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Contemporary Teacher Leadership – Assignment One Ashlea Dale - 18216295
1
Contemporary Teacher Leadership
Assignment 1
Professional evaluation and redesign of a learning program
Abstract
This document provides an outline to the redevelopment of the Stage 5 English unit
titled “Poetry and Pictures,” as utilized in a mixed-ability year 9 class in term 2, 2017 by
Nepean Creative and Performing Arts High School. Nepean CAPA High School a
coeducational public high school with both a general cohort and a cohort of selective
students who specialize in the creative and performing arts. The amendments to this
program provide improvements to support literacy, numeracy, and personal & social
capabilities. By using the principles of Understanding by Design and backwards
mapping, this unit has been reshaped to ensure that students are provided with
cohesive and logically sequenced learning activities, that allow students to develop
higher-order skills within this engaging and challenging unit.
I will be teaching this redeveloped unit in my first full-time block of teaching as a
graduate teacher in term 2 of this year. As such, this report is an authentic example of
my professional development in the area of contemporary teacher leadership. By
engaging in the professional task of improving a preexisting unit to better meet student
outcomes, I am working towards personal and professional improvement as an
emerging teacher leader.
Contemporary Teacher Leadership – Assignment One Ashlea Dale - 18216295
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Table of contents
Introduction and background information ……………………………………………….2
Context …………………………………………………………………………………..3
Objectives ……………………………………………………………………………….3
Comparative table of program alterations ………………………………………………. 5
Report of recommendations ………………………………………………………………11
Coherence of program design ……………………………………………………….12
Developing literacy ……………..……………………………………………………..13
Developing numeracy ……………………………………………………………….. 15
Developing personal and social capabilities ………………………………..…….. 16
Enhancing creative engagement ……………………………………………………17
Redesigned program documentation ……………………………………………………19
Scope and sequence …………………………………………………………………19
Assessment task …………………………………………………………………….. 21
Concept map …………………………………………………………………………. 23
Unit outline ……………………………………………………………………………. 24
Appendices ………………………………………………………………………………...…36
Original unit outline ………………………………………………………………...…36
References ………………………………………………………………………….....45
Contemporary Teacher Leadership – Assignment One Ashlea Dale - 18216295
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Introduction and background information
Context
This report has been produced for presentation to the Nepean Creative and Performing
Arts High School English faculty. Nepean CAPA High School is a coeducational public high
school at the foot of the Blue Mountains in Western Sydney. The school commenced a creative
and performing arts specialist program in 2010, and since then has been home to both a
mainstream cohort and a cohort of selective students who specialize in a variety of creative and
performing arts. Given the prevalence of gifted and talented arts students in the school, the
vast majority of classes are comprised of a mixed ability cohort, with great variance in academic
ability and students’ personal & social capabilities. Students in year 9 at Nepean CAPA High
have historically ranked slightly below the national average in the numeracy, reading, writing,
and language conventions NAPLAN tests (ACARA, 2017).
The aim of this report is to provide recommendations for improvement of the stage 4
English unit titled ‘Poetry and Pictures,’ which is to be undertaken by Year 9 students in term 2
of 2018. The recommendations provided will enable the English faculty to redesign the unit to
better meet the needs of the mixed ability cohort in developing literacy, numeracy, and personal
& social capbilties, and to provide greater opportunities for engagement to suit the strengths and
needs of students who are gifted and talented in creative and performing arts.
Objectives
The recommended changes made to this unit of work were undertaken to meet specific
goals in literacy, numeracy, and personal & social capabilities, in alignment with the respective
ACARA learning continuums (2012a; 2012b; 2012c). This redesign has been undertaken using
this guiding documentation under the framework of Understanding by Design (Wiggins &
McTighe, 2005), to provide a cohesive and logical inquiry-based learning program. Moreover,
the unit was redesigned to better align with the principles of Universal Design for Learning, to
provide greater means of representation, expression and engagement, thereby aligning with the
needs and preferences of the diverse mixed-ability cohort (Rose, Meyer, Strangman, & Rappolt,
2002).
Contemporary Teacher Leadership – Assignment One Ashlea Dale - 18216295
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The key objectives of the program redesign are as follows:
1. Improve students’ literacy engagement, particularly in students’ ability to:
• Interpret and analyse learning area texts;
• Compose spoken, written, visual and multimodal learning area texts; and
• Understand how visual elements create meaning (ACARA, 2012a, p. 1-6).
2. Improve students’ numeracy engagement, particularly in students’ ability to:
• Interpret maps and diagrams; and
• Interpret data displays (ACARA, 2012b, p. 2-3).
3. Promote students’ personal and social capabilities to:
• Work collaboratively;
• Develop self-discipline and set goals; and
• Work independently and show initiative (ACARA, 2012c, p. 2-4).
4. Provide flexibility and diversity in students’ representation, expression, and engagement under
the principles of Universal Design for Learning (Rose et al., 2002), particularly to meet the
needs and align with the strengths student cohort who are gifted and talented in creative and
performing arts (NSW DET, 2004).
Contemporary Teacher Leadership – Assignment One Ashlea Dale - 18216295
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Comparative table of program alterations
AREA OF CONCERN
IN ORIGINAL UNIT
ALTERATIONS MADE
IN UNIT REDESIGN
EVIDENCE-BASED RESEARCH
SUPPORTING CHANGES
PR
OG
RA
M C
OH
ER
EN
CE
Professional documentation
The unit is lacking key mandatory
documentation, as only a unit outline
was provided. The program is
missing a scope and sequence,
concept map, and an assessment
task, all of which are compulsory
resources in planning and executing
an effective unit.
The reconstructed unit of work
includes all professional
documentation required of a
complete unit of work, including
each of the following:
• Scope and sequence
• Concept map
• Reconstructed unit outline
• Assessment task description
and detailed marking rubric
• This alteration aligns with the principles of Understanding by Design (Wiggins & McTighe, 2005), which dictate that unit planning must be undertaken with a clear vision of where students are heading (through the assessment), then backwards mapped to ensure that a logical progression of learning activities. The inclusion of these documents therefore provided the foundation for all other alterations in the unit.
• The inclusion of this guiding documentation is vital in the planning of English units (Dixon, Gold, & Yager, 2013) as this provides clarity to teachers to engage in efficient planning and preparation of learning programs.
• The adjustments made to the unit layout, and the more prescriptive descriptions of texts and learning activities, promote greater clarity and consistency across the faculty. These changes reflect the professionalism required by teachers, and aligns with the principles of AITSL substandard 3.2, which outlines the need for teachers to plan “well-structured teaching programs” (2011, p. 12).
