Task Description

This task will be completed in two parts: Part A and Part B

Part A

The task requires you to prepare a presentation that demonstrates teaching strategies and resources appropriate for scaffolding students’ abilities for interpreting, analysing, evaluating and creating multimodal or digital texts in a specific year level of the Australian Curriculum: English. The presentation must identify specific curriculum content descriptions and achievement standards that are the focus for learning at the chosen year level.

The presentation should take the form of a PowerPoint with voice over or accompanying notes pages for each slide and should be designed for a specific audience which may be parents of students in your class attending an information session; or fellow teachers attending a professional development session.

The presentation should include the following sections:

1. A summary of the content descriptions and achievement standards related to interpreting, evaluating and creating the chosen text type at the specific year level
2. Teaching strategies used to scaffold the textual, linguistic and literacy knowledge required by users and producers of the specific multimodal or digital text at the chosen year level. (In this section you should illustrate practical ways of using resources and ICTs to teach the content descriptions you have identified.)
3. A concluding statement that explains how the targeted knowledge contributes to the acquisition of literacy across a range of curriculum learning areas and real-world contexts.

Part B

You must submit written documentation to support the presentation. The documentation should include the following:

1. An explanation and justification of the approach to teaching the conventions and structures of the chosen texts included in the presentation. This justification must show understanding of how students learn to be literate and include reference to the work of researchers and educators who have contributed to the development of pedagogical knowledge in multimodal and/or digital literacy. (Maximum 1500 words)
2. A copy of the PowerPoint and/or practical activities included in the presentation.

No Assessment Criteria

Task Description

This task requires you to plan for teaching, learning and assessment in English for a specific year level in the primary school. The year level selected must be different from the year level chosen for Assessment Task 1.

To complete this task, you will need to:

1. Use Year Level Descriptions, Year Level Overviews, Achievement Standards and other relevant support materials for implementing the Australian Curriculum: English to choose a text type that learners will produce/construct as a summative assessment task in your chosen year level. The chosen text may be either a literary or non-literary text but must be different from the text type used for Assessment Task 1 in this unit.
2. Set a context for learners for the creation/production of the chosen text. The context should identify the field knowledge or topic of the text, the intended audience and the purpose of the text. For example, if learners are to create a scientific report identify the topic, purpose of the text and who the intended readers of the text will be. Similarly, if the text is a magazine article, review, recount or narrative, you need to outline the subject matter or context for creating the text. This will help you with completing the steps outlined below.
3. Analyse the content descriptions for the chosen year level to develop a rubric that could be used as a guide for making judgments on students’ knowledge and understanding of English in the “productive mode”. Steps 1, 2 and 3 should be recorded and included as the introduction to the final submission for this task.
4. Construct a sample text to illustrate the text organisation/structure and linguistic features you expect to see demonstrated in the summative task and annotate your sample showing how the chosen features contribute to the text’s social purpose and effectiveness for an audience. Include a brief description of approximately 250 words that outlines the ways in which the model could be used to keep accurate and reliable records of students’ progress towards achievement of the criteria for the summative task. Provide examples of feedback you would give to learners to extend their knowledge in response to formative assessment; and, to report to students and their parents/carers on the achievement of learning outcomes at the end of the unit.
5. Construct a unit plan that includes the key lessons you would implement to teach content from the Language strand of the curriculum so that learners can demonstrate the assessment criteria. The overview should be organised in a logical sequence and include (a) the specific activities learners will be required to do; (b) the teaching strategies used to scaffold the targeted knowledge, skills and processes; (c) the resources used to build understanding of the content; and (d) formative assessment strategies you would use to check for understanding. Note: This is an overview not individual lesson plans. A template for completing this section of the task will be provided on the Moodle site for this unit. The overview should be no more than 4 A4 pages in length.
   
6. Create a table to accompany the overview that shows how you would differentiate teaching and learning in each of the key lessons for students from the following groups: students experiencing difficulty and in need of support; and, students requiring extension. The table should be accompanied by a brief justification of the planned differentiation strategies that demonstrates your knowledge and understanding of evidence-informed teaching strategies that are responsive to and support the inclusive participation of students from diverse backgrounds and that cater for the specific learning needs of students across the full range of abilities.

No Assessment Criteria