Note the focus area and Note the type of Describe the artefact / document and indicate Describe

ate Describe how the artefact / document

standard descriptor/s artefact / document the possible impact or result on teaching and/ meet the standard descriptors you have identified.
the artefact / document or student learning
reflects

This artefact includes The scenario, upon which this authentic As seen in section 1.1 of the artefact, by
1.2. Understand a section from a HD assignment was based on, provided me with thoroughly assessing each language mode
how students learn awarded assignment I excellent insight into how students from (speaking, listening, reading/viewing and writing)
Demonstrate completed for the unit EAL/D backgrounds can feel when entering against the ACARA EAL/D Learning Progression
knowledge and EDU00352 English as English-speaking classrooms. Specifically, the levels and frequently referring to the ACARA
understanding of an Additional overall aim was to develop a differentiated English as an Additional Language or Dialect
research into how Language or Dialect. HSIE learning program that linked EAL/D Teacher Resource (2014). It allowed me to
students learn and the teaching methodology to differentiated develop a greater understanding of the kind of
implications for The assignment activities and the ACARA EAL/D Learning support, modifications and teaching strategies I
teaching outline required me to Progression levels. Additionally, I also would utilise when teaching targeted areas of
develop a discussed the specific cultural, emotional, English (APST 1.2).
1.3. Students with differentiated learning age-appropriate developmental and linguistic Sample from the plan:
diverse linguistic, program based on the needs of the EAL/D student.
cultural, religious scenario of a newly Since Achmed already has consolidating English
and socioeconomic arrived EAL/D student The appropriately detailed modifications and oral skills; he needs to be provided with more
backgrounds in a Stage 2 class. The justification of the students ACARA/ EAL/D opportunities to learn in and through English to
Demonstrate artefact below level, based on the four language modes therefore learn about English (ACARA, 2014),
knowledge of teaching includes the first half clearly indicates how I am aware of the ways particularly in regards to his reading and writing.
strategies that are of the assignment (the in which EAL/D students process, practice
responsive to the analysis and and learn new information, thus highlighting It would benefit Achmed if he was exposed to
learning strengths and justification). my understanding of how students, more learning experiences that provide him with
needs of students particularly those from EAL/D backgrounds the opportunity to make use of his English
from diverse linguistic, learn. language skills.
cultural, religious and
socioeconomic As Hertzberg (2012) notes, a wide range of Since the student was from an Egyptian/
backgrounds. teaching methodologies should be selected Australian household, I had to consider his
to allow the student to become exposed to a cultural background and utilise his already
4.1 Support student range of experiences that have varying
participation objectives in the target language of English.
Identify strategies to With the extensive selection of teaching
support inclusive strategies evident in section 1.2 of the
student participation artefact, this supports my understanding of
and engagement in utilising teaching strategies that are
classroom activities appropriately responsive to students from
different backgrounds.
Furthermore, through extensive analysis of
the given scenario I was able to identify the
reason as to why the student felt excluded
during reading and/ or writing sessions. Work
needed to be accessible to the student and
therefore I implemented many tasks that
required extensive deep language
interactions with fellow classmates
(Hertzberg, 2012). This was a key strategy in
supporting the student inclusively and thus
encouraging greater student engagement
and participation.
Despite the fact that this artefact is based on
an EAL/D student; by engaging with this
scenario and the process of devising an
appropriate differentiated learning plan, I
have developed a greater awareness and
built bank of skills required to ensure I truly
know my students. Additionally, I am now
conscious of the diverse ways in which all
students can learn.
proficient Arabic speaking skills to inform my
teaching and his learning progression (APST
1.3).
Sample from the plan:
Achmed will require extensive explicit support
and time to learn to comprehend and decode
texts as well as developing a greater
understanding of how the role of language in the
context in which it is used can influence writing
(Hertzberg, 2012).
Marker comments:
The wide variety of creative approaches such as
the planned think-pair- share, pair work,
progressive brainstorm, activation of prior-
knowledge, the have a go book etc. clearly
demonstrates your understanding when it comes
to catering for the learning needs of an EAL/D
student in the classroom (M. Pedler, personal
communication, September 27, 2016).
With the students English language development
at the forefront of learning priorities I also had to
consider the students wellbeing. EAL/D students
can feel excluded when tasks are unreachable
due to their lack of English ability. Hence I
incorporated several research-based strategies to
support the students English development and
inclusive participation (APST 4.1, 1.3)
Sample from the plan:
The think-pair-share strategy and brainstorming
 would be a great way for Achmed to interact with
his peers in the classroom context

Activities such as barrier games, spot the

difference, and back to back viewing (Hertzberg,
2012) will benefit Achmed, to interact with his
peers, cooperate and use critical thinking
strategies to identify and justify what may be
missing in a task (information gap activity)
(Hertzberg, 2012).

