DIFFERENTIATION, IEPS & SSG EXPECTATIONS
DIFFERENTIATION STRATEGIES Differentiation is core business at The Lakes. It’s not an optional add-on — it’s how we ensure equity, inclusion, and growth for every student.
TEACHER EXPECTATIONS: • Plan and deliver lessons that adjust content, process, and product to meet students at their point of need. • Use data (e.g., NAPLAN, PAT, formative assessments, and IEP goals) to identify readiness levels, strengths, and barriers to learning. • Incorporate scaffolding, modelling, and tiered tasks to support and extend all learners. • Explicitly teach and review vocabulary and skills to reinforce understanding. • Provide multiple means of engagement and expression — visuals, verbal explanations, hands-on practice, and digital tools. • Use feedback, conferencing, and formative checks to monitor progress and adjust instruction. • Record differentiation evidence in unit planners, Learning Task rubrics, or Compass notes. IEP CREATION, REVIEW CYCLES & SMART GOALS IEPs are the link between differentiation and inclusion. They are living documents that describe how we support each student’s learning goals and wellbeing needs. Expectations for teachers: • All students funded under Disability Inclusion (DI) , any Koori student, any student in Out of Home Care , and any student identified as requiring additional support, must have an IEP. • Classroom teachers are responsible for contributing to the IEP. • Set SMART goals : clear, measurable, achievable, relevant, and time-bound. Include academic, social, and/or emotional targets. • Review IEPs once per Term (DI students) or once per Semester (Koori and OoHC) and update evidence in collaboration with team leaders or case managers. • Ensure student and family voice is included in the plan. • Refer to goals during feedback and assessment conversations — they should actively inform teaching, not sit on a shelf.
The Lakes South Morang College 2026 Staff Handbook
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