Program clarity
The unit is not set out in a logical,
sequential fashion, and the layout is
difficult to read. The teaching and
learning activities are not split into
discrete week or lesson blocks and
are not described in adequate detail.
Further, the texts are only prescribed
in some sections of the table.
The reconstructed unit of work
includes the following:
• The unit layout has been simplified and the text enlarged
• The learning activities are explained in greater detail
• The texts to be explored are specified.
Contemporary Teacher Leadership – Assignment One Ashlea Dale - 18216295
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AREA OF CONCERN
IN ORIGINAL UNIT
ALTERATIONS MADE
IN UNIT REDESIGN
EVIDENCE-BASED RESEARCH
SUPPORTING CHANGES
LIT
ER
AC
Y D
EV
EL
OP
ME
NT
Metalanguage and threshold concepts
The original program relies on student
understanding of the threshold concepts
and metalanguage of visual and poetic
analysis. However, there are limited
supports to support threshold concept
acquisition and metalanguage
understanding, which poses a
significant risk to student understanding
and achievement (Meyer & Land,
2006).
Student metalanguage and
threshold concept supports are
included in the new program.
These supports include the
provision of:
• Glossaries on visual and
poetic techniques
• Vocabulary sheets
• Concept map
• Marchand-Martella, Martella, Modderman,
Peterson, & Pan (2013) outline the need to provide
vocabulary reference aids, such as glossaries,
vocabulary sheets, and dictionary definitions, as a
key means to promote adolescent literacy. These
resources provide a strong foundation of student
understanding of threshold concepts, thereby
giving students access to higher-order thinking and
skills in English.
• These resources define the metalanguage and
threshold concepts necessary for students to
engage meaningfully in the program, which
requires a clear understanding of the language of
analysis, along with visual and poetic literacy.
Modelling and scaffolding analysis
The unit requires the development of
strong skills in analysis and critical
thinking to engage with poetry and
visual texts. However, the original unit
does not provide sufficient modelling
and scaffolding to support the
development of analysis skills.
The new program features
explicitly modelled and
scaffolded analysis practices.
Students are provided with:
• Modelled poetry analysis exemplars, including close reading and annotation, and scaffolds for poetry analysis
• Modelled, scaffolded and annotated visual analysis exemplars, and scaffolds for visual analysis.
• Abrami, Bernard, Borokhovski, Waddington, Wade,
& Persson (2015) assert that modelling and
scaffolding of analysis is a key means through
which to facilitate students’ skills in analysis and
critical thinking.
• Frey & Fisher (2013) also outline that explicit
modelling and scaffolding is necessary for the
development of student literacy through close
reading practices in English.
• By making the processes and required explicit
through modelling and scaffolding, students’ poetic
and visual literacy is supported in the new
program.
Contemporary Teacher Leadership – Assignment One Ashlea Dale - 18216295
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AREA OF CONCERN
IN ORIGINAL UNIT
ALTERATIONS MADE IN UNIT REDESIGN
EVIDENCE-BASED RESEARCH SUPPORTING CHANGES
Modelling and scaffolding of PEEL
paragraph writing
The original unit requires students to
compose PEEL paragraphs on how the
texts represent a particular perspective.
However, student literacy is assumed,
and so the original unit does not provide
literacy supports for the development of
PEEL paragraph writing.
The new program features
explicitly modelled and
scaffolded PEEL paragraph
practices.
Students are provided with:
• Modelled PEEL paragraphs • PEEL paragraph
development scaffolds • Opportunities to self-assess
their progress towards quality PEEL paragraph writing
• Research by Humphrey, Sharpe, & Cullen (2015) shows that scaffolding of PEEL paragraphs promotes student literacy skills acquisition, which leads to improved assessment outcomes and NAPLAN scores.
• The modelling and scaffolding of the PEEL paragraphs in the new unit promotes higher quality paragraph writing by making the expectations for the PEEL paragraphs explicit.
• This approach facilitates the gradually release responsibility from the teacher to the students, therefore supporting students to work towards higher quality independent PEEL paragraph writing.
Contemporary Teacher Leadership – Assignment One Ashlea Dale - 18216295
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NU
ME
RA
CY
DE
VE
LO
PM
EN
T
AREA OF CONCERN
IN ORIGINAL UNIT
ALTERATIONS MADE
IN UNIT REDESIGN
EVIDENCE-BASED RESEARCH
SUPPORTING CHANGES
Lack of numeracy
supports
The unit does not
include any specific
resources or strategies
for numeracy
development.
The revised unit includes specific numeracy
supports to promote student understanding
of the unit content. Students are both
provided with pre-made graphic organisers
(such as the concept map) to clarify
understanding, and engage in creating their
own graphic organisers.
Venn diagrams are used to:
• Map the similarities between the different
text types
• Explore the connections between specific
texts
• Reflect on the interrelationship of the written
and visual modes
Word webs are used to:
• Revise and review concepts
• Represent perspectives in texts
• Scaffold poetic construction, and
• Make connections between texts and
personal experiences.
• Graphic organisers are an important numeracy strategy that is strongly linked to higher quality learning (Radix & Abdool, 2013).
• Specifically in English lessons, graphic organisers provide concrete means through which to express learning and make connections (Cochrane, 2010).
• By embedding both the provision of graphic organisers as a student resource, and the creation of graphic organisers as a learning activity, the redesigned unit simultaneously promotes students’ numeracy skills and facilitates deeper student understanding and engagement with the unit.
Contemporary Teacher Leadership – Assignment One Ashlea Dale - 18216295
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PE
RS
ON
AL
AN
D S
OC
IAL
CA
PA
BIL
ITIE
S
AREA OF CONCERN
IN ORIGINAL UNIT
ALTERATIONS MADE
IN UNIT REDESIGN
EVIDENCE-BASED RESEARCH
SUPPORTING CHANGES
Student collaboration
Student collaboration is a
key personal and social
capability. However, the
collaborative activities
included in the original unit
lack the depth and
significance in the way that
they are framed and
structured, resulting in a
lack of meaningful student
collaboration.
The revised unit emphasises the importance
of meaningful student collaborative practices,
in which students take on the responsibility of
contributing quality content and perspectives
as members of a learning community.
• Students work in small groups to develop
their skills in textual deconstruction and
analysis.
• Small group peer-teaching of poetry and
visual analysis mini-lessons.
• Peer assessment activities from original
unit are restructured to ensure meaningful
collaboration.
• As argued by Muijs & Reynolds (2017),
collaborative learning promotes students’
personal responsibility as responsive
members of their learning community.
