Backward Design Plan

Stage 1 - Desired ResultsSubject / KLA - English Year Level - Year 8Established Goals (Syllabus / Essential Learnings): What relevant goals (e.g., content standards, course or program objectives, learning outcomes) will this design address? Only list the outcomes you are assessing in your strategy.

By the end of Year 8, students understand how the selection of text structures is influenced by the selection of language mode and how this varies for different purposes and audiences. Students explain how language features, images and vocabulary are used to represent different ideas and issues in texts.

Students interpret texts, questioning the reliability of sources of ideas and information. They select evidence from the text to show how events, situations and people can be represented from different viewpoints. They listen for and identify different emphases in texts, using that understanding to elaborate upon discussions.

Productive modes (speaking, writing and creating)

Students understand how the selection of language features can be used for particular purposes and effects. They explain the effectiveness of language choices they use to influence the audience. Through combining ideas, images and language features from other texts, students show how ideas can be expressed in new ways.

Students create texts for different purposes, selecting language to influence audience response. They make presentations and contribute actively to class and group discussions, using language patterns for effect. When creating and editing texts to create specific effects, they take into account intended purposes and the needs and interests of audiences. They demonstrate understanding of grammar, select vocabulary for effect and use accurate spelling and punctuation.

ACARA (2011). Year 8 English Achievement Standard. Retrieved April 24, 2012, from http://www.australiancurriculum.edu.au/English/Curriculum/F-10

Content Description

Language variation and change

1. Understand the influence and impact that the English language has had on other languages or dialects and how English has been influenced in return (ACELA1540)

Language for interaction

1. Understand how conventions of speech adopted by communities influence the identities of people in those communities (ACELA1541)

2. Understand how rhetorical devices are used to persuade and how different layers of meaning are developed through the use of metaphor, irony and parody (ACELA1542)

Text structure and organisation

1. Analyse how the text structures and language features of persuasive texts, including media texts, vary according to the medium and mode of communication (ACELA1543)

2. Understand how cohesion in texts is improved by strengthening the internal structure of paragraphs through the use of examples, quotations and substantiation of claims (ACELA1766)

3. Understand how coherence is created in complex texts through devices like lexical cohesion, ellipsis, grammatical theme and text connectives (ACELA1809)

4. Understand the use of punctuation conventions, including colons, semicolons, dashes and brackets in formal and informal texts (ACELA1544)

Expressing and developing ideas

1. Analyse and examine how effective authors control and use a variety of clause structures, including clauses embedded within the structure of a noun group/phrase or clause (ACELA1545)

2. Understand the effect of nominalisation in the writing of informative and persuasive texts (ACELA1546)

3. Investigate how visual and multimodal texts allude to or draw on other texts or images to enhance and layer meaning (ACELA1548)

4. Recognise that vocabulary choices contribute to the specificity, abstraction and style of texts (ACELA1547)

5. Understand how to apply learned knowledge consistently in order to spell accurately and to learn new words including nominalisations (ACELA1549)

Literature

Literature and context

1. Explore the ways that ideas and viewpoints in literary texts drawn from different historical, social and cultural contexts may reflect or challenge the values of individuals and groups (ACELT1626)

2. Explore the interconnectedness of Country and Place, People, Identity and Culture in texts including those by Aboriginal and Torres Strait Islander authors (ACELT1806)

Responding to literature

1. Share, reflect on, clarify and evaluate opinions and arguments about aspects of literary texts (ACELT1627)

2. Understand and explain how combinations of words and images in texts are used to represent particular groups in society, and how texts position readers in relation to those groups (ACELT1628)

3. Recognise and explain differing viewpoints about the world, cultures, individual people and concerns represented in texts (ACELT1807)

Examining literature

1. Recognise, explain and analyse the ways literary texts draw on readers’ knowledge of other texts and enable new understanding and appreciation of aesthetic qualities (ACELT1629)

2. Identify and evaluate devices that create tone, for example humour, wordplay, innuendo and parody in poetry, humorous prose, drama or visual texts (ACELT1630)

3. Interpret and analyse language choices, including sentence patterns, dialogue, imagery and other language features, in short stories, literary essays and plays (ACELT1767)

