Review Planning in English The Australian Curriculum English rationale identifies the key role English plays in developing successful learners who use language to enrich their lives. Planning requires consideration of: whole school expectations identified in SCFs Long term planning in year level overviews Medium term planning in term overviews Short term planning in weekly and daily routines

Student Profiles Discussions Class Data Identify students’ progress Identify students’ needs and interests Learner Centred Yearly Overview Identify the contexts for learning Refer to School Curriculum Framework Refer to year level overviews Identify relevant Cross-Curricula Priorities Identify expectations for year level Refer to online curriculum o Content Strands o Content Elaborations o Achievement Standards Refer to student work samples Curriculum Intent Assessment Plans Identify assessment opportunities  Identify anticipated evidence Identify teaching and learning strategies  Identify relevant capabilities  Identify strategies in English support documents  Identify resources for teaching and learning  Identify text demands of focus texts Teaching and Focus Learning Teaching and Learning Sequences Plan sequences of activities for teaching and learning Plan for modifications and adjustments to meet the needs of the learner/s Planning Process Refer to School Curriculum Expectations Unit Plan Proforma Routines Planner Develop weekly Classroom Timetables Evaluation Reflect on teaching, learning and assessment  Evaluate student progress through assessment and class data  Consider feedback from reflection to plan for changes to teaching and learning Refer to SCF Review Student Work Samples School Curriculum Framework

Respond to Student- centred Learning Student profiles Student interests Learning needs Learning preferences Attitudes to reading, writing, speaking to an audience, use of ICT Favourite authors, games etc. Students Data Spelling inventories Reading assessments NAPLAN data Work samples My learning profiles Massano and Pickering suggest four questions students ask? How do I feel about this? Am I interested? Is this important? Can I do this? ( The Highly Engaged Classroom, Hawker Brownlow, 2010)

Consider Long Term Planning & Contexts for Learning English requires contexts for purposeful inquiry about how language works. Contexts for learning are identified in yearly overviews with consideration of: the Catholic identity of our school developmental phases and engaging student needs and interests the connections between content, capabilities and cross curriculum priorities opportunities for direct action in increasingly complex local, national and global communities – School Curriculum Framework Priorities – School priorities identified in yearly calendar, daily life of school (garden club, prayer assemblies etc.) – Connections / integration with other learning area Contexts for learning link to inquiry process – finding out about how language makes meaning for a range of purposes through inquiry questions.

Identify Expectations for Year Level Planning requires teachers to have a knowledge of year level content. Students also need to know these expectations. The year level introduction provides key understanding about audience, texts and concepts. The elaborations provide examples of core content. The elaborations provide useful detail for spelling and comprehension. The achievement standards describes satisfactory end of year achievement and are identified in assessment plans.

Identify Teaching and Learning Michael Fullan in his 2010 Rockhampton presentation, Motion Leadership suggested that the focus for implementing Australian curriculum should be on developing instructional pedagogy to support the implementation of the Australian curriculum. Inherent in the definition of pedagogy is the relationship between teaching and learning and how that relationship is played out in practice. It involves developing a repertoire of strategies as well as understanding that their application depends on making judgments about content and context as well as unpredictable classroom moments. This implies an understanding of pedagogical content knowledge. The report of the feasibility study undertaken by Monash University is available in full at Educators have engaged with a number of pedagogical theories, approaches, models and strategies. Teaching and learning strategies are chosen according to curriculum expectations and active learning principles.

Differentiate Learning Teachers respond to learner needs through Respectful Tasks Clear Curriculum Focus Flexible Management Continual Assessment Building Community Teachers differentiate through … ContentProcessProductAffect/Environment According to student … ReadinessInterestLearning Profile Differentiation and Research linked to Neuroscience Individuals have preferences for working alone or in a group The brain’s frontal lobe looks for patterns to retain meaningful information. Divergent thinking that is valued relies on exploring different solutions. The limbic system releases chemicals as emotional response - to stimulate positively or shut down learning through anxiety. Learning is social and cognitive – often based on perceptions of peers. Memory systems rely on meaningful links to long term memory. Retention requires focus and extended attention – often linked to interest. Souse, D, Tomlinson, C (2010) Differentiation and the Brain, Hawker Brownlow

The teacher explains what the strategy consists of. The teacher explains why this strategy is important. The teacher explains when to use the strategy. The teacher models how to use the strategy for a particular text and purpose. The teacher guides learner practice through intervening and supporting using a range of texts. Student independently use the strategy. TEACHER DOES / STUDENTS WATCH Step 1: Modelling of the Strategy The teacher uses and talks about the strategy using a think-aloud process. Student observes Teacher stresses what, why and when to use this strategy. TEACHER DOES / STUDENT HELPS Step 2: Apprenticeship of Use Teacher uses the strategy. Students talk about the strategy and help identify when and how the strategy should be used. STUDENTS DO / TEACHER HELPS Step 3: Scaffolding Strategy Use Students use and talk about the strategy with the help of scaffolding - usually in small groups. Teacher observes, provides feedback and helps as needed. STUDENTS DO / TEACHER WATCHES Step 3: Independent Use Student independently uses strategy, demonstrating competence through techniques like think-alouds. Teacher observes, assesses and plans future instruction. Adapted from Wilhelm, Baker and Dube, 2001 in Improving Comprehension with Think-Aloud Strategies, Scholastic 2007 (p14) Plan for Explicit Teaching Jeff Wilhelm outlines Six steps in Explicit Instruction These steps closely link with Vygotsky’s Gradual Release of Responsibility Model