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Contemporary Teacher Leaderships


Assessment One - Professional Task
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Table of Contents
Executive Summary .............................................................................................. 3
Goals ................................................................................................................ 3
Recommendations .............................................................................................. 3
Background Information ....................................................................................... 4
Comparative Table ................................................................................................ 5
Recommendations ................................................................................................. 7
Reconstructed unit............................................................................................... 11
Scope and Sequence......................................................................................... 11
Concept Map .................................................................................................... 13
Assessment Task .............................................................................................. 14
Marking Criteria............................................................................................... 14
Redesigned Unit Outline:................................................................................. 15
Reference............................................................................................................. 18
Appendix ............................................................................................................. 19
Original Unit Outline ....................................................................................... 19
Original Assessment Task ............................................................................... 22
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Executive Summary

The original unit of work, titled “Imaginative Vistas” was created and designed for all
English students across year 7 in a period of ten weeks. Similar to the original unit of work,
the main objective of the reconstructed unit of work is to allow students to effectively
identify and utilise poetic techniques through different varieties of poetry and prose. It is to
also incorporate measures of differentiation when teaching this unit.

Goals The reconstructed unit of work aims to achieve the following goals:
- Incorporate the approach of differentiation in order to accommodate for all students
and to meet their learning needs, as well as challenging students with advanced
learning abilities.
- Include poems to engage and involve Aboriginal and Torres Strait Islander (ATSI)
students.
- Incorporate different methods of numeracy through the unit of work.
- Allow students to write their own piece of poetry/prose, and compare it to a
poem/prose studied.

Recommendations
The recommendations that will be focused on when reconstructing the unit of work will focus
on the concept of differentiation, incorporating background information on ATSI students,
there are:

- Increase the level of differentiation within the classroom, as all students require
different level of support in order to achieve learning outcomes.
- Involve poems about Aboriginal and TSI students to improve and enhance the
knowledge of students about the Aboriginal culture and tradition.
- Improve the engagement of numeracy to enhance the coherence between different
subjects and curriculum.

By incorporating the above recommendations, the unit of work will achieve the outlined
goals and allow students to achieve learning outcomes through improved pedagogical
approaches.
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Background Information

The original unit of work has been designed by the English faculty at Birrong Girls High

School, which is situated in Sydney’s West. I completed my first professional practice at this

school, which aims to achieve personal excellence and success in a secure and encouraging

environment. Birrong Girls High is known for its large population of diversity as the school

has a diverse cultural background containing 46 language groups. As made evident by the

“MySchool” website, fewer than 1% of students identify as ATSI and 94% of the student

population come from a language background other than English (LBOTE). The school has a

Learning Support team who aim to ensure that students achieve and succeed regardless of

their diverse needs and requirements. This team also provides teachers with information on

how to support students as well as ways to amend lessons for students to achieve learning

outcomes. However, during my professional practice experience, it was evidence that the

English faculty lacked the concept of differentiated learning, which may contribute to the

observed lack of focus from students.

Reference: Statistics and table have been retrieved from the MySchool
website. Retrieved from: https://www.myschool.edu.au/school/41614
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Comparative Table
Area of Strengths of the area Concerns of the area Suggested changes to Research support
consideration of consideration of consideration counteract concerns for the changes
suggested
Literacy - The literacy aspects The unit of work has As some techniques McTighe & Wiggins
of this unit emphasises no mention on may be difficult for (2015) analyse the
immensely on the differentiating the some students, by importance of
language techniques of lesson in order for all providing student with incorporating
poetry and prose. students to understand a glossary on learning pedagogies
- The literacy aspects the language poetic/language for students to
also involve analysing techniques of poetry techniques, students understand the
different forms of and prose. will be able to content before
poems. understand the meaning moving on to class
prior to analysing tasks.
poems/prose.
Numeracy There is some mention The concept of Incorporating numeracy As evident on the
of rhythm and metre as incorporating in poetry is not NESA (2018)
a potential numeracy numeracy within necessarily difficult as website, by
activity. lessons is only numbers and counting incorporating
mentioned twice beats are involved in numeracy within
throughout the entire rhythm and metre. lessons, students will
unit outline. When analysing a be able to develop
poem, students will be skills relating to both
required to count the literacy and
beat and write a numeracy concepts.
paragraph on how the
number of beats is
important in poetry.
Critical and Students were - No explicit mention In order to reduce this Relating to the
creative encouraged to reflect on how students are to concern and achieve Blooms Taxonomy
Thinking and create a connection create their own piece learning outcome, by theory (Bloom
with the poems once in of poetry using their incorporating creative 2001), this change is
the whole unit of work. imagination and writing questions necessary as higher
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creative thinking. throughout the unit of order thinking