Creating literature

1. Create literary texts that draw upon text structures and language features of other texts for particular purposes and effects (ACELT1632)

2. Experiment with particular language features drawn from different types of texts, including combinations of language and visual choices to create new texts (ACELT1768)

Literacy

Texts in context

1. Analyse and explain how language has evolved over time and how technology and the media have influenced language use and forms of communication (ACELY1729)

Interacting with others

1. Interpret the stated and implied meanings in spoken texts, and use evidence to support or challenge different perspectives (ACELY1730)

2. Use interaction skills for identified purposes, using voice and language conventions to suit different situations, selecting vocabulary, modulating voice and using elements such as music, images and sound for specific effects (ACELY1808)

3. Plan, rehearse and deliver presentations, selecting and sequencing appropriate content, including multimodal elements, to reflect a diversity of viewpoints (ACELY1731)

Interpreting, analysing, evaluating

1. Analyse and evaluate the ways that text structures and language features vary according to the purpose of the text and the ways that referenced sources add authority to a text (ACELY1732)

2. Apply increasing knowledge of vocabulary, text structures and language features to understand the content of texts (ACELY1733)

3. Use comprehension strategies to interpret and evaluate texts by reflecting on the validity of content and the credibility of sources, including finding evidence in the text for the author’s point of view (ACELY1734)

4. Explore and explain the ways authors combine different modes and media in creating texts, and the impact of these choices on the viewer/listener (ACELY1735)

Creating texts

1. Create imaginative, informative and persuasive texts that raise issues, report events and advance opinions, using deliberate language and textual choices, and including digital elements as appropriate (ACELY1736)

2. Experiment with text structures and language features to refine and clarify ideas to improve the effectiveness of students’ own texts (ACELY1810)

3. Use a range of software, including word processing programs, to create, edit and publish texts imaginatively (ACELY1738)

Understandings: Students will understand that . . . What is your general interpretation of the Broad Statements above?

Using a staged approach to writing, practicing normalisation and building writing abilities, students develop the skills necessary to select the most appropriate language and text structure in order to achieve a desired objective and reach a given audience. Using correct grammar, vocabulary and structural linkage, in and online platform designed for the classroom, students can create either an imaginative or a persuasive text blending their skills and influencing their reader in an appropriate way.

Students also develop higher order thinking skills, creative skills and analytical skills as a consequence of completing this course.

If you were asked to briefly describe to a parent what you wanted the students to get out of this unit, what would you say?

As computers become more and more important in our lives and in the education of students, it then becomes vital to use them well. This is more then just being able to use Facebook, but the ability to be comfortable online, use online tools and communicate with others in a way that ensures understanding and action.

Student example – a student may want to convince their friends to go on a holiday with them….therefore it is necessary to be able to provide a reasonable argument to convince their friend to do something.

Leaving School example - As students leave school, finding the correct words and putting them together well is vitally necessary, when going to university or in applying for a job. This is why we focus in the first instance on building writing skills and then ultimately combining this knowledge giving students the ability to write well.

At the end of the unit I would like for students to not only have a better understanding of the way in which to structure their work, incorporating the skills that they have learnt, but feel confident to use these writing skills beyond the school environment.

Specific Learning Outcome Statements(List at least 6 good examples – you don’t need to include every statement)

Students will be able to:

Given independent ideas in sentence form, students will be able to use the process of normalisation and correct grammar selection to form a single complex sentence providing a solid foundation for their later writing tasks. Students must be able to comprehend and understand the sentence patterns created and use them by substituting in different words. (Bloom, 1956)

After reading a text where an idea that is repeated using the same words, students will be able to delete or modify unnecessary words (ellipses) to make their writing stronger.

