“thorough curriculum knowledge and excellent resource preparation”
(mentor teacher EPL3)
“excellent timing, structuring and flexibility in planning”
(mentor teacher EPL3)
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Focus Area 2.1: Content and teaching strategies of the teaching area
Apply knowledge of the content and teaching strategies of the teaching area to develop engaging teaching activities.
The unit follows the Senior English Syllabus (2010) dimensions and objectives: understanding and responding to context, understanding and controlling textual features, and creating and evaluating meaning. In addition, it draws upon the Australian curriculum's Senior English achievement standards to inform the content outcomes and skills that students need to achieve upon the completion of the unit. It is imperative that senior students are provided the opportunity to develop complex reasoning processes and furthermore, become more autonomous in their learning. Thus, students engaged in learning experiences which required them to analyse, examine and evaluate the author's perspective, perspectives conveyed within the novel and the perspective of others including their peers.
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Students understand and respond to the context explored within the novel, the context of which the novel was written and which the novel is read. Students engage in critical reading of the novel, 'The Secret River' and examine (read, view and listen) complimentary resources which challenge students to extend and refine their understanding. Students respond to the text through creating and exploiting the conventions of a monologue and responding to questions which elicit critical thinking. In doing so, students select, sequence and organise subject matter to support their inferences and perspectives and communicate their understanding through academic writing. Through the discerning use of vocabulary, cohesive devices and grammatical structures, students inform the audience of their analysis and understanding of issues, characters and aesthetic features used throughout the novel.
Teachers must choose questioning strategies in accordance to the objectives they want to meet and the goals they hope to achieve with their students. In the classroom, questions are characterised as the explicit instructional cues or stimuli that convey to students the declarative knowledge to be achieved and the directions for procedural knowledge: what they are to do and how they are to do it (Cotton, 2000). The questions required students to engage in critical comprehension; examining issues, recalling facts and details, understanding the structure and sequencing of the plot, examining cause and effect relationships, comparing perspectives, making predictions, establishing the meaning of concepts based on context, distinguishing between fact and opinion with an emphasis on the genre of historical fiction, examining the author's purpose and interpreting figurative language. In addition, Bloom's Taxonomy has been utilised to select levels of questioning, to ensure the extension and refinement of knowledge as students engaged in higher levels of thinking (Burton, 2010). Through answering these questions students were prompted to think deeply and critically about the representation of attitudes, values and perspectives in the novel, 'The Secret River'. Higher order thinking was explicitly embedded throughout the learning experiences particularly through the use of scaffolding which assisted learners with developing this skill.
Students are provided an opportunity to undertake the process of analysing perspectives through the guided practice of the “we do” stage. Students are guided explicitly through the process as I used the DoL.2 strategy of “think aloud” to model the process, point out common errors and clarify student questions (Marzano & Pickering 1997, p.94). Guided practice allowed me to make consistent assessments of student learning and furthermore, engage in immediate verbal feedback. Collaborative tasks are heavily utilised throughout the experiences as students were able to engage in peer assessment and feedback. Peer-based feedback is more informal than teacher-based feedback and provides students a chance to defend their meanings, question others, and request clarification (Ghani & Asgher, 2012). Therefore, students not only analysed the perspectives of groups and individuals within the novel and throughout history, but also that of their peers. In addition, students completed the formative portfolio assessment of homework reading and comprehension questions so I could assess and provide concrete and actionable feedback to students (Wiggins, 2012). In addition to levels of questioning, scaffolding and guided practice, I differentiated resources and activities throughout the learning sequences. For example, I used tiered group activities to allow other students to assist their peers who were struggling, through collaboration. Furthermore, audio/visual resources such as websites, clips and diagrams were incorporated to appeal to the varying types of intelligences (Gardner, 2003). |
Focus Area 2.2: content selection and organisation
Organise content into coherent, well-sequenced learning and teaching programs.
