Phase 1 Module 1 Learning NSW Curriculum and Learning Innovation Centre Module 1 Learning

Phase 1 Module 1 Learning NSW Curriculum and Learning Innovation Centre 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. Acknowledgement of Country

Phase 1 Module 1 Learning NSW Curriculum and Learning Innovation Centre Standards addressed at Professional Competence in this workshop include: 1.2.1: Apply and use knowledge of the content/discipline(s) through effective, content-rich, teaching activities and programs relevant to the stage : Apply research-based, practical and theoretical knowledge of the pedagogies of the content/discipline(s) taught to meet learning needs of students 6.2.1: Reflect critically on teaching and learning practice to enhance student learning outcomes. Professional Teaching Standards

Phase 1 Module 1 Learning NSW Curriculum and Learning Innovation Centre Module 1 Learning During this session, you will: consider the nature of the learner in Stages 2 and 3 learn how the nature of reading changes in Stages 2 and 3 understand how expectations develop from Stages 2 to 4 reflect on the concept of personalisation and its implications for students and teachers 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.

Phase 1 Module 1 Learning NSW Curriculum and Learning Innovation Centre Setting the scene: Personalisation 5 Focus for this session.

Phase 1 Module 1 Learning NSW Curriculum and Learning Innovation Centre The nature of the learner The nature of the learner changes from Kindergarten to Year 6. Turn to page 4 in your participant workbook. 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

Phase 1 Module 1 Learning NSW Curriculum and Learning Innovation Centre The nature of the learner 8-10 years - Stage 2 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. Discussion

Phase 1 Module 1 Learning NSW Curriculum and Learning Innovation Centre The nature of the learner years - Stage 3 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. Discussion

Phase 1 Module 1 Learning NSW Curriculum and Learning Innovation Centre Needs of the learner – Stage 4 Preparing for high school What does high school demand of students? Task Consider the demands of timetables, subjects, different teachers for different subjects, teaching styles and tasks. Discuss your ideas as a group.

Phase 1 Module 1 Learning NSW Curriculum and Learning Innovation Centre Needs of the learner – Stage 4 Preparing for high school (cont’d) What do you think might be the implications for primary teachers? Discuss your ideas as a group. Task For example, students will need to be: more autonomous more organised able to cope with competing interests able to get along with a wider range of peers AND other adults able to adjust to different pedagogical styles (i.e. different subject teachers may have different ways of presenting information).

Phase 1 Module 1 Learning NSW Curriculum and Learning Innovation Centre 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.

Phase 1 Module 1 Learning NSW Curriculum and Learning Innovation Centre 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. Task

Phase 1 Module 1 Learning NSW Curriculum and Learning Innovation Centre 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.

Phase 1 Module 1 Learning NSW Curriculum and Learning Innovation Centre 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.

Phase 1 Module 1 Learning NSW Curriculum and Learning Innovation Centre 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 This is particularly evident in subject English from Stages 2 to 4.

Phase 1 Module 1 Learning NSW Curriculum and Learning Innovation Centre Stage expectations in English In groups of three - 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? Task

Phase 1 Module 1 Learning NSW Curriculum and Learning Innovation Centre 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.

Phase 1 Module 1 Learning NSW Curriculum and Learning Innovation Centre 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). Task

Phase 1 Module 1 Learning NSW Curriculum and Learning Innovation Centre KLAKLA 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 Understanding data and interpreting information– comparing and contrasting Solving problems Visual texts – graphs, tables. Word problems Information within factual texts e.g. newspapers English Mathematics 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/stere otyping 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

Phase 1 Module 1 Learning NSW Curriculum and Learning Innovation Centre 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. Task

Phase 1 Module 1 Learning NSW Curriculum and Learning Innovation Centre Task and text – and The Mariani model Development & engagement Comfort & cruising Boredom & apathy Anxiety & frustration High challenge Low challenge Low supportHigh support Challenge is essential Adapted from Literacy on Track program Support is just as essential

Phase 1 Module 1 Learning NSW Curriculum and Learning Innovation Centre 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.

Phase 1 Module 1 Learning NSW Curriculum and Learning Innovation Centre Exploring texts and tasks - Mathematics Read the two sets of Mathematics problems pages 13 and 14 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.) Task

Phase 1 Module 1 Learning NSW Curriculum and Learning Innovation Centre 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.

Phase 1 Module 1 Learning NSW Curriculum and Learning Innovation Centre Exploring texts and tasks - HSIE Text: Terra nullius and Aboriginal peoples page 16 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 do in order to access the HSIE outcome? Viewed in this context is not just what they ‘saw’ but thoughts and beliefs. Task

Phase 1 Module 1 Learning NSW Curriculum and Learning Innovation Centre 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. Discussion

Phase 1 Module 1 Learning NSW Curriculum and Learning Innovation Centre 1. Complete the student survey 2. Consider texts and tasks for Mathematics and HSIE in your context (record in the table on page 19 of your workbook). Between-module tasks

Phase 1 Module 1 Learning NSW Curriculum and Learning Innovation Centre List the key points from this session. What are the implications for students? What are the implications for teachers? New knowledge... Consolidated knowledge... Reflection Focus for this session.

Phase 1 Module 1 Learning NSW Curriculum and Learning Innovation Centre Bibliography English K–6 syllabus (1998) Board of Studies Sydney, NSW. English 7–10 syllabus (2002) Board of Studies, Sydney, NSW. Fullan, M., Hill, P. & Crevola, C. (2006) Breakthrough, Thousand Oak, CA: Corwin Press; Toronto: Ontario Principals’ Council. Fullan, M. (2008c). Change forces: Education in motion. Board of Studies, 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.