Students will be able to respond to a given task in either persuasive or narrative writing style, analyse (Bloom, 1956) who their target reader is, and gently massage their wording to reach their desired audience - Taking a piece of narrative writing and editing the work so that it is suitable to a different audience- Describing small objects using all the cognitive senses- Take a position and persuade an audience to agree with your point of view given a controversial topic. Evaluate two sides of an argument and formulate an opinion and make recommendation to their target audience (Bloom, 1956). - Persuade the teacher to give you a grade that is appropriate to the amount of work you have put in during the semester

Students will use appropriate linking words (lexical cohesion) to join their ideas together, and provide flow to their text structure. Comprehending and understanding how linking words create flow and make a writing stronger (Bloom, 1956)

Remember (Bloom, 1956) and choose the correct text structure given a piece of stimulus material. Analyse and discuss who their target audience is (Bloom, 1956). Identify with the needs and

interests of their audience, and take this into consideration when writing.

Through what summative authentic assessment tasks will students demonstrate the desired understandings?

Identify the assessment tool /s you will use (eg portfolio, oral presentation, research assignment, role-play, news paper article, construction, exam ...)

2a Assessment tools to be used - Summative

End of term examination Students will also be given a summative assessment that includes a list of questions focusing on the

individual skills that the students have acquired over the semester. Each skill will have a clear example of what is required and students can respond in short answer form to the questions provided.

Portfolio Students will submit a portfolio of their best work for assessment at the end of the semester, that will

demonstrate their understanding of what they have learnt throughout the semester.

2b Assessment tools to be used - Formative assessment

Spelling tests Spelling tests by their very nature are purely to expand vocabulary and enhance memory retention,

however they also push students outside their comfort zones and give them alternative vocabulary to words that they already know. They are also required to answer in sentence form, providing immediate application of the new word.

Finding alternative words tests Given 10 new words at the beginning of class, students must be able to use the online thesaurus. On the

face of it, this also expands vocabulary, however this is also testing and teaching both computer and online literacy.

Finding the meaning or words tests Being able to look up a dictionary to understand stimulus material is also an important aspect of

learning to write well. This skill complements reading tasks, in so far that students can comprehend and understand material received.

Translate the given words tests Teaching many students where English is a second language, it is necessary to ensure that students are

comfortable using the available online translation tools that are available on the web.

In Class writing tasks Each in class writing task will receive a small weighting to encourage completion. These tasks have

been detailed in the learning outcomes above.

Through what formative assessment tasks will students receive feedback to highlight what they have learnt and how they can improve their future performance?

Student Feedback Given through - Formative feedback

The formative assessment provides important information to the teacher to ensure that students are understanding the skills necessary for them to be successful in the subject as well as allowing the students to improve their understanding. The in-class writing tasks will receive feedback and must subsequently be reworked, then the students have to opportunity to submit it as part of their summative portfolio submission.

Each class writing task will carry weighting, to motive the students, however the weighting will be small in comparison to the summative assessment as this section of the course is purely designed to

instil skills within the students.

As a way to increase student vocabulary, students will also be given an opportunity once a week to check their spelling skills, dictionary look up skills, translation application skills and thesaurus usage skills focusing on new words that can benefit students writing and encouraging them to use these tools independently of the teacher. The weekly assessment of how well the students are becoming comfortable with their online tools also carries minimal weight as it is designed to ensure completion, student understanding and provide feedback to the teacher.

For the in-class writing assignments students will also be encouraged to read and comment on what their classmates have written at the end of every class, for motivation, feedback and learning.

As the students implements the writing skill that is being learnt, mirroring a given example, the teacher wanders around the classroom offering advice and feedback, challenging the students using synthesis (Bloom, 1956).

Because all of the computers can also be monitored centrally by the teacher, it is also possible to highlight areas where individual students are doing exceptionally well to the rest of the class. Should there be also be an area of weakness where several students are struggling, additional instruction can be given to the class as a whole by the teacher.

At the completion of each full writing task, the teacher will log into each student’s page and give them more detailed feedback, highlighting areas that need correction and making suggestions to improve their work. Students in turn action this feedback in order for the task to be complete.

Student Feedback Given through - Summative feedback

A final portfolio will be prepared for summative assessment. Students can put forward their best work after receiving teacher feedback, peer feedback, and has ultimately been reworked. I substantiate this by citing the article ‘Inside the Black Box’ that we were given as part of our reading. This article highlights three clear problems that I feel for the most part are overcome when the nature of the feedback given to students is given to help students improve rather than the recording of a milestone.

