Learning 1 Module 1 Session 2

Module 1 Acknowledgement of Country We acknowledge the traditional Custodians of this Land, where the Aboriginal People have performed age-old ceremonies of storytelling, music, dance and celebration. We acknowledge and pay respect to the Elders past and present, and we acknowledge those of the future, for they will hold the memories, traditions and hopes of Aboriginal Australians. We must always remember that under the concrete and asphalt this Land is, was, and always will be traditional Aboriginal Land. 2

3 Module 1 Professional Teaching Standards

Module 1 Session 2 During this session, you will: consider the nature of the learner in Stages 2 and 3 learn about how the nature of reading changes in Stages 2 & 3 understand how stage expectations develop from Stages 2 to 4 in English identify the different purposes for reading and different texts used in each primary KLA explore the importance of high challenge and high support in reading analyse texts and tasks in Mathematics and HSIE. 4

Module 2 The Nature of the Learner 5 The nature of the learner changes from Kindergarten to Year 6. 1.Choose either Stage 2 or 3 and read the key points about the nature of the learner 2. Consider what the implications might be for teaching. Where possible, think about an example from your teaching. 3. Discuss in your Stage group. task

Module 1 The nature of the learner 8-10 years - Stage 2 6 Points for discussion Students are: expanding their world view likely to be less self-focused and able to work more collaboratively becoming more analytical and systematic in their thinking still literal (e.g. concrete thinkers) but developing an understanding of different kinds of meaning.

Module 1 The nature of the learner years - Stage 3 7 Points for discussion Students : have a greater understanding of consequences can deal with conflicting concepts at one time are able to generalise beyond the specific question the validity of claims made by adults or authority figures.

Module 1 Needs of the learner – Stage 4 Preparing for high school 8 What does high school demand of students? What do you think might be the implications for primary teachers? task

Module 1 Nature of the language in texts The nature of the language used in texts also changes in Stages 2 and 3. Early texts that students read are often almost ‘conversational’, have a limited vocabulary and use a limited range of word and sentence patterns. Language used in Stages 2 and 3 texts will often be more about explaining, classifying and reasoning rather than the ‘looser’ forms used in speech. 9

Module 1 Nature of the language in texts Read the sample texts. Identify the differences in the type of language used from Stage 1 factual texts to Stage 2 factual texts. 10 task

Module 2 The nature of reading changes in Stages 2 and 3 The nature of the reading becomes both broader and deeper. Texts will be increasingly multimodal and multi-purpose. KLAs all require reading skills that are pre-supposed. 11

Module 1 The nature of reading changes in Stages 2 and 3 (cont’d) Students may lose any gains that they have made in the early years if the explicit teaching of reading does not continue. Texts will be more or less demanding, depending on the task and the support available. Reading is one of the main ways students expand their vocabulary. 12

Module 1 How the nature of reading changes … Changes in the nature of reading are reflected in all of the primary syllabuses. Moving from: known and familiar less known, less familiar concrete increasing levels of generalisation and abstraction 13 This is particularly evident in subject English from Stages 2 to 4.

Module 1 Stage expectations in English In groups of 3 - choose either one of the English Foundation/Stage statements (Stages 2, 3 or 4). 1. Highlight any key words. (Consider the range of texts and what students are expected to know about and do with these texts.) 2. Compare with the others in your group and discuss: What are the key differences in expectations between the stages? 14 task

Module 1 Reading across the KLAs Students will be expected to read texts in each key learning area or subject area. Each KLA syllabus has expectations or assumptions about what students need to read and how they will be using texts. 15

Module 1 Purposes for reading and examples of texts Consider the purposes for reading (tasks) and the types of reading (texts) students will be expected to do in Stages 2 and 3 in each KLA. Examples: Students will need to read Mathematics word problems (text) to be able to answer the question (task). Students may need to do research (text) for an assignment on key events in Australia’s history (task). 16 task

