stir fry) (technology).

Effective pedagogy

What does this tell us about teaching and learning in this setting?

These stories provide useful insights into effective teaching in relation to Tegan’s learning.

A supportive learning environment provides opportunities for Tegan to develop positive social relationships with peers. A school culture is fostered where all students are valued, diversity is celebrated, and individual strengths and needs are respected.

By reducing teacher aide support, and focusing teaching on meeting Tegan’s goals, Tegan is becoming increasingly independent and successful in her classes. The teachers in Tegan’s classes are creating opportunities for shared learning by organising students to work in pairs or small groups.

Tegan’s voice is highly valued in the teaching process. Teachers ask questions of her to check her understanding. They attend to her experiences and preferences and build these into their planning. The school’s flexibility in relation to timetabling allows Tegan to focus, to an extent, on her strengths and interests. Supporting Tegan’s goals around subject access and social interaction remain a focus for teaching. The flexibility helps ensure there are sufficient opportunities to learn.

Reflective questions for the reader

“How do you demonstrate you truly value student voice in the process of planning?”

“How do you encourage positive peer interactions?”

“How do you support the transition from primary to secondary school for the child, the school, and the family?”

Useful resources

Smith, A. B., Taylor, N. J., & Gollop, M. M. (2000). Children's voices: research, policy and practice. Auckland, NZ: Longman.