End of term examinationStudents will also be given a summative assessment that includes a list of questions focusing on the individual skills that the students have acquired over the semester. Each skill will have a clear example of what is required and students can respond in short answer form to the questions provided.

Stage 3 – The Learning Plan

Identification of activities that scaffold the authentic assessment strategy.

Activities Brainstorming Explanation of the criteria Spelling tests Looking up Thesaurus Looking up translation applications Combining sentences Interpreting questions Identifying audience Listening to feedback and acting on recommendations Create exciting starts to both persuasive and narrative writing Structure narrative writing well Find a newspaper article or a movie that has the same pattern as a narrative story graph

Describe actions Use metaphors to describe something Structure persuasive writing well Given a piece of writing highlight the linking words Use appropriate linking words Describe a small object using all the cognitive senses Edit a piece of writing for a different audience Writing strong conclusions Online platform familiarity Online application familiarity Using ellipses Normalisation Edit work, deleting the boring bits

Hidden Skills that the students require to do well in this course.

Online Platform

Platform - As the entire writing course has been developed using an online platform students are familiar with the way in which they are to submit examples of their best work as part of a portfolio. This skill had been developed over the course of the semester and something that the students are all comfortable with.

Online Tools – Students must become familiar with and confidently use online dictionaries, online thesaurus and online translation programs as part of their writing. By becoming comfortable with these tools and using dissimilar words in their writing the students will also be expanding their vocabulary.

Time

Teaching students to use their time well, given a written test at the end of the semester is a skill less obvious in nature. To this end, students are not required to write an entire essay response to stimulus, but to provide short responses to stimulus material which clearly demonstrates individual skills acquired. Of more concern, is making sure the students complete all in class assignments. For this to occur, clear deadlines are placed at the top of each assessment piece.

Reading

Reading is a skill that we take for granted, but for many students, this is a difficult task. The teacher must therefore be careful to go through each writing task to ensure understanding, as reading is a secondary, but necessary skill needed for the successful completion of this course. The teacher must ask the students questions about the reading to ensure understanding. If a apparent weakness arises, then corrective action can be taken.

Grammar

While grammar is not formally part of the teaching component in this course, it goes towards the overall presentation of the students work and is a skill that must be watched in order for the successful completion of this course.

Listening for Understanding

Listening is another skill that does not come naturally to many students, and some may struggle. As the class in this case study has English as a second language, it is of vital importance that this is monitored constantly by the teacher to ensure that no student is left behind.

Educational Justification

Discuss the validity of the Assessment strategy

While no assessment can be completely valid, the above assessment tasks endeavour to focus only on those skills that the students have practiced and learnt throughout the semester. If over the course of the formative assessment period the teacher identifies any student that is struggling in terms of computer skills, reading skills, grammar skills, time management skills or in some other area that constitutes a teaching episode, then corrective action can be made to the teaching or extra attention can be given to the individual student of concern so that students can have more time to practice or a weakness is overcome.

Validity of assessment is the degree to which an assessment actually measures what it is intended to measure. Kellough (2011). Crooks, (2001) adds to this, stating that “for formative assessment to be valid it must lead to further learning. The validity argument is therefore about the consequences of assessment”

Crooks (2001) goes on to site several key factors that influence the validity of assessment below. A teacher must be aware of these factors when wishing to ensure that their assessment tasks are as valid as possible.

Affective Factors

Motivation

Both the teacher and the student need to be devoted to learning and want to improve. Formative assessments play a big role in monitoring student motivations throughout a unit of work and must be closely watched by the teacher. Making sure that this motivation is present goes a long way to ensuring that the assessment instrument measures a student’s true understanding.

Trust

The environment that the teacher creates within the classroom is also vitally important to ensure the validity of assessments. A teacher must be encouraging, constructive and sensitive to a student's feelings. This will have a flow on effect to the ways in which students in the classroom treat each other. That is, freely giving help and support to each other for the improvement of learning. And finally fostering a classroom, whereby students feel safe and comfortable to admit difficulties and uncertainties.

