Welcome! Professional Teaching Portfolio Sonia Hankova Education/Art/Science. E-Mail: sonia.hankova@gmail.com, Phone: +61 425 703 860


Professional Knowledge

Developing sequential learning programs and creative and engaging lessons

At Methodist Ladies' College (2014) I applied my skills in developing and delivering whole units of work: Astronomy, Health and Nutrition, Biological and Chemical sciences, including activities and assessment tasks that are in line with the AusVELS Science Curriculum, address multiple domains and cater to differentiated learning. These were based on careful considerations of how students learn, understanding their developmental characteristics as well as on my knowledge and understanding of the content, and how to best deliver it. 

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Approaches to modifying the science curriculum and differentiating learning


It is important to note that every single classroom is likely to have students with knowledge and skills from poor to well above expectation. I would say that successful differentiation in a classroom to meet the specific requirement of each student takes a teacher with vast amount of experience. Although I believe I have spend a considerable time both observing different teachers and also teaching different topics to different year levels, I feel I am only beginning to understand and build a repertoire of strategies to efficiently cater for individualised learning.

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Selecting resources and teaching strategies to deliver engaging lessons

I have over the course of past four years developed a wide vocabulary of teaching strategies to engage students and develop their critical thinking and creative skills, at the same time adhering to the curriculum content for the appropriate year level. I have been lucky to observe many great teachers, at university as well as in my placements.

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Case – Professional Knowledge

Practice Described
Will is a 13 year old kid who attends Grade 7 at a local secondary school in a small, low socioeconomic town in rural Victoria. His literacy and numeracy skills are very low, he is on a behavioural management plan and is marked ‘at risk from disengagement’ by the school.

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