Language and Literacy Levels across the Australian Curriculum: EALD Students Module 1.6 Setting Goals and Targets NUMERACY AND LITERACY UNIT

Setting Goals and Targets This module is designed to support school based literacy leaders deliver professional learning so that teachers: can identify and prioritise the language choices which are of most benefit to students in order for them to show Levels growth are familiar with the Teaching and Learning Goals and Language and Literacy Level Targets page from the Recording and Tracking for Learning Resource NUMERACY AND LITERACY UNIT

Setting Goals and Targets Watch a video showing use of proforma NUMERACY AND LITERACY UNIT

Setting Goals and Targets Option 1. As an initial approach, a teacher may focus on two or three of the lower Language and Literacy Level choices made in a student set of evidence. Goals need to be set (eg improve punctuation and begin to use quotation marks) and targets set (eg L L Level 8 for these language items). NUMERACY AND LITERACY UNIT

Setting Goals and Targets Option 2. The teacher focuses on language choices that have the potential to make the biggest difference (eg focus upon nominalisation and complex sentences even if these choices are relatively high for the student and their year level) and the teacher puts less focus upon low level choices for such language items as spelling and subject verb agreement which are either about error correction or may be a late developing language feature. Goals and targets are set as for option 1. NUMERACY AND LITERACY UNIT

Setting Goals and Targets Activity 1 Use Handout 2 to set learning goals and targets as per option 1 or 2. With a partner, discuss your reasoning for setting goals and targets for this student. NUMERACY AND LITERACY UNIT

Setting Goals and Targets Option 3. A teacher can also set goals and targets for individual students based on an analysis of a group or class set of evidence. If a specific language item eg ‘circumstance’ (place, time, accompaniment, manner, means,) needed to be developed, all students could compose a narrative to develop circumstances in context, but goals and targets could be different depending upon individual student’s needs eg, in a Year 5 class students who were using limited and simple circumstances of time and place like ‘in the park’ at Level 4 could be shown how to use more examples of circumstances of time and place and sometimes to include circumstances of manner in the same sentence. This is Level 6. Furthermore, if students in the same class were using circumstances at Level 9 matching their year level, they could be extended to use Level 10 circumstances which include cause, matter and role. NUMERACY AND LITERACY UNIT