By incorporating his identity into a variety of

collaborative activities it will result in increased
engagement (Coleman, 2015).

ARTEFACT: DIFFERENTIATED LEARNING PROGRAM

Background Information

Name of EAL/D student: Achmed Age: 8 Gender: Stage & Year: Stage 2: Year 3

Place of Birth: Australia

First Language: Egyptian

Religion &/or Culture: Islamic. Characterised as the belief in one god- Allah; Islam is the worlds second largest monotheistic religion (Movissey, Mudge,
Taylor, Bailey & Rule, 2005). Religious beliefs and practices are expressed through the religious text of the Quran; these are believed to be the literal words
of god (Allah) (Movissey et al,. 2005).
Muslims pray five times a day and as Friday is the holy day attendance to the Mosque is expected. The holy month of Ramadan is a month of fasting. From
dawn to dusk there is no eating or drinking and are only allowed to work for 6 hours a day.

Egyptian culture:

Families are tight knit and the most significant unit of Egyptian society
Kinships plays a vital role in society
Individual is always subordinate to the family
Practice of Nepotism
Individual honor is closely linked to the families reputation
Status is defined by family background and wealth

http://www.commisceo-global.com/country-guides/egypt-guide

ACARA EAL/D Learning Progression levels

(See ACARA document contents: View by language mode. Nominate Beginning, Emerging, Developing, or Consolidating for each mode)

Speaking: Consolidating (close to that of a non-ESL background speaker) English

Listening: Developing English

Reading/viewing: Developing English

Writing: Developing English

1.1 Justify and briefly explain the students ACARA / EAL/D level in the above four language modes based on the information given in the case
study.
Mode Phase ACARA EAL/D Learning Progression
1. Learners at the beginning of this phase
Speaking Consolidating communicate effectively in most situations.
2. In this phase, they begin to communicate
confidently with peers and familiar adults in
informal contexts, use appropriate registers for
different situations and functions, and an
appropriate register when speaking to adults.
(ACARA, May 2014, p. 59)
Listening Developing
1. Learners at the beginning of this phase
understand spoken English used to talk about
familiar and some unfamiliar topics.
2. In this phase, they can follow the main ideas in
extended talk and discussion, and identify
relevant information from subject-specific talk.
3. Still need support in complex or culturally bound
texts.
(ACARA, May 2014, p. 51-52)
Justification and explanation
Like his older brothers, Achmeds spoken English is close to that of a
non-ESL background speaker.
Achmed enjoys music influenced from the US rap scene.
Achmed is a happy, self- confident boy who has numerous friends at
school and at Quranic classes. Despite Arabic being spoken most of
the time at the Quranic classes, Achmed does have the opportunity to
speak English with boys his age.
Achmed assists his mother with her English speaking skills and if they
are in public he sometimes has to translate or interpret for her (code-
switching).
Achmed and his family often speak English at home. His mother
insists on practicing after she took lessons. However, Achmeds father
prefers to communicate in Arabic so his children do not forget their
native language (The family see themselves as Egyptian-
Australians).
Achmed has made friends, which suggests his listening and speaking
skills.
His spoken English is close to that of a non- ESL speaker this indicates
his active role in communication at home and school.
If questions and activities are presented beforehand Achmed can
confidently complete the work. At times if he is unaware of what is ahead
he can become frustrated or aggressive when he finds the work difficult.
Can interpret English and translate to his mother (code-switching).
Understands most subject-specific vocabulary.
May require extra clarification or the when participating in listening tasks.