- Students are not work, students will be process is
required to critically able to use their implemented,
think at any point in imagination in order to allowing students to
the unit of work. critically write a become critical
poem/prose. thinkers.
Personal and The unit of work The self-evaluation To overcome this issue, As stated by Walker,
Social concluded with a self- did not actually occur weekly reflective (2006), weekly
Capabilities evaluation. at the end of the unit learning journals will reflective learning
of work, as evident on be incorporated to journals are
placement. Hence, the every final lesson of the significant as it
unit of work lacked in week in order to receive tracks the learning
personal and social beneficial feedback experience of
capabilities. from each student. children allowing for
amendments to
lessons.
Understanding - A detailed unit - The unit of work was - In order to avoid According to Dixon,
by Design outline was created not followed in an concerns based on Eva and Karen
prior to conducting organised sequence, as following the original (2013), a unit of
lessons on imaginative there was no scope unit outline, the work must be
vistas. and sequence reconstructed unit of productive in
- In class examination provided prior to the work now consists with consisting of
was clear and covered lesson. A concept map a scope and sequence in beginning, middle
learning outcomes. was also missing from order to create and an end for a
the unit of work. structured and positive and
- In class examination organised lessons. structured outcome.
task did not have a - A marking criteria has
marking criteria. been created alongside
the in-class
examination.
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Recommendations

The reconstructed unit of work has been created due to several required components that are

missing from the original unit outline created by the English faculty at Birrong Girls High

School. A large focus has been placed on the “Understanding by Design” (UbD) during the

reconstruction of the original unit of work. While the original unit of work possesses several

strengths, it has been reconstructed to include more aspects of literacy and numeracy, to

allow students to critically think as well as use their imagination, improve students’ personal

and social capabilities, and the importance of having a marking criteria alongside all

assessment tasks. As the abilities of students differ in a single classroom, the unit of work has

been reconstructed in order to accommodate for the needs of all students (including gifted

and talented students, and English as an Additional Language/Dialect (EAL/D) students).

Differentiated lessons allow for inclusion, potentially leading to high order thinking (Blooms

Taxonomy, 2001).

The original unit of work consists of teaching students the different poetic techniques within

different types of text, but fails to explicitly cover the learning outcomes. In order to cover all

outcomes and meet the literacy standards, the reconstructed unit of work has been modified

to include an in class activity where students are required to create their own piece of poetry.

This task will engage elements of the original unit outline, as students will be required to

implement their knowledge of poetic techniques as they create their piece of poetry/prose. By

allowing students to create their own poem or prose, students are required to critically think

and use their imagination, covering outcome EN4-5C “thinks imaginatively, creatively,

interpretively and critically about information, ideas and arguments to respond to and

compose texts” of the English syllabus. The UbD framework has been implemented when

making this modification as further encourages students achieving learning outcomes


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(McTighe & Wiggins, 2015). Another development that has been made to the unit outline is

the incorporation of ATSI based poems and prose. This is significant as it provides students

meaningful and crucial background knowledge about the Aboriginal community. It also

covers all aspects of the “Learning Across the Curriculum” section of the English syllabus.

The original unit of work has some mention of incorporating numeracy within lessons, but

only through two lessons. When teaching poetry and prose, incorporating numeracy in poetry

is not necessarily difficult. Students are generally required to count how many beats are

contained within a poem through rhythm and metre. According to Rowe (2003), by

incorporating professional developed programs, a high-order thinking will be employed

(p.31). During my professional practice experience, the only numeracy task that was evident

was using metre and rhythm, however, there was no focus on actually counting the rhythm

and metre of the poem. In order to additionally incorporate the notion of numeracy within the

unit of work, when analysing a poem, students will be required to count the beat of the

rhythm and metre, then will write a paragraph on how the number of beats are important in

poetry. Not only will this incorporate numeracy within lessons, but students will also find the

lessons more interesting as well as higher-order thinking being integrated (Rowe, 2003, p.29).