Purposes for reading (S2 &S3) Examples of texts (S2 &S3) Responding and reviewing Describing and narrating Critically analysing texts Making connections between and among texts Literary and factual texts. Specifically literature – picture books, novels, films, poetry. (S3 genre or styles of narrative e.g. science fiction, fantasy, adventure) Identifying key information Understandi ng data and interpreting information– comparing and contrasting Solving problems Visual texts – graphs, tables. Word problems Information within factual texts e.g. newspapers English Mathematics 17 KLAKLA Purposes for reading (S2 &S3) Examples of texts (S2 &S3) Identifying point of view and perspective Research – gathering and comparing information (looking at primary and secondary sources) Evaluating the significance of information I Information texts (print and visual): websites, TV. documentaries, newspaper articles, reference books. Historical sources e.g. diaries, letters, original photographs Narratives e.g. stories about culture, history, interactions with environments, describing social systems and structures. Critically analysing factual information (health, safety) Responding to and describing personal issues (PD) and identify persuasion/ster eotyping Print and visual texts – health e.g. healthy food pyramid, food packaging Persuasive texts e.g. advertising, posters HSIE PDHPE KLAKLA Purposes for reading (S2 &S3) Examples of texts (S2 &S3) In a quest for new knowledge, students identify what is already known about a phenomena or opportunity. They also need to clarify understanding and identify methods and techniques. Visual texts – flow charts, diagrams Information texts (print and visual): websites, TV., reference books. Reports, recounts. Data in charts, graphs and tables. Responding critically to artworks and describing art works (visual arts, dance, drama and music). Appreciation and interpretation (interpreting symbols in art works) Reading as part of the creative process (e.g. as a stimulus in a drama activity) Artist’s statements and descriptions of artworks. Information texts: reference books, websites. Performances, plays, film, multimodal texts. Science & Technology Creative Arts 17

Module 1 Reading and learning through reading in Stages 2 and 3 All students need to engage with all aspects of the primary curriculum. All students need to be exposed to texts and tasks that are challenging and stage appropriate..... It’s what we do to support their reading that makes the difference. 18

Task and text – and the Mariani model Development & engagement Comfort & cruising Boredom & apathy Anxiety & frustration High Challenge Low Challenge Low SupportHigh Support 19 Challenge is essential Support is just as essential Adapted from Literacy on Track program

Module 1 Revisiting Mathematics in Stages 2 & 3 Main purposes for reading in Mathematics: identifying key information understanding data and interpreting information (comparing and contrasting) solving problems. Main examples of the types of texts for this subject: visual texts, e.g. graphs, tables word problems information within factual texts, e.g. newspapers. 20

Read the two sets of Mathematics problems Consider the task: What prior knowledge of the subject do you think these students require? (In what context would this task take place?) Consider the text: What do you think students would find challenging when reading the text? Support: What might you do to support students to read the text and do the task? (Brainstorm any ideas you have at this point? Share as a group Module 1 Exploring texts and tasks - Mathematics 21 task

Module 1 Revisiting HSIE in Stages 2 & 3 Main purposes for reading in HSIE: identifying point of view and perspective research – gathering and comparing information evaluating the significance of information. Main examples of the types of texts for this subject: information texts (print and visual) ‘primary’ historical sources, e.g. diaries and letters narratives, e.g. stories about culture and history. 22

Module 1 Exploring texts and tasks - HSIE 23 task Text: Terra nullius and Aboriginal peoples Task: Read the article. Describe how the Australian Aboriginal people and the newly- arrived British viewed the land now known as Australia. If this is the task and the text, how will we support students to read what they need to in order to access the HSIE outcome? Viewed in this context is not just what they ‘saw’ but thoughts and beliefs

Module 1 High challenge/high support - HSIE Read the analysis of the HSIE text and discuss as a group. Consider a mainstream class with a range of students (including struggling readers). Brainstorm ways they may access the text. 24 discussion

Module 1 Between session tasks 1. Complete the student reading survey and text audit. 2. Consider texts and tasks for Mathematics and HSIE in your context. 25

Module 1 Reflection Identify two key messages from this session: One key message that reinforced or consolidated something you previously knew. One key message that was new information or presented something familiar in a different way. 26

Module 1 Bibliography English K–6 syllabus (1998) Board of Studies, Sydney, NSW. English 7–10 syllabus (2002) Board of Studies, Sydney, NSW. Hammond, J. (ed.) (2001) Scaffolding teaching and learning in language and literacy education, Primary English Teaching Association, Australia. Lemback, M. (2001) Belief in Action, Support materials for K–6 Human Society and Its Environment Syllabus, NSW Department of Education and Training, Sydney, NSW. 27