In order to organise content into an effective learning and teaching sequence, I utilised the Learning Management Framework. The Learning Design Process provided me a template which enabled me to sequence, pace and deliver curriculum to all students in an effective manner (Lynch & Knight 2010). To commence the journey, I 'profiled' my learners and therefore, identified my learners' prior knowledge, gaps in knowledge, and identified the learning outcomes to be achieved. In addition, I identified the social, cognitive, physical and intellectual factors which impacted upon each student's learning journey. The profiling informed me of the considerations I needed to cater for throughout the unit. The design phase was organised through Dimensions 2, 3 and 4 of the Marzano and Pickering's Dimensions of Learning instructional framework. Strategies were adopted in accordance to the learning outcomes. If new knowledge was to be learnt, I incorporated the strategies of Dimension Two: Acquire and Integrate Knowledge and I utilised explicit instruction as per the school's directive. Throughout the lesson plans, It is evident that I have followed the process of Dimensions of Learning (annotated in the lesson plans). To enhance and culminate student knowledge, I incorporated strategies from Dimension Three: Extend and Refine Knowledge, through analysing perspectives, attitudes and values and then progressed into Dimension Four: Use Knowledge Meaningfully, through designing experiences which required students to investigate how cultural attitudes and values are conveyed through a fictional text.
Prior knowledge is a reader’s background knowledge of the topic, vocabulary, and structure of a text. Prior knowledge is a schema and formed through experience, from reading and knowledge and skills developed in prior learning experiences.The teacher needs to activate prior knowledge and link it to what they already know to what they are currently reading. Instruction in activating prior knowledge and building background takes place at the beginning of the lesson. I then progressed into explicitly stating and explaining the learning outcomes for the lesson. When introducing new knowledge or skills, or bridging gaps in declarative or procedural knowledge, I utilise the Explicit Instruction framework. Embedded throughout each lesson is a check for understanding and formative assessment activities which I and students utilise to measure their knowledge and skill competency. The check for understanding, allowed me to make immediate instructional decisions during the lesson; when to speed up, slow down, re-teach or vary the instruction given. Formative assessment activities such as the reading and comprehension activities, retrieval charts and paragraph responses enabled me to reflect on student learning and vary my instruction.
The curriculum and syllabus outcomes (refer to unit plan) inform the lesson outcomes for each of the lesson (WALT, WILF and TIB). Students are required to analyse attitudes, values and representations. The following lessons demonstrate how students transitioned through Dimension Two: Acquire and Integrate Knowledge into Dimension Three: Use Knowledge Meaningfully. Students are introduced to the skill of deconstructing character dimensions and synthesising this information into an academic paragraph. Students deconstruct the character, deconstruct the textual feature of dialogue and then make inferences based on their understanding. Later in the unit students identify that each character represents different cultural values and attitudes and argue how Grenville explores racial conflict through characters.
Prior knowledge is a reader’s background knowledge of the topic, vocabulary, and structure of a text. Prior knowledge is a schema and formed through experience, from reading and knowledge and skills developed in prior learning experiences.The teacher needs to activate prior knowledge and link it to what they already know to what they are currently reading. Instruction in activating prior knowledge and building background takes place at the beginning of the lesson. I then progressed into explicitly stating and explaining the learning outcomes for the lesson. When introducing new knowledge or skills, or bridging gaps in declarative or procedural knowledge, I utilise the Explicit Instruction framework. Embedded throughout each lesson is a check for understanding and formative assessment activities which I and students utilise to measure their knowledge and skill competency. The check for understanding, allowed me to make immediate instructional decisions during the lesson; when to speed up, slow down, re-teach or vary the instruction given. Formative assessment activities such as the reading and comprehension activities, retrieval charts and paragraph responses enabled me to reflect on student learning and vary my instruction.
The curriculum and syllabus outcomes (refer to unit plan) inform the lesson outcomes for each of the lesson (WALT, WILF and TIB). Students are required to analyse attitudes, values and representations. The following lessons demonstrate how students transitioned through Dimension Two: Acquire and Integrate Knowledge into Dimension Three: Use Knowledge Meaningfully. Students are introduced to the skill of deconstructing character dimensions and synthesising this information into an academic paragraph. Students deconstruct the character, deconstruct the textual feature of dialogue and then make inferences based on their understanding. Later in the unit students identify that each character represents different cultural values and attitudes and argue how Grenville explores racial conflict through characters.
Focus Ares 2.3 curriculum assessment and reporting |
Focus Area 5.1 Assess Student Learning |
5.3 Make consistent and comparable judgements |
Design and implement learning and teaching programs using knowledge of curriculum, assessment and reporting requirements.
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Develop, select and use informal and formal, diagnostic, formative and summative assessment strategies to assess student learning.