As students have diverse ways of learning, in order for students to achieve learning outcomes,

lessons must be differentiated in order to accommodate for all diverse students. During my

first professional practice, all year 7 students were given the same tasks with no consideration

for diverse learners including gifted and talented students and EAL/D students. The resources

provided to students were not suitable for the variety of students considering the 94% rate of

EAL/D students at the school (ACARA, 2018). Therefore, with the significance of the UbD

framework, the “Poetic booklet” that has been created will be suitable for all students as it

contains both simple questions and extension questions. Not only will this resource be

suitable for the learning of all students, but it will also motivate students to become more
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engaged with class activities and create inclusion. When students understand learning

content, critical thinking will be easily implemented (Rowe, 2003, p.30). This will allow year

7 students to critically think and use their imagination to create their own piece of poetry or

prose. The booklet that will be provided to students, links well with the in class exam that has

been designed by the English faculty at Birrong Girls High School. The in class exam has not

been modified as the questions are clear and explicit.

When creating a unit of work, it is significant to consider the personal and social capabilities

of students, as the concept allows them to become strong and confident learners (Australian

Curriculum, 2018). The unit of work has been modified by implementing weekly reflection

learning journals as a task to be completed in the final lesson of each week. Weekly reflective

learning journals benefit both the students and teacher as it can facilitate ones thoughts and

also allow students to express their opinions and thoughts in regard to their educational

experiences based on the unit of work (Walker, 2006, p.217). From the outcomes of the

weekly reflective learning journals, teachers will be able to develop and progress class

activities specifically to accommodate the needs and interests of the students.

A scope and sequence is used to plan and structure each week and each terms learning

content (Wiggins and McTighe (2012). As there was no scope and sequence provided to

teachers, the lessons were not organised and followed through in a well-structured method.

According to Dixon, Eva and Karen (2013) an effective way of scope and sequence is to have

a beginning, middle and an end for a positive and effective learning outcome. For a unit of

work to progress correctly, teachers must follow a specific sequence of learning to succeed.

For this, inclusion and modifications have been adjusted with the original unit of work where

a scope and sequence has been created. Hence, it is significant to incorporate and utilise a

scope and sequence for all lessons to flow. As stated above, the original assessment task has

not been modified, however the English faculty did not mark the exam using a marking
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criterion. As assessment tasks are an essential role in education (Koshy, 2008, p.3), a marking

criteria has been created alongside the in class examination. Marking criterions are significant

as they inform the teacher or marker on what answer is acceptable, as well as what is

expected by the student.

To conclude, the original unit of work has presented some strengths but also brings forth

challenging and limiting learning opportunity for some students. The unit of work has been

revised and reconstructed in accordance with student dynamic within the school, as well as

the motivation to cover all learning outcomes. It has also been revised in order to encourage

and create inclusion for all students regardless of learning abilities.


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Reconstructed unit
Scope and Sequence
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
Travels in time Telling Stories
This unit focuses on the TV series My Place that will assist This unit focuses on constructing and deconstructing narratives using fairy tales, fables, myths,
students in understanding how Australian culture non-fiction, picture books as core texts. This unit of work also focuses on creative writing and short
stories.
Term 1

has transformed over a period of time. Students will watch My


Place and analyse the visual techniques.
Types of texts:
wide reading study of a novel as narrative, multi-media texts, Asian and Aboriginal texts to be
Types of texts: fiction, nonfiction; visual texts, media, included
multimedia and digital texts

Focus outcomes: EN4-1A, EN4-3B, EN4-6C, EN4-7D, EN4-9E Focus outcomes: EN4-1A, EN4-2A, EN4-3B, EN4-4B, EN4-6C, EN4-8D

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
Film Behind the Camera: A Glimpse Behind into Animation
This unit focuses on viewing the film A Midsummer Night’s Dream and explore how meaning is  Introduction to the language of film (codes and conventions,
created through film. Students are required to critically evaluate the film through filmic characters, camera work, sound, colour and lighting,
Term 2

techniques, including sound and colour. dialogue)