• Collaboration in small-group analysis is a
meaningful way to promote analytical literacy
(Bean, 2011), and the peer-teaching practices
allow students to take on the responsibility of
learning with and from one another (Boud,
Cohen, & Sampson, 2014).
• Further, collaboration through small-group
analysis activities allow students to develop
skills in “critical inquiry” which are key in this
inquiry-based unit (Boud et al., 2014
Self-management and reflection
summative assessment included
this unit is quite complex, taking
considerable time for students to
prepare, revise, and polish during
class. However, the original unit
provides little support for student
self-management in this area, nor
meaningful opportunities for
reflection on their learning.
The revised unit includes the provision of
materials which promote student
reflection and self-management in the
completion of their assessment, including:
• Goal-setting scaffolds
• Assessment requirements checklists
• Assessment process flowcharts
• Self-assessment of their progress towards the assessment task (strengths, improvements, processes)
• Self-discipline and goal-setting skills are
necessary for students to become successful
learners (ACARA, 2012c).
• By including the resources and activities
which support students to examine, manage,
and reflect on their own learning processes,
students are able to make valuable
appraisals of their progress, which aligns with
best practice for student outcomes (Sadler,
2013
Contemporary Teacher Leadership – Assignment One Ashlea Dale - 18216295
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AREA OF CONCERN
IN ORIGINAL UNIT
ALTERATIONS MADE
IN UNIT REDESIGN
EVIDENCE-BASED RESEARCH
SUPPORTING CHANGES
CR
EA
TIV
E E
NG
AG
EM
EN
T
Meeting the needs of gifted
and talented students
Although there are multiple
means of representation,
expression, and
engagement in some areas
of the original program, the
options utilized do not
optimize the engagement of
the diverse the mixed-ability
cohort with a high level of
students who are gifted and
talented creative and
performing arts.
The revised unit includes expanded options for
creative engagements in the content, as
follows:
• Creative peer-teaching of mini-lessons, w
• The creative reimagining component of the
independent poetic analysis activities, in
which students have the choice of
reimagining the poem in a number of forms,
including:
o Poetry
o Narrative
o Song
o Artwork
o Spoken word performance
• Wiggins & McTighe (2005) argue that
contextual relevance is the foundation of
quality unit design.
• As such, it is vital that units are designed with
the specific school and student cohort in
mind, in order to provide opportunities that
align with the strengths and interests of the
students in the wider school context.
• These adjustments increase student
engagement by providing engaging creating
and performative modes through which to
explore the content and texts.
• These changes align with the principles of
culturally relevant pedagogy (Ladson-Billings,
1995), which suggests that aligning the
pedagogical approaches with the needs and
interests of the wider school context is a key
means through which to facilitate deep and
meaningful engagement, thus producing
better outcomes for students.
Contemporary Teacher Leadership – Assignment One Ashlea Dale - 18216295
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Report of recommendations
The ‘Poetry and Pictures’ teaching program has afforded Year 9 students with excellent
learning opportunities to engage with a variety of texts with powerful messages. It has facilitated
independent thinking and creativity, along with providing opportunities for self-expression, and
has been a unit that our students have typically reported to have enjoyed over the years.
However, it is important that we as professional teachers do not rest on our laurels, but instead
continue to push for better programs, lessons, and activities, in order to give our students the
highest quality learning experiences possible. As such, the present program redesign should be
framed as an acknowledgement of the strengths of our original program and an opportunity to
alter and hone our practices to best suit our changing student cohort.
The redesign of this unit was undertaken using the framework of Understanding by
Design, or UbD (Wiggins & McTighe, 2005), which outlines that teachers must be purposeful in
their planning to produce meaningful and effective learning programs. The unit was redesigned
by examining the skills and outcomes that we want students to develop in the unit, then creating
an assessment task that truly reflects these outcomes. From there, backwards mapping was
used to create a series of cohesive learning activities that gradually develop students’
knowledge and skills from simpler to higher-order levels. This process was used to reconstruct
the unit to embody an inquiry approach to students’ learning and promote personal & social
capabilities. Universal design for learning.
The principles of UbD also highlight the importance of considering not only the desired
outcomes as the foundation upon which to build learning programs, but also to take into
consideration the context of the learning program. As such, this redesign was completed
keeping in mind “who the learners […] are and what they will need, individually and collectively,
to reach the desired results” (Wiggins & McTighe, 2005, p. 191). In our school context, this
involved focusing on the prevalence of students who are gifted and talented in creative and
performing arts in our program design. Moreover, the unit was redesigned to mediate the
challenges to literacy and numeracy that have posed difficulties for our cohort overall.
Contemporary Teacher Leadership – Assignment One Ashlea Dale - 18216295
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Area of focus – Coherence of program design
Context
A clear, complete, and precise learning program provides the foundation upon which all quality
learning experiences are built. In contrast, an unclear or vague unit of work can make it difficult
to plan and execute quality learning activities for students, thereby complicating the process in
an already demanding role. As such, it is vital that the learning programs themselves are of a
high quality, to maximise efficiency and clarity in the teaching
Method
Improved coherence of the program design has been achieved through:
• Inclusion of more professional documentation
• Formatting improvements
• Sequencing of learning activities
• Prescription of texts
• Detailed description of activities
Justification
A key focus of the redesign was streamlining the coherence of the program. This was firstly
achieved through the inclusion of more guiding documentation. The revised program not only
includes the unit of work itself and assessment task, but also a scope and sequence and
concept map. The inclusion of this guiding documentation is vital in the planning of English units
(Dixon, Gold, & Yager, 2013) and provides the clarity that enable teachers to more efficiently
plan and prepare learning sequences. Moreover, as the visual layout of the original unit was
somewhat cluttered, the new unit has been structured to maximise focus on clarity of the
learning activities and resources. The font size was changed for ease of reading, and the table
layout was rearranged to allow for expansion on the teaching and learning activities.
The new unit is distinctly more prescriptive than the original, which very open-ended in
terms of the texts to be examined and brief in terms of the learning activities. The learning
sequences are broken into discrete week-long blocks, which allows teachers to better manage
their time in their planning and teaching of lessons. Moreover, the options of poems and picture
books to be studied are specified, and the specific learning activities to be undertaken are
Contemporary Teacher Leadership – Assignment One Ashlea Dale - 18216295
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described in more depth. Although some teachers would argue that the non-prescriptive nature
of the original unit allows for the flexibility to meet students’ needs, by providing greater
specificity in the learning activities and resources necessary, we simplify the planning process
and ensure consistency between classes in terms of content, approaches, and opportunities.