Reading/ Developing
1. Learners at the beginning of this phase
understand the purpose of most texts and are
Viewing
beginning to understand the gist of most class
texts independently.
2. In this phase, they independently read and
understand a range of more complex and
lengthy texts with predictable structures and
familiar vocabulary, but they continue to rely
on illustrations to construct meaning.
(ACARA, May 2014, p. 67)
Writing Developing 1. Learners at the beginning of this phase
reproduce basic models of most classroom
text types, but not at the expected levels of the
achievement standards.
2. In this phase, they can write a variety of texts
in different curriculum areas with some
accuracy in text features, organisation and
cohesion, provided that this has been
adequately modelled by the teacher.
(ACARA, May 2014, p. 78)
1.2 Discuss the students (a) cultural, (b) age, (c) (post-traumatic) emotional and (d) linguistic needs. This information should focus on/relate to
classroom practices and is mainly based on information given in the case studies (Consider how the students needs should be met by the
teacher, in the mainstream classroom and by the school).
Achmeds report cards suggest he lacks proven abilities in reading.
Achmeds mother expresses concern for his literacy skills.
With lacked reading ability in English, he is also having difficulty reading
in Arabic.
Gets angry and aggressive when the work presented seems too difficult.
Follows the English print convention of reading left to right and top to
bottom but there is evidence of some confusion when he sometimes
works with the Arabic conventions of text.
The teaching style of rote memorizing in Quranic classes are not utilised
in school, thus he uses two differing techniques.
Uses graphophonic knowledge to pronounce unknown words.
Achmeds report cards suggest he lacks proven abilities in writing.
Achmeds mother expresses concern for his literacy skills.
With lacked ability in English, he is also having difficulty writing in Arabic.
Gets angry and aggressive when the work presented seems too difficult.
Gives up easily.
At times shows confusion between Arabic grammatical features and
English features. Learning how to write in two languages at once.
The teaching style of rote memorizing in Quranic classes are not utilised
in school, thus he uses two differing techniques.
(a) Achmeds cultural needs: As Achmed is Muslim he attends Quranic classes at the local mosque. These classes teach the Quran through a learning
style of rote memorization, this is a practice not commonly used in Australian schools. Furthermore, Achmed also attends the mosque every Friday
with is father- meaning he partially misses out on school that day.
Achmeds mother enjoyed attending English classes and thus encourages her family to speak to her in English at home. Despite this, Achmeds
father believes the family is Egyptian-Australian and although he wants his son to be successful at school he insists Egyptian is predominately spoken
at home. He does not want his children to forget their native language despite being born in Australia.

(b) Achmeds age related needs: Achmed is 8 years old and since he has spoken English that is close to that of a non-ESL background (as a result of
attending an Australian school his whole life) he can utilise his public and school experiences to cope with new learning experiences. Being a younger
student with difficulties in reading and writing Achmed often has tantrums, which can be due to his immaturity. However, his age is not an excuse for
angry and aggressive behaviour that disrupts the classroom. Achmed has older brothers who have left school and like their father work as mechanics.
Achmeds older brothers may also influence his aggressive behaviour when he finds work difficult, this is also a common response for young adult
males.

(c) Achmeds emotional needs: Achmed, known to many, is a happy and self-confident boy. However, there are economic concerns for his family.
There are debts which in turn stresses his parents, this can also place pressure on Achmed as he may not understand why he does not always get
what he wants. Achmed is at times known to get angry and aggressive when he finds work difficult, this in turn disturbs others and causes him to
sometimes become excluded. Like any child, exclusion hurts Achmed, as he likes to be sociable. Achmed needs a predictable and reliable
classroom environment where the teacher provides work that suits his limited reading and writing ability. As a result this can limit is outbursts of
distracting emotions. The teacher should also be aware of the pressure his father places on Achmed in regards to his Islamic studies; being exposed
to two completely different languages and teaching styles can be exhausting and overwhelming for Achmed.

(d) Achmeds linguistic needs: Since Achmed already has consolidating English oral skills; he needs to be provided with more opportunities to learn in
and through English to therefore learn about English (ACARA, 2014), particularly in regards to his reading and writing. Achmed is fortunate in the
respect that he does have the opportunity to practice his linguistic skills with his mother at home. Assisting his mother with her own English
development should improve Achmeds proficiency of the skill. It would benefit Achmed if he was exposed to more learning experiences that provide
 him with the opportunity to make use of his English language skills. This in turn can build confidence in himself and his ability to communicate in other
ways rather than just through oracy.

1.3. Explanation of the EAL/D teaching methodologies behind the differentiated activities to be undertaken by your newly arrived student. Ensure
that the activities/teaching strategies clearly link to the lesson sequences (LS) 1-4 in the HSIE column.

As Achmed has poor literacy skills in his first language of Arabic, this in turn has affected his academic English literacy skills. Achmed will require extensive
explicit support and time to learn to comprehend and decode texts as well as developing a greater understanding of how the role of language in the context in
which it is used can influence writing (Hertzberg, 2012).

EAL/ D teaching methodologies: The broad range of teaching methodologies outlined below were selected to enable Achmed to become exposed to a
range of experiences that have varying objectives in the target language of English (Hertzberg, 2012).

