Identifying a goal for learning based on students’ needs which you will determine from observations, conversations, and interpreting student data, such as work samples and assessment. Interpreting the relevant curriculum descriptor(s) for chosen year level and English writing focus Crea

Assignment Task

Objective

Astatement that indicates what a student will be able to know and do by the end of a learning activity, e.g., a single lesson. The statement includes a skill or behaviour, the conditions by which the student will demonstrate this and a criterion to measure performance. A learning objective is specific and measurable, and therefore contains action verbs such as “explain, list, define, outline etc”. For example: Students will write a 100 word fictional narrative that incorporates at least five adjectives.

Aim of this assessment

This assessment builds on Assessment 1 in that it requires you to distil theory into pedagogical practices. The work in this assessment is designed to develop your skills and knowledge with:

• Identifying a goal for learning based on students’ needs which you will determine from observations, conversations, and interpreting student data, such as work samples and assessment.
• Interpreting the relevant curriculum descriptor(s) for chosen year level and English writing focus
• Creating a series of incremental lessons that build upon each other and provide opportunities you to teach and for students to learn and to demonstrate their achievement of your overarching learning goal
• Drawing from the curriculum descriptor(s) a clear and assessable learning objective for each lesson
• Clarifying how compositional and transcriptional elements of a particular genre of writing can be addressed to ensure that student agency, confidence and motivation is supported
• Analysing, interpreting and applying the theories and practices that support the achievement of learners with diverse needs and creating logical and sequential teaching, learning and assessment opportunities
• Explaining and justifying your choices of pedagogical practices within your series of lessons
• Appraising the evidence from this assessment that addresses the relevant AITSL standards and is suitable for inclusion in your DPP (Digital Professional Portfolio).

Task Details

There are two parts to this Exercise. The first is evidence of planning. There is no word count for Part A.

The second part is a rationale that explains the choices you have made in the planning you have set out in Part A.  There is a word limit maximum of words for Part B.

Part A

Create a sequence of learning experiences to teach one writing genre with a focus on strategies to meet the diverse needs of students. These need to address both compositional and transcriptional elements of writing.

Identify a central focus for the four sequential lessons on writing. Lessons can be based on a book (including a picture book) as a mentor text. Choose a year level (1-6). Using the lesson plan proforma (professional experience handbook) select one or two curriculum content descriptors that include reference to compositional and transcriptional elements of writing. Links to the curriculum should be evident.

Your lessons should also include the following:

• explicit teaching of metalanguage of the genre type (e.g., illustration, etc.)
• teaching the vocabulary needed to create an engaging piece of writing (e.g., descriptive language needed for fiction etc)
• opportunities for feedback
• appropriate assessment

Part B: In your rationale explain and justify:

• how your learning sequence addresses the teaching of both compositional and transcriptional skills of writing.
• how the learning sequence enables effective learning about the particular characteristics of the genre type you have chosen, particularly through the use of the mentor text, and how children are supported to develop their writing skills to achieve that genre of writing
• how as a teacher you can determine learning goals for students. Examine and explain how your sequence of lessons draws on children’s funds of knowledge and develops learner agenc
• how the lesson sequence provides explicit opportunities for collaboration and teaching of self-regulation. Explain the importance of these, particularly in relation to motivation and engagement.
• where and how feedback is provided and your choice of assessment strategies. Explain why you have chosen this and  how it supports writing skills, knowledge, the student’s writer identity, agency and choice, motivation and engagement.
• How you will communicate progress/achievement to the parents/carers & colleagues.