Task Factors

Knowledge

Teacher understands the key aspects and difficulties that the task will deliver to the students in his/her classroom. A teacher who is out of touch can make the mistake of speaking over the heads of his students and thereby creating validity issues. Each of the tasks outlined above therefore has been created in simple English that the grade 8 students in my target classroom can understand.

Criteria

The criteria for the assessment tasks above, clearly identifies the skills sought by the assessment and it is written at a level of comprehension that the students will understand. Students should understand clearly what is needed as the teacher will also set aside time to explain and talk about this section of the unit at the outset of the course.

Standards

The teacher sets standards that are appropriate to students. Through descriptions and examples, the standards are explained and students understand these standards. The rubric created for this project uses simple language that clearly outlines the teacher’s expectations for the writing task and how it will be graded.

Structural Factors

Connections

Subsequent tasks can benefit from the formative assessment is true in this case, as students are able to use the feedback that they receive to improve their writing, ensure that they introduce some of the writing techniques learnt and improve as a consequence of working through the process.

Purposes

Process Factors

Self-assessment

Formative feedback given by the teacher in the form of questions (Bloom, 1956), while the students are in the middle of their allocated task helps students to develop self-assessment skills and they are able to take increasing responsibility towards their own learning.

Peer involvement

Because the online platform allows for students to read each others work throughout the writing process, they can learn from each other and improve as a consequence.

Monitoring

Using this platform, not only writing teachers can monitor student progress, but teachers in other areas of the school can also see how a student is progressing. This works exceptionally well, especially when another teacher can work in conjunction with the form teacher to offer feedback, motivation and support to any students that may require it.

Timing

Feedback is given at times when student is most receptive to it and they as a result can take immediate corrective action. This also works well, to heighten a student’s time management skills.

Balance

Formative feedback can also highlight strengths as well as weaknesses. Giving students two to three positive points and one area that they can work on, allows them to grow, and keeps them motivated.

RubricIn order for a rubric to be valid, the criteria need to be clearly defined Valid Assessment (2012). The attached rubric and task sheet clearly outlines what the student needs to do in order to understand and implement the skills learned in this unit of work as well as being in language appropriate to the age and the level of the student.

Planning

Students must also be able to clearly see and understand what thinking skills and abilities are to be gleaned from the unit at the initial stages of the course. Valid Assessment (2012). For this reason this task has been outlined as one of the learning activities in the learning plan.

Relevance

Topics have also been carefully selected to make them interesting and relevant to the students. This should ensure that each student engages with the material. Valid Assessment (2012).

Measurement

The measurement outlined in the rubric, clearly focuses only on those skills that are the subject of the unit, to ensure that it is these skills that are learnt by the students, and it is these skills that are measured at assessment time Atherton (2011).

Discuss the Reliability of the Assessment strategy

According to the QCA reliability is 'the extent to which assessment results are an accurate measurement of the candidate's demonstration of the abilities specified by the assessment criteria' Assessment and Reliability (2010). Kellough (2011) adds the element of consistency to this, stating that for assessment to be reliable, it must accurately and consistently measure that to which it has been tasked to do. In other words, the reliability of an assessment task is determined by its ability to show a consistent grade across evaluators over an extended period of time.

With the overriding goal of creating accuracy and consistency across teachers that may use this rubric for the outlined assessment task, it has been constructed to simplify this process as much as possible. Not only is each category clearly defined and independent, but it also has a guide marking scheme to assist any teacher that has to step into this role. It is also guided by the reporting standards outlined by the Queensland Studies Authority (2012).

According to the Assessment and Reliability (2010) website, for an assessment to be truly reliable, it must also maintain its consistency over time. What is an A grade student now, must line up with students taking the same assessment in five years from now. As the Assessment in this instance is integrating technology, it would be necessary to revisit both the task sheet and rubric over time for those areas in which technology is integrated into the unit of work.

A careful eye must also be maintained on the specifications as outline by the Australian Curriculum Authority because these too have a tendency to change over time, with changes in government, policy and knowledge become apparent.

What Is Authentic Assessment?