 Study of animated film as narrative
Types of texts: film
Types of texts: animation, short video clips
Focus outcomes: EN4-1A, EN4-3B, EN4-4B, EN4-5C, EN4-9E Focus outcomes: EN4-1A, EN4-2A, EN4-3B, EN4-4B, EN4-5C,
EN4-7D, EN49E
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Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
Poetry Imaginative Vistas
The unit focuses on introducing different types (Language / Poetry / Writing Unit)
of poetry to students, allowing them to enhance
their knowledge on poetry. Analysis and composition of prose and poetry texts
 Learning the language of literary analysis
Term 3

 Metalanguage and literary terms in poetry and prose


Types of texts: fiction, non-fiction, poetry  Personal and creative writing

Types of texts: fiction, non-fiction, poetry

Focus outcomes: EN4-1A, EN4-3B, 5 EN4-C, Focus outcomes: EN4.1A, EN4.2A, EN4.3B, EN4.4B, EN4.5C, EN4.6C
EN4-4B, EN4-8D, EN4-9E

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10

Shakespeare’s World and Ours Shakespeare’s World and Ours


 Context, values  Study of Shakespearean play and adaptions where possible
Term 4

 Background to Shakespeare and the Globe Theatre  Students experience Shakespeare’s world through drama act and performing
 Research project to be included a scene in groups

Focus outcomes: EN4-1A, EN4-2A, EN4-5C, EN4-7D, EN4-9E Focus outcomes: EN4-1A, EN4-2A, EN4-5C, EN4-7D, EN4-9E
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Concept Map
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Assessment Task
The original assessment task has not been modified and reconstructed due to covering all
learning outcomes and it being suitable for all students. The original assessment task has been
added to the appendix.

Marking Criteria

Marking Criteria Marks

 Identifies the correct poetic techniques


 Provides a clear and detailed explanation of the 30-35
poetic techniques and terminology
 Identifies the correct narration of the prose
 Correct use of punctuation and grammar

 Identifies most of the poetic techniques


 Able to identify an explanation of most poetic 25-29
techniques and terminology
 Identifies the correct narration of the prose
 Most of punctuation and grammar and correct

 Identifies some of the poetic techniques


 Explains some poetic techniques and terminology 19-24
correctly
 Identifies the correct narration of the prose
 Some use of correct punctuation and grammar

 Identifies a minimal poetic techniques


 Able to explain minimal poetic techniques and 10-18
terminology
 Minimal use of correct punctuation and grammar

 Attempts to identify limited poetic techniques


 Demonstrates limited understanding of poetic 1-9
techniques and terminology
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Redesigned Unit Outline:

Suggested modifications for this unit of work are indicated in bold red.
Birrong Girls’ High- ENGLISH PROGRAM STAGE 4: Year 7
Unit title: “Imaginative Vistas” TERM 3, 10 week

Overarching Concepts: Type of text (s) Dominant language mode(s)


How does the construction of a text through the
language features in poetry and prose shape meaning Poetry Reading
and create landscape of the mind? Fiction Writing
Non-Fiction Speaking
Focus Questions: (Changes were made by not incorporating these texts Listening
 How does the composer make deliberate language as they are not applicable for stage 4 poetry teaching) Viewing
choices to create powerful sensory images and to Media Representing
affect and move their audiences? Film
 In what ways can a student voice be developed Drama
authentically to allow them to compose and respond
to poetry and prose? Wide reading Requirements:
 How can students’ expertise with language and Poetry/Narrative/Short Stories/Picture book
structures be developed to allow them to produce
fluid, concentrated texts?
Outcomes Learning Across the Curriculum Students will study examples of:
Outcome EN4-1A responds to and composes texts for Cross-Curriculum Spoken texts
understanding, interpretation, critical analysis, Aboriginal and TSI (Changes were made by Print texts
imaginative expression and pleasure incorporating background information on Aboriginal Visual texts
Outcome EN4-3B uses and describes language forms, and TSI Media and multimedia texts
features and structures of texts appropriate to a range of Asia - The internet
purposes, audiences and contexts Sustainability
Outcome EN4-4B makes effective language choices to
creatively shape meaning with accuracy, clarity and
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coherence General Capabilities


Outcome EN4-5C thinks imaginatively, creatively, Critical/Creative thinking
interpretively and critically about information, ideas Ethical understanding
and arguments to respond to and compose texts ☐ICT
Outcome EN4-7D demonstrates understanding of how Intercultural understanding
texts can express aspects of their broadening world and Literacy
their relationships within it Numeracy
Personal and Social capabilities
Different and diversity
☐Workplace and enterprise

ICT and Workplace and enterprise will not be


incorporated within the reconstructed unit of work.