Further, although the new unit is more prescriptive, it still allows for choice and differentiation – it
simply takes the guesswork out of planning by providing a clear and precise framework within
which we can operate.
Area of focus – Developing student literacy
Context
Developing student literacy is a key general capability in the Australian Curriculum (ACARA,
2011). Nepean CAPA High School students typically perform slightly below the national
averages in the reading, writing, and language conventions NAPLAN tests, thereby indicating
that literacy development is lacking. As such, the inclusion of evidence-based literacy supports
is a key aspect of the current program redesign.
Method
Improved literacy supports have been achieved through:
• Support for acquisition of metalanguage and threshold concepts
• Explicit modelling and scaffolding of poetic and visual analysis
• Explicit modelling and scaffolding of PEEL paragraph development
Justification
A lack of understanding of metalanguage and threshold concepts poses a significant risk to
student understanding and achievement (Meyer & Land, 2006). This issue was a focus of the
redesign, as the Poetry and Pictures unit requires a clear understanding of the language of
analysis, along with visual and poetic literacy. As such, the new unit incorporates a number of
literacy supports that help with the acquisition of these language features. The provision of
glossaries and vocabulary sheet resources define the metalanguage and threshold concepts
necessary for students to engage meaningfully in the program, and the inclusion of the concept
map, which shows the explicit connections between these key concepts to promote conceptual
understanding. These supports develop students’ poetic and visual literacy, by providing an
Contemporary Teacher Leadership – Assignment One Ashlea Dale - 18216295
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explicit foundation of threshold concepts and metalanguage through which to engage in the
learning activities.
This inquiry program also requires the development of strong skills in analysis and
critical thinking. However, the original program did not provide enough supports to promote the
development of the poetic and visual literacy required. As such, the new unit includes explicit
modelling and scaffolding of the annotation and close reading practices. By using guided close
reading and annotation, then gradually removing this scaffolding to provide opportunities for
students to engage independently, students are better supported in developing the poetic and
visual literacy necessary to produce quality analysis.
This intervention is supported by the meta-analysis of Abrami, Bernard, Borokhovski,
Waddington, Wade, & Persson (2015), who found that modelling and scaffolding of analytical
skills is a key means through which to facilitate critical thinking. This intervention is specifically
supported in the context of teaching English by Frey & Fisher (2013), who argue that it is
essential to provide explicit modelling and scaffolding of close reading practices in English.
Moreover, these changes reflect the tenet of gradual release of responsibility (Fisher & Frey,
2013) as a pedagogical framework of teaching. By providing highly scaffolded support which is
gradually reduced as students progress through the unit, students are able to better build their
analytical literacy skills.
Likewise, explicit modelling and scaffolding is also incorporated to support students in
developing their skills in composing PEEL paragraphs. PEEL paragraphs provide a key means
through which to develop strong written expression, which is a key aspect of literacy
development. By explicitly modelling this form of writing, providing scaffolded activities
surrounding it, then gradually providing opportunities to analyse the texts in the PEEL structure
independently, students will develop higher quality written expression. This strategy was
implemented in alignment with the study of Humphrey, Sharpe, & Cullen (2015) who emphasise
that explicit scaffolding promotes student understanding and literacy skills acquisition, which is
also reflected in improved summative assessment outcomes and NAPLAN scores.
Contemporary Teacher Leadership – Assignment One Ashlea Dale - 18216295
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Area of focus – Developing student numeracy
Context
Developing student numeracy is another general capability in the Australian Curriculum
(ACARA, 2011). Nepean CAPA High School students typically perform close to the average
NAPLAN numeracy scores of similar schools, but slightly below the national averages. As such,
the inclusion of evidence-based numeracy strategies is another focus of the program redesign.
Method
Improved numeracy supports have been achieved through:
• The use of graphic organisers in teaching and learning activities, including:
o Venn diagrams
o Concept maps
o Word webs/brainstorming
Justification
The revised unit includes the use of graphic organisers as a key evidence-based approach to
enrich students’ understanding and engagement in the unit and, by extension, to develop their
numeracy knowledge and skills. Graphic organisers are visual knowledge representations,
which provide concrete means through which students can express ideas, map connections
between texts, and apply their knowledge in new ways. In the redesigned unit, students make
use of Venn diagrams to investigate the similarities and differences between specific texts and
modes of expression and use word webs to represent and express their understanding.
Likewise, the inclusion of the concept map allows students to conceptualise the focus of the unit
and understand the connections between the threshold concepts, while supporting students’
numeracy development.
Students’ use of pre-made graphic organisers as learning resources and the
construction of their own graphic organisers as a learning activity are linked to higher quality
learning (Radix & Abdool, 2013). Specifically in the sphere of English teaching, this intervention
is supported by the research of Cochrane (2010), who found that graphic organisers are a key
means through which to scaffold English skills development, by providing concrete means
through which to express learning and make connections.
Contemporary Teacher Leadership – Assignment One Ashlea Dale - 18216295
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Area of focus – Personal and social capabilities
Context
Student collaboration, self-management and reflection skills are all aspects of personal and
social capabilities, which is another general capability students must develop (ACARA, 2011).
Although opportunities for collaboration, self-management and reflection are included in the
original unit, particularly in the completion of the assessment task, the unit redesign aims to shift
the focus of the unit to more consistent and meaningful collaboration, self-management, and
reflection practices.
Method
• Greater consistency and emphasis on quality contributions in collaborative activities across
the unit, through:
o More small group textual deconstruction and analysis activities
o The inclusion of collaborative peer-teaching activities
o Peer assessment and feedback activities (using a peer-marking scaffold)
• Improved self-management and reflection through:
o More opportunities to reflect on learning strengths, improvements and processes
o More resources to support self-management and assessment, including:
• Self-assessment sheet
• Activity checklist
• Assessment process flowchart
Justification
As argued by Muijs & Reynolds (2017), collaborative learning activities promote students’
personal responsibility as responsive members of their learning community. These activities
require students to manage tasks, engage with opposing viewpoints, and compromise, each of
which are vital skills for everyday life. In the new unit, collaborative activities are included every
week, including peer teaching of poetic and visual technique mini-lessons, and small-group
textual analysis. The inclusion of supporting resources, such as the peer assessment sheets
and mini-lesson checklists, ensures that this collaboration results in meaningful student
development and learning. This form of small-group collaborative analysis is a meaningful way
to promote analytical literacy (Bean, 2011), and the peer-teaching practices allow students to
Contemporary Teacher Leadership – Assignment One Ashlea Dale - 18216295
17
take on the responsibility of learning with and from one another (Boud, Cohen, & Sampson,
2014). Further, collaboration through small-group analysis activities allow students to develop
skills in “critical inquiry” which are key in this inquiry-based unit (p. 8).