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Understand and participate in assessment moderation activities to support consistent and comparable judgements of student learning.
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Throughout the unit, it is evident that I have backward mapped the assessment tasks (please refer to the unit plan). I integrated the curriculum's content and skills students are to develop throughout the unit and used to inform the learning outcomes for each lesson. Therefore, I provided students appropriate time and opportunities to develop their content knowledge and skill competency. Students engaged in diagnostic, formative and summative pieces of assessment.
Students were required to complete a weekly spelling and definition test to ensure that students were developing an understanding of the cultural vernacular of the time period used in the text. This spelling test ensured students developed their vocabulary and also provided them a greater level of access to words that they needed to use in their imaginative monologue as they were assuming the role and voice of a character. In addition, students engaged in an array of pop quizzes to test students recall details of the novel. This allowed me to measure students progress in their reading and check if students were reading the allocated segments in a timely manner.
Students were required to complete a weekly spelling and definition test to ensure that students were developing an understanding of the cultural vernacular of the time period used in the text. This spelling test ensured students developed their vocabulary and also provided them a greater level of access to words that they needed to use in their imaginative monologue as they were assuming the role and voice of a character. In addition, students engaged in an array of pop quizzes to test students recall details of the novel. This allowed me to measure students progress in their reading and check if students were reading the allocated segments in a timely manner.
It is important that students engage in activities which develop their knowledge and skills. Students completed an imaginative monologue as their first piece of summative assessment. A key outcome for the unit requires students to analyse attitudes, values and representations in the novel, 'The Secret River.' Through completing the imaginative monologue, students analyse the character perspectives, attitudes and values and assume the role and 'voice' of the character for a given silence or gap in the novel. To prompt students to consider gaps and silences throughout the novel and engage in imaginative writing on a consistent basis, I utilised creative speed writing as the warm up for students. The warm ups gave students the opportunity to write from another characters perspective and in doing so develop their understanding of the characters. Although they were not assessed on the speed writing, this evidence is an example of how students were given the opportunity to develop their creative and imaginative writing skills and consider and challenge the perspectives of other characters. In addition, I utilised the warm up scenario's to provide students with a gap or silence if they were struggling to identify and select their context for the monologue.
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5.2 Provide feedback to students on their learning
Provide timely, effective and appropriate feedback to students about their achievement relative to their learning goals.
It is important that students are given regular feedback to ensure that they are given adequate opportunities to improve their knowledge and skills. In order to ensure students were on track with their assessment, I utilised a number or scaffolds which students were to complete in the lead up to their drafts. The evidence below, 'Peer Evaluation' demonstrates how I utilised informal peer feedback as the scaffolds ask students to identify key features, positive aspects and room for improvement for their peers' monologues. Sometimes students think that they are addressing the criteria and incorporating a climax in their monologue. However, if the emotional variation it is not evident to their peers, then they need to improve this in their writing and performance. The peer evaluation activity gave students an opportunity to rehearse their monologues in front of students three times before performing in front of the class. Students were to listen to the feedback along with the class feedback I provided and individual feedback given on their drafts to amend and improve their monologues. The evidence below demonstrates how I have provided my students timely and detailed using both formal and informal strategies. Please note: unfortunately, you can not view the tracked comments in the individual feedback document due to the settings of scribid.
Peer Evaluation
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Individual Feedback
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Class Feedback
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Student Conferencing
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3.7 - Engage parents/carers in the educative process |
5.4 Interpret student data |
5.5 Report on student achievement |
Plan for appropriate and contextually relevant opportunities for parents/ carers to be involved in their children’s learning
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Use student assessment data to analyse and evaluate student understanding of subject/content, identifying interventions and modifying teaching practice.
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Report clearly, accurately and respectfully to students and parents/carers about student achievement, making use of accurate and reliable records.
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Using the drafting and conferencing process, I was able to make informal observations about student progress with writing the monologue. Some students found it difficult to select a context or write from a character perspective and follow the structure of the monologue. I adjusted my instructional practise and showed students examples of their characters from the 'The Secret River' mini series so they could visualise their character. In addition, I constructed the skeleton of the monologue with some students in a conferencing session as per the evidence above, 'student conferencing'. This allowed the student to continue progressing with the monologue as they now had a visual understanding and a basis for which to build their monologue.