Evaluation:

Teaching/Learning Focus and Teaching/Learning Strategies and Learning Across the Resources Class Assessment
Outcomes Activities Curriculum Focus
By the end of this unit, students Teaching and learning strategies could Grammar “Poetic Booklet” In class assessment:
will be able to: include the following: - Pronouns provided to Students compose their
- Express their own personal voice - Poetic techniques in picture books- e.g. - Conjunctions students own poem using some of
through their compositions of Dream of Thylacine, The Red Tree, Where - Sentence the techniques studied.
poetry and prose the Wild Things Are structure Include a reflection
- Experiment with forms and (This activity will be reconstructed in order - Spelling statement or visual
conventions of language to create to incorporate poems/prose based on - Phrases representation
skilfully constructed texts background information on Aboriginal and
(The modification will be: TSI Literacy and Numeracy
Students will compare their piece - Poetic techniques in narrative writing and Literacy- writing and
of writing to a poem/prose that picture books reading strategies
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has already been studied - Opportunity for teaching numeracy Numeracy- the study of
- Edit their own writing and that of (counting beats) rhythm and meter
their peers (spelling, punctuation, - Dictagloss activity at least one during the
paragraphing, expression, sentence unit- on any poem or prose passage to build
structure) oral comprehension
- Reflect upon and evaluate their (In order to achieve learning outcome, the
own and other’s imaginative texts modification will be:
(poetry and prose) Students will be required to write their
(The modification will be: own piece of poetry/prose using poetic
Students are to reflect on their techniques)
original piece of writing and Opportunity for teaching numeracy
improve it (counting beats of own poem)
- During the unit write reflective or critical
text making connections between poems with
similar thematic links or technical links.
(In order to connect with previous activity:
Students will be required to compare their
piece of writing and make a connection
with a poem/prose that has already been
studied in class.
- Peer evaluation of student-composed texts
- Self-evaluation at the conclusion of the unit
– using online platform such as survey
monkey
(This task has been modified and
reconstructed to weekly reflective journal
tasks that are to be completed at the end of
each week)
Advanced and extension activities:
- Students are to complete the “Poetic
Booklet” in order to create differentiation
in the classroom.
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Reference

ACARA, (2018) Australian Curriculum and Assessment Reporting Authority

Bloom, B. (2001). A taxonomy for Learning, Teaching, and assessing: a revision of Blooms

Taxonomy of educational objectives. New York: Longman

Dixon, M., Gold, E., & Eager, K. (2013). Faculty Professional Development: Programming

for English. Retrieved from

https://www.englishteacher.com.au/resources/command/download_file/id/47/filename

/Progamming_IR.pdf

Home | My School. (2018). Retrieved from https://www.myschool.edu.au

Kosher, S. (2008). Using Marking Criteria to Improve Learning: An Evaluation of Student

Perceptions (pp. 1-9). Dubai: University of Wollongong.

Learning across the curriculum | NSW Education Standards. (2018). Retrieved from

http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas

NSW, B. (2018). NSW Syllabus :: Sample scope and sequences. Retrieved from

https://syllabus.nesa.nsw.edu.au/support-materials/sample-scope-and-sequence-plans/

Personal and Social Capability. (2018). Retrieved from

https://www.australiancurriculum.edu.au/f-10-curriculum/general-

capabilities/personal-and-social-capability/

Rowe, K. (2003). The Importance of Teacher Quality as a Key Determinant of Students’

Experiences and Outcomes of Schooling. The Importance Of Teacher Quality, 1-44.

Walker, S. (2018). Journal Writing as a Teaching Technique to Promote Reflection. Journal

Of Athletic Training, 1(2), 216-221.

Wiggins, G. and McTighe, J. (2012). The Understanding by Design White Paper: Association

for Supervision and Curriculum Development.


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Appendix
Original Unit Outline
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Original Assessment Task
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