Like collaboration, self-discipline and goal setting skills are vital for students to
become successful learners (ACARA, 2012c). Although the original unit indicates that students
should receive support in completing the assessment, the inclusion of specific self-management
activities and resources provides a clear framework of support for students in developing the
skills necessary to prioritise their time and ensure that they have completed all components of
the assessment task to a high standard. The inclusion of these specific self-management and
reflection activities and resources aligns with the work of Sadler (2013). As argued in Sadler’s
work, by including the resources and activities which support students to examine, manage, and
reflect on their own learning processes, students are able to make valuable appraisals of their
progress, which aligns with best practice for student outcomes.
Area of focus – Creative engagement
Context
Nepean CAPA High School has a large selective cohort of students who are gifted and talented
in Creative and Performing Arts. However, the original unit design did not provide adequate
opportunities to maximise the strengths of these students in their engagement with the content
and learning activities.
Method
The engagement of students who are gifted and talented in creative and performing arts in the
unit is primarily achieved through greater student choice. Students are able to choose between
more conventional forms of expression (e.g. writing a paragraph) and more creative means of
expression (e.g. creating visual art based on the text), depending on their connection with the
text and personal experiences. The key creative and performing arts-based activities included in
the new program are as follows:
• The peer-taught mini-lesson on poetic and visual techniques, in which students use a
creative means through which to teach the class about their allocated technique, through:
Contemporary Teacher Leadership – Assignment One Ashlea Dale - 18216295
18
o Song
o Artworks, or
o Sketch
• The creative reimagining component of the independent poetic analysis activities, in which
students have the choice of reimagining the poem in a number of forms, including:
o Poetry
o Narrative
o Song
o Artwork
o Spoken word performance
Justification
As argued by Wiggins & McTighe (2005), contextual relevance is the foundation of
quality unit design. As such, it is vital that units are designed with the specific school and
student cohort in mind, in order to provide opportunities that align with the strengths and
interests of the students in the wider school context. As there are many students who are gifted
and talented in creative and performing arts at Nepean CAPA High, the adjustments to the
program were made to increase student engagement by providing engaging creating and
performative modes through which to explore the content and texts. These changes also align
with the principles of culturally relevant pedagogy (Ladson-Billings, 1995), which suggests that
aligning the pedagogical approaches with the needs and interests of the wider school context is
a key means through which to facilitate deep and meaningful engagement, thus producing beter
outcomes for students.
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Redesigned program documentation
Scope and sequence Semester: 2 Year: 9 Class: EN9A
Term
1
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
Memories Film study – Bran Nue Dae (PG)
The film Bran Nue Dae is the focus of this unit to show the ways music and humour have been used to challenge stereotyping. Other techniques can be explored using texts such as Deadly, Unna?; Listening to Country; Melbourne Museum; and Spirit Song: A Collection of Aboriginal Poetry.
Types of texts: film, fiction, nonfiction; media, multimedia and digital texts
It is through our personal memories that we create a sense of the self and it is in shared memories that we learn about the world around us. Students develop an understanding of the ways memory is interpreted in texts and further extend their understanding of the ways language and form shape meaning and influence the ways readers respond.
Suggested texts: The Happiest Refugee; Touching the Void; Samuel Pepys Diary
Types of texts: nonfiction; print, media, multimedia and digital texts
Focus outcomes: EN5-1A, EN5-3B, EN5-6C, EN5-7D, EN5-8D, EN5-9E
Focus outcomes: EN5-2A, EN5-3B, EN5-5C, EN5-7D, EN5-8D, EN5-9E
Term
2
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
Poetry and Pictures
In this unit students explore the interrelationship of the written and the visual in their examination of poetry and picture books. Students develop their skills in written and visual literacy, examining and analysing the ways in which these modes of communication can be used to express perspectives and explore important social issues which shape our world. Types of texts: poetry, picture books.
Novel study
Close study of a novel.
Focus outcomes: EN5-2A, EN5-3B, EN5-6C
See next
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Scope and sequence Semester: 2 Year: 9 Class: EN9A
Term
3
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
Novel study
Close study of a novel.
Suggested texts include: To Kill a Mockingbird; All I Ever Wanted; Blue Noise; Chenxi and the Foreigner
Types of texts: fiction; print texts
Mass media madness
Students examine the role of the mass media in our lives. They explore how issues develop and how language and the conventions of multimodal texts can be used to persuade audiences.
Types of texts: nonfiction; spoken, media, multimedia and digital texts
Focus outcomes: EN5-1A, EN5-3B, EN5-5C, EN5-7D, EN5-9E
Focus outcomes: EN5-2A, EN5-3B, EN5-5C, EN5-7D, EN5-8D, EN5-9E
Term
4
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
Genre study: mystery
Students develop their understanding of the ways narrative conventions create suspense.
Suggested texts include: Mice; Tomorrow, When the War Began; The House That Was Eureka; Picnic at Hanging Rock; Goat on a Cow
Types of texts: fiction, film; print texts
Comparative study: The Rabbits and Animal Farm
Students compare the use of allegory and satire in picture books using The Rabbits as the focus text, along with Animal Farm in either print or film form.
Types of texts: fiction, visual, print, media, multimedia and digital texts
Focus outcomes: EN5-1A, EN5-3B, EN5-4B, EN5-6C, EN5-7D, EN5-9E
Focus outcomes: EN5-2A, EN5-3B, EN5-5C, EN5-7D, EN5-9E
Please note: Terms 1, 3 and 4 have been sourced from the NSW Education Standards Authority (NESA, n.d.).
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Nepean Creative and Performing Arts High School
Assessment task
Assessment task number: 2 Assessment weighting: 25% Total marks allocated: 25
Due date for completion of task: Monday, 12/06/18 (week 8B)
You must submit your assignment to your teacher at the start of class on this day.
Outcomes to be assessed:
EN5-2A effectively uses and critically assesses a wide range of processes, skills, strategies and
knowledge for responding to and composing a wide range of texts in different media and
technologies
EN5-3B selects and uses language forms, features and structures of texts appropriate to a range of
purposes, audiences and contexts, describing and explaining their effects on meaning
EN5-6C investigates the relationships between and among texts
Task description:
1. Write a poem about a topic of your choice which addresses a specific social issue. Your poem must include examples of all the following techniques: simile, personification,
metaphor, alliteration, onomatopoeia, rhythm and rhyme.
2. The poem must become the text of the picture book: Your picture book must be 5-10 pages in length, and can be produced by hand, digitally, or through a combination of these means.