Authentic assessment on the one hand can mean creating reading and writing tasks that resemble what is actually needed in the real world and in school. It aims to assess many different kinds of literacy abilities in contexts that closely resemble actual situations in which those abilities are used. What is Authentic Assessment (1997). Kellough (2011) adds to this, saying that procedures must be compatible with both the instructional objectives and the curriculum standards. Highlighting the curriculum standards that are to be achieved in this course, specific learning outcomes have been detailed and the attached rubric and task sheet have a clear focus on aligning procedures, standards and objectives and also creating practical skills that the students and use now and into the future. They match the students current level of development and also provide additional challenge for the students growing into the future.

For the creative writing assessment, the task given is in assignment form rather than a test form as there are too many variables that can upset and in interfere with the task maintaining authenticity, because as Kellough (2011) points out, it can be extremely difficult to actually measure language skills.

Explain how the Assessment strategy could be modified with reference to flexibility catering for diverse learners

One of the goals of formative assessment is to monitor. With this monitoring, there is also a responsibility to students in a teacher’s care, to be able to monitor the assessment tasks and make corrective changes where required.

As the class in question has English as a second language, it is clear I must be prepared to make some changes to the assessment where skills such as reading become a constraint to assessing the assessable skills acquired by the students. This could include extra time, discussing the question with the students before they commence writing, the addition of graphics and pictures, emphasise the most important areas of focus before the students start work, ask the class to express their understanding before they commence the writing task.

Should the skill impediment be keyboard skills, they as well as additional time there is also the possibility of allowing another student to assist in this area.

If the difficulty is physical, then the student could also submit a recorded presentation of their essay.

In the instance that the shortfall in skill set in the area of listening, then the teacher must also provide tasks in written format and reference points that the students can use in order to ensure that the formative assessment is valid and reliable.

While not every eventuality can be planned for in advance, being flexible as a teacher is probably the most important quality, as well as maintaining an open dialogue with both the student and the student’s carers.

Interpretative discussion

Highlight the need for collaboration / with who / and the relevant outcomes for the learners

Student to Student CollaborationAs the students are conducting the assessable task as part of an e-Portfolio, where they have the opportunity to see and review the work of their classmates there is increased opportunity to provide reflective thinking, critical thinking, evaluation skills and thoughtful responses (Stevenson, 2006). This e-learning platform (wiki) model allows for online collaboration in the learning process in an environment that allows students to learn from and encourage one another and as a result, growing together.

Within the assessable task being discussed and all the other assessable tasks being discussed within the unit, students are encouraged by the teacher to read each other’s work, leave comments and offer constructive feedback. This has resulted in an expediential amount of growth in not only the assessable tasks but in the hidden skills buried within the unit.

Students can see how their classmates interpret stimulus material, the style of sentence patterns used and their level of advancement in terms of completing a written task. Peer assessment offers opportunity for the students to develop as reflective learners building a base of knowledge as they read and offer feedback to their classmates (Stevenson, 2006).

Facilitating this process of peer review, the instructor also plays an essential role within the classroom. He/She must provide clear objectives, criteria, modelling, monitoring and feedback (Stevenson, 2006). This ties in well with the unit under discussion, as the teacher uses the Australian curriculum to provide the students with modelling, criteria, and objectives, helping them to grow as a consequence.

Teacher to Teacher Collaboration

DefinitionA definition of collaboration that offers meaning for the writer of this paper was offered up by education.com (2006). This website defines collaboration as “An interactive process that enables teachers with diverse expertise to work together as equals and engage in shared decision making toward mutually defined goals”.

Within the same subject area at the same schoolWhile the argument for teacher to teacher collaboration can be obvious in so far as two minds are always better than one and ensuring a common set of assessable tasks and thinking style, some forms of collaboration are not so obvious. Knowledge of the students, individual interactions with the students and teaching styles are also areas that can be discussed amongst teachers as they work together for the betterment of the students in their charge.

Across Different Subject AreasDifferent subjects have different curriculum requirements, employ different teaching techniques and seek to develop divergent skill sets for the most part. However there are also areas where subjects cross over. Having a knowledge of what other teachers are doing in their classrooms can benefit teachers when they develop their unit plans and assessment tasks. Being aware of how other teachers assess and the lengths that they are go to in order to prepare their students to tackle these tasks is also vitally important.