In addition, students were to complete a second piece of assessment, a written exam. In order to integrate the knowledge and skills required for the unit, I selected an array of comprehension questions to develop their understanding of the text. The questions focused on the structure of the text, characterisation, themes, values and aesthetic features. I and the students engaged in close readings of the text to establish their understanding. Students answered these questions and submitted the questions on a weekly basis. They were required to communicate their understanding using PEEL paragraphs (modelled process). Students commenced this process from week one of the unit and continued to develop their skills throughout the unit as they engaged in reading and comprehension questions every week. Reading and comprehension questions were collected and students were provided specific written feedback. Through marking the formative assessment, I was able to identify consistent gaps in understanding and areas that students needed to improve. For example, after reviewing student work, there was a consistent misuse of tense and the apostrophe ('). Therefore, I explicitly taught the rules and designed rapid recalls which modelled paragraph responses and required students to correct the tense and apostrophe errors within the paragraph. After reviewing student responses I varied the complexity of my modelled paragraph to avoid overwhelming students who were struggling with writing using PEEL paragraphs. As we progressed through the unit, students were required to mark and improve their own and their peers' responses using the model answers.
In addition, students were to complete a second piece of assessment, a written exam. In order to integrate the knowledge and skills required for the unit, I selected an array of comprehension questions to develop their understanding of the text. The questions focused on the structure of the text, characterisation, themes, values and aesthetic features. I and the students engaged in close readings of the text to establish their understanding. Students answered these questions and submitted the questions on a weekly basis. They were required to communicate their understanding using PEEL paragraphs (modelled process). Students commenced this process from week one of the unit and continued to develop their skills throughout the unit as they engaged in reading and comprehension questions every week. Reading and comprehension questions were collected and students were provided specific written feedback. Through marking the formative assessment, I was able to identify consistent gaps in understanding and areas that students needed to improve. For example, after reviewing student work, there was a consistent misuse of tense and the apostrophe ('). Therefore, I explicitly taught the rules and designed rapid recalls which modelled paragraph responses and required students to correct the tense and apostrophe errors within the paragraph. After reviewing student responses I varied the complexity of my modelled paragraph to avoid overwhelming students who were struggling with writing using PEEL paragraphs. As we progressed through the unit, students were required to mark and improve their own and their peers' responses using the model answers.
Comprehension Questions (Integrated approach) |
Exemplar: Student response and feedback |
Model Responses |
Adjusted Model Responsees |
Exemplar: Literary Present Tense recall |
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In addition to providing students feedback, it is important that engage parents or legal guardians in the process of student learning. In order to do this, I identified their preferred method of communication and contacted parents advising them of their son or daughters progress in English. I would log student homework completion, attendance and behaviour and draft submissions in class and if I had concerns I contacted the parents. I also emailed parents of upcoming assessment check dates and due dates for my students to ensure their parents were aware the task requirements. The evidence below demonstrates the professional communication that I email to parents (if it is their preferred method) of their students progress. In addition, I also like to provide parents with positive feedback and therefore, I try to phone parents when I see an improvement in learning and behaviour. Once students realised that I consistently contacted their parents I saw an overall improvement in homework submission and behaviour throughout each of my classes. I enjoyed contacting parents and meeting because it also improved my knowledge of the student and allowed me to develop a better relationship with the students.
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Focus Area 2.4 understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non Indigenous AustraliansProvide opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
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At the conclusion of the unit, students were asked to evaluate how successful they think the historical novel is in terms of acknowledging and inspiring reconciliation between Indigenous and non Indigenous Australians. Students have examined an array of characters and developed the understanding that they embody racial attitudes and values. Students researched Kate Grenville's motives for writing the novel and examined controversial debates surrounding the novel. Students identified how the novel explores racial conflict and reconciliation. In doing so, students drew upon their new understandings of Indigenous relationships with the land, the frontier conflicts and examined Kevin Rudd's apology speech. Students explained what reconciliation means to them (completed at the beginning of the unit) and then reflected on this in the final stages of the unit. The unit allowed students the opportunity to develop an awareness of the multiple perspectives which exist in regards to Australia’s past and the Aboriginal and Torres Strait Islander peoples. Examining the different interpretations and historical viewpoints allowed students to examine their values, attitudes and beliefs and essentially critically reflect on their socio-cultural understanding and interactions within Australian society.
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