• You need to choose or create pictures that relate symbolically to the different sections
and descriptions within the poem. You must design and decorate your book
appropriately.
• Think carefully about the layout, choice of pictures, colour and symbols that you use.
• Remember: we are not marking you on your artistic ability; the interaction of the
meaning behind the text and pictures is the focus of this assessment..
Keep in mind:
• Teachers will not be responsible for technological issues including problems with
printing. This is not the teacher’s responsibility and students need to take into
account possible issues and have work ready for submission on the due date.
• A zero will be awarded to all tasks that are late unless appropriate documentation has
been viewed by the Head Teacher and this is at the Head Teacher’s discretion.
Year: 9
Course Name: English – Poetry & Pictures
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Marking Guidelines
Grade Criteria Marks
A
• Demonstrates a detailed and insightful understanding of the poetic techniques used in their texts.
• Demonstrates a superior standard of layout, choice of pictures, colour and symbols to support ideas and descriptions in the poem.
• Excellent exploration of a theme or social issue in the poem.
• Produces well expressed and imaginative pieces of writing.
• Exhibits the ability to compose interpretively with sustained flair and sophistication in order to communicate ideas effectively using both writing and pictures.
• Employs the correct grammar in a sustained manner throughout their writing.
21-25
B
• Demonstrates a detailed understanding of the poetic techniques.
• Demonstrates a high standard of layout, choice of pictures, colour and symbols to support ideas and descriptions in the poem.
• High level exploration of a theme or social issue in the poem.
• Produces reasonably well expressed and imaginative pieces of writing.
• Exhibits the ability to compose sustained texts with some sophistication in order to communicate ideas effectively using both writing and pictures.
• Employs correct grammar throughout most of their writing.
16-20
C
• Demonstrates some understanding of the poetic techniques.
• Demonstrates an effective layout, choice of pictures, colour and symbols to support ideas and descriptions in the poem.
• Sound exploration of a theme or social issue in the poem.
• Produces pieces of writing that are imaginative.
• Exhibits the ability to compose texts that communicates ideas using both writing and pictures.
• Demonstrates a variable control over the use of grammar in their writing.
10-15
D
• Demonstrates an inconsistent understanding of the poetic techniques.
• Demonstrates an inconsistent standard of layout, choice of pictures, colour and symbols to support ideas and descriptions in the poem.
• Inconsistently explores of a theme or social issue in the poem.
• Produces pieces of writing that contain some imaginary aspects.
• Composes texts that may convey some ideas using both pictures and writing.
• Demonstrates a limited understanding of grammar.
5-9
E
• Demonstrates a limited, possibly incorrect understanding of poetic techniques.
• Demonstrates a limited standard of layout, choice of pictures, colour and symbols to support ideas and descriptions in the poem
• Limited exploration of a theme or social issue in the poem.
• Produces pieces of writing that do not convey imaginative aspects.
• Composes texts that communicate very restricted ideas both in their writing and their pictures.
• Demonstrates an inability to use basic grammar.
0-4
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Concept map
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Redesigned unit outline
Poetry and Pictures | Stage 5 | English
Inquiry question: Why is it important to engage with other people’s perspectives of our world?
Duration Unit Overview
Term 2
9 weeks
This unit is designed to further develop students’ understanding and skills in poetry and visual literacy, to
make explicit the link between the written and the visual. This unit particularly focuses on the way texts are
used to convey a particular perspective on our world and why it is important for us to engage with other
people’s perspectives of our world.
In this unit, students examine the way that perspectives on our world are reflected in text and examine the
issues and ideas expressed in a wide range of poems and picture books. Activities include development of
skills in analysing and composing both poems and visual images using a variety of increasingly sophisticated
language, visual and structural techniques. Students develop and demonstrate their skills in responding and
composing.
Author’s note: Significant changes made to the original unit are colour-coded to indicate the area of focus the change is
addressing. Particularly important interventions are annotated with comment boxes on the right side, to give further detail.
A number of the activities that were featured in the original unit were reworded for the purpose of clarity. As these changes occur
throughout the unit, there will not be a separate annotation for each reworded or reformatted section.
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Outcomes
EN5-2A effectively uses and critically assesses a wide range
of processes, skills, strategies and knowledge for responding
to and composing a wide range of texts in different media and
technologies
EN5-3B selects and uses language forms, features and
structures of texts appropriate to a range of purposes,
audiences and contexts, describing and explaining their effects
on meaning
EN5-6C investigates the relationships between and among
texts
Assessment overview
Formal Assessment
Students create a picture book which integrates visual elements
with a poem composed by the student, using poetic techniques to
explore a specific perspective of the world.
Informal Assessment
Students find/create image that represents their world and write
explanation.
Students select poem and complete analysis of poem.
Extension students to complete essay on how their chosen poem
presents a particular perspective on the world
Sequence of learning activities
Week 1 Week 2 Week 3 Week 4 Weeks 5-6 Week 7 Week 8 Week 9
Introducing
the inquiry
focus:
Perspectives
of our world
Visual and
poetic
literacy –
small group
peer
teaching
Poetry and
perspective –
modelling
poetic
analysis
Scaffolding
independent
poetic
analysis –
self-
managed
poetic
activities
PEEL
writing, peer
assessment
and
reflection
Picture
book
analysis,
PEEL
writing
and
reflection
Preparation for
assessment –
planning and
drafting
processes
Completing
assessment –
polishing, peer-
marking, and
self-
assessment of
success
Essay writing
and reflection
on using words
and images to
convey
meanings and
challenge
perspectives of
the world.
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Week 1: Lessons 1-3 Learning focus: Perspectives of our world
Outcomes Learning activities Resources
EN5-2A effectively
uses and critically
assesses a wide
range of processes,
skills, strategies and
knowledge for
responding to and
composing a wide
range of texts in
different media and
technologies
EN5-3B selects and
uses language
forms, features and
structures of texts
appropriate to a
range of purposes,
audiences and
contexts, describing
and explaining their
effects on meaning
Inquiry question
Students are introduced to the central concern of this unit:
Why is it important to engage with other people's perspectives of our world?
• Students are provided with definitions of the key terms of the inquiry question (perspectives, world, engage), then create a word-web exploring the connotations of these terms.
• Class discussion: What has informed your worldview? Teacher assists students in exploring a variety of influences (family, media, personal experience), then introduces the term: context.
• Students compose a response explaining their personal view of the world, which identifies what value in their life, and explains the issues that they think are important.
A sense of our world: Poetry and Pictures
• Students compose a piece of writing explaining their own personal view of the world (What is
important to them in their life? Family? Community? Education? Career? Money? Charity?