Across different schoolsWith advancements in technology and the internet, schools are starting to work more collaboratively, sharing ideas, knowledge and learning. This has never been more true in Australia as schools now work to a common set of standards and a common set of curriculum. Given that schools are now all moving in the same direction there is an increasing opportunity for more collaborative websites to emerge and social forums that are allow schools to work together more closely.

Creating Collaboration with RubricsRubrics, well designed lesson plans and well though out assessment tasks allow for collaboration with other teachers, with the overriding goal of providing the student with better opportunities to learn and develop more quickly as a result. If a teacher is away for example, another teacher can step in, ultimately grading and assessing student work n a similar style to the teacher that created the rubric in the first place.

Teacher Parent Collaboration A child's education can be greatly enhanced by their parents' involvement in the classroom and at home Teacher Parent Collaboration. (2000). Tapping in to the support of parents will enable you to teach more effectively. When parents are clear about the learning objectives and know how they can complement the teaching of their child in the classroom because of open dialogue with the teacher, where possible, they do engage. While this is not true for all parents and some parents can be limited in what they can contribute, involving the parents at the very least can help the students in terms of motivation.

Benefits of Teacher CollaborationTeachers who work together see substantial improvements in student achievement, behaviour, and attitude (Teacher Collaboration in Secondary Schools, 1993). Teacher increase sills in students, eliminate bad classroom behaviour problems and can work together to ensure curriculum, testing, and placement procedures are produced seamlessly. In schools where teachers work collaboratively, students can sense the program coherence and a consistency of expectations, which may explain the improved behaviour and achievement (Teacher Collaboration in Secondary Schools, 1993).

How does collaboration reflect the principles of social justice and inclusivity

“Inclusive education in Education Queensland:

• fosters a learning community that questions disadvantage and challenges social injustice • maximises the educational and social outcomes of all students through the identification and reduction of barriers to learning, especially for those who are vulnerable to marginalisation and exclusion • ensures all students understand and value diversity so that they have the knowledge and skills for positive participation in a just, equitable and democratic global society (Brennan, 2005). ”

Schools must today be supportive and engaging places for all students, teachers and caregivers. Diversity within students must be recognised and be get supported by respectful relationships between learners, teachers and caregivers (Brennan, 2005). This environment helps students learn, respect and value difference in others. When this behaviour is modelled in the actions of teachers, support staff and care givers it is carried over to the students as a natural consequence. Social justice is very similar and can be defined as society treating everyone equally well (Novak, 2000). If all teachers collaborate to instil societies expectations into the students, then these values are going to be more readily accepted and it creates a far better learning environment as a result.

Looking at Middleton School in the UK as a case study, it is clear that this school is succeeding academically as a result of teachers, school management all working collaboratively to create an inclusive learning environment for the students. As a united front they do the following –

Create consistent student routines, these routines are the same across all teachers Quality Teaching and Learning – students are constantly assessed so that they are streamed correctly. If

a student is in the wrong class for his/her skill level, then they are moved. Students are told of their levels constantly and are also told how they can improve on these levels;

Informal monitoring of other teachers – being able to sit in on another teachers class, with the goal of learning and development;

Effective leadership at all levels – they show the students that skills can be transferred from one subject to another

Supportive professional development – Using the skills of teachers in the school to train other teachers Inclusive pastoral care – Allows teachers to get to know students very well and students to teach other

students; Work with the Parent and Students – Teachers react to the feedback received from the parents and the

students; Interventions for those students having behavioural difficulties – this can include after school programs,

how to build and maintain friendships and how to participate in fun activities;

Succeeding Against the Odds – Middleton Technology School. (2012)

Working in a collaborative way on the principles of social justice and inclusivity creates expectations of the students from a unified front. Teacher, students, teacher assistants, support staff, care givers and parents are all moving in the same direction. Students are receiving better educations as a result and a more harmonious environment is created.