Speaking and Listening

Achmed has proven to have good oracy skills, however it would benefit him if he put his skills into academic practice. The think-pair-share strategy and
brainstorming would be a great way for Achmed to interact with his peers in the classroom context. As Rowe (1986, as cited in Hertzberg, 2012) suggests, this
strategy can promote critical thinking and complex responses if the student has time to process their thoughts. In addition to this, the critical thinking will also
promote an extension in Achmeds ability to express his opinion, predict, hypothesis and evaluate tasks (Hertzberg, 2012). Furthermore, opportunities like
constructive classroom talk will also support Achmeds internalization of improved form and accuracy, and thus increase the [his] academic language
proficiency (Coleman, 2015)

Collaborative group work activities will also promote greater academic communication in the classroom. Activities such as barrier games, spot the difference,
and back to back viewing (Hertzberg, 2012) will benefit Achmed, to interact with his peers, cooperate and use critical thinking strategies to identify and justify
what may be missing in a task (information gap activity) (Hertzberg, 2012). This can also generate opportunities for Achmed to share his linguistic and cultural
background. By incorporating his identity into a variety of collaborative activities it will result in increased engagement (Coleman, 2015).

Reading
Despite Achmeds exposure of learning to read at school, an obvious problem is the fact that he has not grasped the concept and becomes confused between
the two ways of decoding text (Arabic and English). Reading with the students to model best practice is crucial as, it will remind Achmed of the English
conventions of reading (Hertzberg, 2012). Explicitly highlight the benefit of using the cueing systems for best reading practice. Achmed needs revision in the
areas of semantic, graphophonic, grammatical and visual/ pictorial cues to assist with his comprehension of texts (Hertzberg, 2012).

Selecting appropriate texts that use authentic words within the context of the content will also promote an increased awareness of academic vocabulary for
Achmed. The vocabulary should be taught explicitly and classified by the function or meaning (NSW Department of Education (DEC), n.d.). It is also important
that discussions surrounding a text should be made prior to the reading (Hertzberg). These discussions should focus on the key concepts present in the text
(semantic knowledge); this will allow Achmed to know what he is reading for and thus limit his frustration when he comes across some difficulty (NSW DEC,
n.d.). Activities such as progressive brainstorming, floor storming and venn diagrams can engage students in such discussions and thus promote prediction
skills and prior knowledge (Hertzberg, 2012).

Cloze activities would also suit Achmeds learning needs as he will need to demonstrate his comprehension of a text. Drawing on his syntactic, semantic
knowledge and pictorial/ visual clues, Achmed will practice his literacy skills when completing this task (Hertzberg, 2012).

Writing

Through the explicit teaching of writing and feedback, Achmed will notice language form in relation to meaning, and thus to build greater accuracy in
language use (Coleman, 2015). If tasks are appropriately scaffolded for Achmed and explicitly modeled he will regain an insight into how the context,
purpose, understanding of structure and idea of audience must be acknowledged in any piece of writing (Freeman, 2012, pp. 109-110).

Barrier activities can be another form that promotes prior knowledge and indicates to Achmed what writing task may be ahead of him. Barrier games require
students to orally compare and contrast a variety of similar images/ visual representations (Hertzberg, 2012). This would suit Achmed, as his oracy skills are
good and the content of the task that follows (a writing task in conjunction to the barrier game) will not be a surprise to Achmed and thus should reduce his
possible angry reactions to difficult tasks.

Independent practice of texts should also be differentiated for Achmed as they activate prior knowledge, content specific vocabulary and understanding
(Freeman, 2012, p. 125). Freeman (2012, p. 125-126) also suggests the use of explicit rubrics, as these will outline to Achmed what is required of him and
thus prepares him for the writing task (eliminates the unknown as there is the possibility of disruptive reactions). Have-a- go books will also be implemented
for when he comes across new or old words. This book allows him to practice the spelling of the new word and have it corrected by the teacher if required.
Time lines and matrix organisers (Hertzberg, 2012) are also a great way of allowing Achmed to depict his understanding of event/s. This involves the collation
of pictures, written explanations or descriptions.

References

Australian Institute of Teaching and School Leadership. (2014). Australian professional standards for teachers. Retrieved from:
http://www.aitsl.edu.au/docs/default-source/apst-resources/australian_professional_standard_for_teachers_final.pd

Hertzberg, M. (2012). Teaching English language learners in mainstream classes. Newtown, Australia: Primary English Teaching Association
Australia.