What issues do they think are important? The environment? Refugees? The economy? War?
Mental Health/Depression?).
• Teacher then leads a class discussion on the question: What has informed your world view?
Teacher assist students in identifying some key aspects that influence worldviews, including
socialization, media representations, cultural beliefs, and personal experience. This is used to
introduce the key term ‘context,’ which is defined and written in students’ books.
• Teacher leads discussion of the way we get a sense of our world: through language and
through the visual: through poetry and pictures.
Informal Assessment: Students are to compose an image/collage/series of visuals that
represents their perspective of the world. They must present this to the class (as a projection on
screen) and accompany it with a spoken explanation of HOW they have illustrated their
perspective. Students use the perspectives of the world checklist to guide their composition and
presentation to the class.
Glossary sheet
with definitions
of the terms
from the key
inquiry
question
Data projector
Perspective of
the world
checklist
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Week 2: Lessons 4-6 Learning focus: Developing visual and poetic literacy
Outcomes Learning activities Resources
EN5-2A effectively
uses and critically
assesses a wide
range of processes,
skills, strategies and
knowledge for
responding to and
composing a wide
range of texts in
different media and
technologies
EN5-3B selects and
uses language
forms, features and
structures of texts
appropriate to a
range of purposes,
audiences and
contexts, describing
and explaining their
effects on meaning
Informal pretesting: Poetic and visual techniques revision
• Students are split into two groups and brainstorm either poetic or visual techniques. Teacher then calls on students to share the techniques they came up with, and teacher calls on the whole class to explain the techniques and provide examples. This provides valuable informal assessment of student background knowledge.
Small group collaboration – creating and peer-teaching techniques minilessons
• Students work collaboratively in groups of 2-3 to create PowerPoint mini-lessons on both poetic techniques and visual techniques. Students use the poetic and visual glossaries and mini-lessons aspects checklist to create a PowerPoint presentation, in which they identify, explain, and analyse their particular technique to assist their peers.
• Students then plan the presentation of their mini-lesson, with an emphasis on a creative approach. Some suggested mini-lesson techniques include the creation of art or visuals to represent the technique, composing and performing a song, or creating a short sketch that informs the class about the assigned technique in a creative manner.
• After creating their lesson, then peer-teach it to another small group as a pilot run. The small groups then teach these mini-lessons to the whole class throughout the unit. The scheduling of this peer-teaching practice is determined by the texts to be studied each week. There should be an emphasis on composition by students. Poetic techniques should include: simile, metaphor, alliteration, assonance, onomatopoeia,
personification, rhythm, rhyme.
Visual techniques should include: colour, layout, salience, vectors, symbolism, font, body
language.
Glossary of
poetic and
visual
techniques
Mini-lesson
checklist
Data projector
PowerPoint
BYOD
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Week 3: Lessons 7-9 Learning focus: Modelling and scaffolding poetic analysis
Outcomes Learning activities Resources
EN5-2A effectively
uses and critically
assesses a wide
range of processes,
skills, strategies and
knowledge for
responding to and
composing a wide
range of texts in
different media and
technologies
EN5-3B selects and
uses language
forms, features and
structures of texts
appropriate to a
range of purposes,
audiences and
contexts, describing
and explaining their
effects on meaning
Poetry and Perspective
• Students are presented with a well-known poem from the following selection: I Wandered Lonely as a Cloud – Wordsworth; The Passionate Shepherd to His Love - Christopher Marlowe; Stopping by Woods on a Snowy Evening - Robert Frost.
• Students split into four groups. Each group is given one stanza of the poem and are to decide how it will be read. They are to practise reading it aloud for meaning. The poem is then read from start to finish, with each group reading their stanza aloud.
• Students have the choice of either creating a sketch the image created in their mind by the poem, or assigning the poem with a song that aligns with its mood. These are shared (think, pair, share).
• Teacher distributes the poetic annotation and analysis scaffold. Students use these resources to analyse the language features used to create this image. This activity may be teacher led, completed individually, or in small groups depending on student ability.
• Students determine the theme, mood, and message of the text, and annotate the poem to show how this perspective is created. Students analyse how this perspective is presented and created in the text.
• Teacher calls on students for responses, then leads a class discussion about the context, purpose, and audience.
• Students return to the inquiry question: Why is it important to engage with other people's perspectives on the world? Students work in pairs to discuss the inquiry question and the additional guiding questions: What does engaging with this poem give us? What does it remind us of? What does it help us to see?
Selected poems
Poetic
annotation and
analysis
scaffold
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Weeks 4-5: Lessons 10-13 Learning focus: Scaffolding independent poetic analysis
Outcomes Learning activities Resources
EN5-2A effectively
uses and critically
assesses a wide
range of processes,
skills, strategies and
knowledge for
responding to and
composing a wide
range of texts in
different media and
technologies
EN5-3B selects and
uses language
forms, features and
structures of texts
appropriate to a
range of purposes,
audiences and
contexts, describing
and explaining their
effects on meaning
Reading Poetry
• Teacher exposes students to a selection of poetry including slam poetry (Luka Lesson), contemporary poetry (Rupi Kaur), modernist poetry (Robert Frost), and Aboriginal poetry (Oodgeroo Noonuucal).
• Students brainstorm initial responses to the poems. Students are to focus on perspectives on the world and how aspects of the human experience are conveyed, along with their experience as responders and composers, and reading poetry as a personal experience.
Self-managed independent engagement
• Students complete the activities below to complete over the remaining three lessons, based on the poems of their choice.
• Students are distributed with an activity checklist, which students use to manage their work by outlining the actions they must take to complete each activity and checking them off as each is completed.
The activities to be completed are:
o Close annotation of a chosen poem, using the poetic annotation and analysis scaffold.
o Creating a word-web to connect the language of the poems, then using Venn diagram indicating the similarities and differences in perspective between two poems.
o Writing an imaginative justification of a famous figure who could have potentially composed the poem, in which they justify how the worldview and perspectives in the poem align with the worldview of their chosen figure.
o Creating an alternative version of the poem (poetry, narrative, artwork, song, spoken-word performance), either reflecting the perspectives of the original or subverting them.