References

Kappan P.D. (2004). Working Inside the Black Box. Retrieved April 29, 2012, from website

http://sasphhs.pennhillswiki.com/file/view/Article+BlackWrkBlBox.pdf

Australian Curriculum Assessment and Reporting Authority . (2012). English Curriculum Foundation to Year 10. Retrieved from http://www.australiancurriculum.edu.au/English/Curriculum/F-10 May 6th, 2012.

      

Bloom, (1956). Blooms Taxonomy. Retrieved from website Government of South Australia http://www.decd.sa.gov.au/assessment/pages/assessmentstrategies/taxonomy/?reFlag=1 May 6th, 2012.

Crooks, T (2001) The Validity of Formative Assessments,. Retrieved from website Education-Line

http://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/activity5_1a.pdf May 7th 2012

The Office of Learning and Assessment (2012) : "Valid Assessment".  Department of Education Victoria. Retrieved from website

http://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/activity5_1a.pdf May 8th 2012

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Task

Year 8 – English

Strand – Creative writing (narrative style)

Due date –

Grade – 30% of overall grade

Your task is to write a narrative story using one of the ideas below to inspire you. Change the title to something that has meaning for you. The person who will read your story is a 13 year old student from Australia.

Comfort Zone 5 Seconds to go Impossible A Bad Dream

You will be assessed on

Your ability to reach your audience Use both long and short sentences throughout your essay Use 1-2 metaphors only Use ellipses in your writing Describe using the 5 senses Use a narrative structure for your writing Create an exciting start Finish your story well Grammatically correct Use new vocabulary (look on the Internet)

The teacher would like to see the following in your writing -

A strong introduction, Two body paragraphs A powerful conclusion to leave the reader feeling satisfied. Word length 500 words

-

Weighting A B C D Eguide 30 24 18 12 6Writing Techniques

30% - Very high level of knowledge and understandingUsed 1-2 metaphors-Used Ellipses-Both long and short sentences are used-Create flow by using different words to describe the same person or object

- High level of knowledge and understanding-Excessive use of metaphors, but student clearly understands them.- Attempt made at ellipses- long and short sentences in most paragraphs- work flowed well

- Sound level of understandingNo metaphors used-Attempt at ellipsesSome long and short sentences-Work flowed from one paragraph to another

- Limited level of understanding- No metaphors used-No ellipses used- Only used short sentences or only used long sentences- limited flow between paragraphs

- Very limited level of understanding- Student needs to review Metaphors;Ellipses;Sentence; structure; and How to make paragraphs flow

guide 10 8 6 4 2Audience 10% Story is appropriate to

target audience.Level of wording is appropriate for your target audience (13 year old Student)

A 13 year old student will understand what you have written.

Unable to reach target audience, but thought has gone into trying to make the story suitable for young students

The story was not appropriate to the target audience.

No thought was given to who the target audience is.

guide 20 16 12 8 4Structure 20% Create an exciting

start, good transitions between paragraphs and a well thought out conclusion.

Introduction, conclusion and paragraphs are clearly defined. Conclusion links back to the introduction.

A reasonable attempt has been made at the structure of the essay, and the student will improve with practice.

The paragraphs moved in different directions, and the reader ended up getting lost.

Student needs further lessons in how to construct a narrative essay

guide 20 16 12 8 4Describe using 20% 4-5 senses (sight, 3 senses are used 1-2 senses are Only one sense Your story did

the 5 senses sound, smell, touch and taste) are used to create powerful writing, describing both people and scenes

to describe elements in your essay

used to describe elements in your story

was used to describe something in your story

not uses the senses of sight, sound, smell, touch and taste to describe people or scenes

guide 10 8 6 4 2Vocabulary 10% Used thesaurus,

dictionary and the Internet to find new vocabulary, adding power throughout your essay on 9 or more occasions

New words were used to describe on more than 6- 8 occasions

New words were used to describe on more than 3- 5 occasions

One – two new words were used in essay

No new words where used in the creation of this essay

guide 10 8 6 4 2Grammar 10 Excellent grammar

with no mistakesOne – two grammar mistakes

Three – five grammar mistakes

More then six grammar mistakes

Essay was unreadable due to grammar mistakes

Several criteria included here from the reporting Standards of the Queensland Studies Authority (2012)

Grade