Activity
checklist
Poetic
annotation and
analysis
scaffold
PEEL
paragraph
development
scaffold
Peer marking
scaffold
Self-
assessment
sheet (strengths
improvements,
processes)
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Informal Assessment:
• Students are to independently research and select a poem of their own choosing. From this, they are to compose an extended response analysing their chosen poem and how it presents a particular perspective using PEEL paragraphs. • Teacher models a PEEL paragraph, then distributes PEEL paragraph development scaffolds. Students use the PEEL paragraph scaffold to complete the PEEL paragraphs independently. • This response is to be peer marked, using the peer marking scaffold to guide quality feedback. • After peer marking, students use this feedback and the self-assessment sheet to complete a reflection on: • What they did well (strengths) • What they need to improve (improvements) • How they can go about making those improvements (processes)
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Weeks 5-6: Lessons 14-18 Learning focus: Perspectives through Pictures
Outcomes Learning activities Resources
EN5-2A
effectively uses
and critically
assesses a wide
range of
processes,
skills, strategies
and knowledge
for responding
to and
composing a
wide range of
texts in different
media and
technologies
EN5-3B selects
and uses
language forms,
features and
structures of
texts
appropriate to a
range of
purposes,
audiences and
contexts,
describing and
Perspectives through Pictures
• Students think-pair-share on the question: What are the similarities and differences between written and visual representations?
• Students complete a Venn diagram to represent the connections between written and visual modes of representation, which is discussed with a partner.
Initial engagement
• Teacher selects picture books that present a particular perspective, such as The Rabbits, The Arrival, The Red Tree, The Lost Thing, Way Home, My Place, or Memorial. Teacher leads students in reading picture book. If available, Youtube video of picture book could also be viewed to give students experience of text.
• Students compose initial response piece of writing (what they liked, disliked, noticed) then think-pair-share on the perspective of the world that is being represented.
Collaborative visual analysis
• Students are split into small groups and are each distributed with a different picture book, along with the scaffolded visual analysis guide.
• Students use this to collaboratively analyse the text in detail, both images and words, to understand how a particular perspective is constructed in the text.
• Jigsaw activity: student groups are split for a jigsaw activity in which students peer-teach other groups about their picture book. Students then return to their original group and share what they learned.
• Students return to driving question in class discussion: What is the perspective on the world being presented? How is it presented? Why is it important to engage with?
Selected picture
books
Scaffolded
visual analysis
guide
PEEL
paragraph
development
scaffold
Self-
assessment
sheet
(strengths,
improvements,
processes)
Data projector
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explaining their
effects on
meaning
Independent visual analysis
• Students compose a PEEL paragraph on their picture book, using the PEEL paragraph development scaffold.
• Students complete the self-assessment sheet (strengths, improvements, processes) to track how their PEEL paragraphs are developing.
• Students select one spread from their chosen picture book and compose a response, using the visual analysis skills they have been developing. Students have a choice of written, spoken or multimodal forms.
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Week 7: Lessons 19-21 Learning focus: Preparation for assessment task
Outcomes Learning activities Resources
EN5-2A
effectively uses
and critically
assesses a wide
range of
processes,
skills, strategies
and knowledge
for responding
to and
composing a
wide range of
texts in different
media and
technologies
Formal assessment – explicit requirements and modelling
• Students are given the Assessment Task Notification and sign receipt register upon receival.
• Teacher goes through notification and helps students to complete the assessment process flowchart, in which students break the assessment down into manageable steps and sequence these to assist with their time management.
• Students examine a model assessment task (from past student), examining the visual and poetic techniques used, the narrative arc, the perspective on the world presented, how it is presented and why it is important to engage with.
• Students write a justification on why the exemplar was effective, using the assessment marking rubric to support their response.
Drafting
• Students brainstorm a variety of topics which they could explore in their assessment to represent a perspective of the world. Students then select one and create a mind-map of associations, images, ideas, and connotations, which is used to scaffold the first draft of their poem.
• Students then work independently to draft and edit their poem and the images for their picture book. This can be completed by hand or digitally. Students have access to all poetry and picture books they have studied so far for inspiration.
• As they work towards completing their assessment task, students use the assessment process flowchart to ensure that they are moving through each stage of creating a high quality assessment task and that they are managing their time effectively.
Assessment
notification &
receipt register
Model
assessment
task
Assessment
process
flowchart
Assortment of
poems and
picture books
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Week 8: Lessons 22-24 Learning focus: Completing assessment task
Outcomes Learning activities Resources
EN5-2A
effectively uses
and critically
assesses a wide
range of
processes,
skills, strategies
and knowledge
for responding
to and
composing a
wide range of
texts in different
media and
technologies
Composition and completion of assessment task
• Students should decide what part of their perspective on the world is important for others to engage with, noting their context, purpose and audience.
• Students should progress through the drafting and editing process, continuing to use the assessment process flowchart to manage their time and ensure that they are completing all the relevant steps to improve the quality of their assessment.
• Teacher should provide students with a checklist of techniques that must be included, which can be used with the glossary of visual and poetic techniques.
• Students should be given time in class to self-mark their work, using the marking checklist and reflection sheet to identify their strengths and areas for improvement., along with explicitly identifying their own specific strategies for improving their work.
• The poem and images should also be peer-marked, using the peer marking scaffold, and teacher marked.
• Students should be placed in 'composition groups' where they share their ideas and work and must comment on and offer ideas on each other's work. This feedback is undertaken using the PQP framework, in which students praise a positive element of the text, question an aspect that may not be working well, and identify an area for their peer to polish in their draft.
• Students to submit their final copy of the assessment by the due date.
Assessment
process
flowchart
Marking
checklist and
reflection sheet
Peer-marking
scaffold
Glossary of
visual and
poetic
techniques
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Week 9: Lessons 25-27 Learning focus: Reflecting on perspectives of the world
Outcomes Learning activities Resources
EN5-2A effectively uses and
critically assesses a wide
range of processes, skills,
strategies and knowledge for
responding to and
composing a wide range of
texts in different media and
technologies
EN5-3B selects and uses
language forms, features
and structures of texts
appropriate to a range of
purposes, audiences and
contexts, describing and
explaining their effects on
meaning
EN5-6C investigates the
relationships between and
among texts
Reflection
• Students are to compose a reflection that answers the inquiry question: Why is it important to engage with other people's perspectives of our world?
• This should be in the form of an extended response and should include justification from their engagement throughout the unit. They are to make reference to both their responding and composing throughout the unit.
• Students may choose to represent this reflection as a written statement, presentation or multimodal or multimedia text. (According to student and teacher preferences and ability).
• Students reflect on the most important thing they learned throughout the unit, and how the unit has informed their perspective of the world.
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Appendix
Original unit outline
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References
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Australian Curriculum, Assessment and Reporting Authority. (2017). Nepean Creative and
Performing Arts High School NAPLAN results. Retrieved from
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Bean, J. C. (2011). Engaging ideas: The professor's guide to integrating writing, critical
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