CTL Assignment 1

Contemporary
Teacher Leadership
Assignment 1
Abstract
The following report focuses on the Stage 4 unit of work, “The Sea”. The unit was originally
designed for the use at Cambridge Park High school which is a low-SES school located in the
western suburbs of Sydney. The unit focuses on sustainability and was a new unit made to
address the cross curriculum priority. The report offers evidence based recommendation to
improve the general capabilities and comply with the Understanding by Design (UBD)
principles. The inclusion of a reconstructed unit of work and supporting documentation
demonstrated the effectiveness of contemporary teacher leadership through the revision of
previous taught units of work to improve the learning and teaching for the student’s success.
1
Treovr Rothery 17877419
Table of Contents
Executive Summary ___________________________________________________3.
Objective and context _________________________________________________ 3.
Goals _______________________________________________________________3.
Recommendations ____________________________________________________3.
Part A: Comparative table of Unit Alterations _____________________________4-5.
Part B: Contextual Redesign Program Documenation ______________________6-20.
Redesigned Program Documentation
Context _____________________________________________________________6.
Scope and Sequence __________________________________________________ 7.
Concept Map ________________________________________________________ 8.
Assessment Task _____________________________________________________ 9.
Unit Outline ________________________________________________________ 11.
Part C: Report of Recommendations __________________________________ 21-27.
Appendix ________________________________________________________ 28-36.
Original Program Documentation
Context ____________________________________________________________ 28.
Scope and Sequence _________________________________________________ 29.
Assessment Task _____________________________________________________30.
Unit Outline _________________________________________________________32.
2
Executive Summary
Objective/Context
This report has been prepared for the English faculty at Cambridge Park High school. The
purpose for this report is to make recommendations for the reconstruction of the Stage four
year 8 unit “The Sea”. The underpinning model of redesign is the Understanding by Design
(UBD) (Wiggins and McTighe, 2005) to ensure that the unit is presented in a finished
coherent manner that works to support the learning and engagement of the students. Along
with the use of the UBD model other research and evidence has also been provided to support
the implementation of adjustments and improvement of the implementation of the General
capabilities outlined within the Australian Curriculum. The final product of the report and
recommendations is a completed unit of work and design documentation that applies the
recommendations.
Goals
The recommendations of this report aim to:
 Improve literacy engagement within the classroom.
 Improve the use of ICT through the implementation and integration of technologies in
the learning process.
 Encourage students to engage collaboratively with peers to develop social and
emotional capabilities.
 Improve the unit coherency to facilitate the planning and implementation of the unit.
Recommendations
This report recommends:
- Increasing literacy engagement through more scaffolding and modelling of tasks to assist in
achieving higher results based of their zone of proximal development. This is done through
scaffolded templates, sentences and paragraphs outlines and collaborative learning
environments that foster the use of and reflection on the use of literacy among peers.
- Improve the use of ICT through the implementation and integration of technologies in the
learning process by ensuring ICT is a key component and learning tool used by students
throughout the learning activities.
- Improving the social and emotional engagement of students through the implementation of
project based learning and collaboration opportunities. Students are given opportunities to
share ideas in group discussions, contribute and negotiate with peers through collaborative
learning tasks and work towards goals whilst improving literacy and ICT interaction through
project based learning tasks.
- Improve the unit coherency through structuring the unit lesson activities, ensuring
differentiation is added to the unit of work and that all missing documentation as part of the
UBD model is included.
3
Part A: Comparative table of unit alterations
Area of Concern Overarching Adjustments Evidence
capability to
be addressed
The original unit did Literacy Provide more time for assignment Research suggests that effectively applying modelling and scaffolding to
not provide enough exemplars and ensure prior work work can help to improve literacy capabilities of students (Olson, Scarcella &
supported literacy addresses outcomes in the Matuchniak, 2015; Mulder, Bolled, Long & Lazonder, 2016; Jeong, Ramfrez-
throughout. Though assessment task. Gomez & Gonzalez-Gomez, 2017; Harris, 2012). Vygotsky’s Zone of
there is still a focus proximal development (ZDP) claims that students can learn above their
on literacy specific Provide scaffold to students during current performance through completing tasks that include scaffolded support
scaffolding and the lead up to assessment task so (Jeong et el., 2017). A range of helpful scaffolds can include graphic
modelling is not they can apply the skills of report organisers, sentence, paragraph and essay templates and outlines (Olson et al.,
present. writing they learn through the 2015). Scaffolding can take many shapes and forms but it includes providing
scaffold to their assessment task. students with parts of work as a guide so that students can focus on the
specific skills or more difficult aspects of the task (Mulder et al., 2016).
Provide guided/modelled research Modelling work provides students with clear expectations of what is expected
task to improve on student’s research of them and can be implemented through explicit teaching (CESE, 2014)
skills.
The activities Social and Implement a project based learning Students should be able to foster and reflect on their learning they have
presented Emotional activity where students are required completed through their interactions with peers (Wiggins & McTighe, 2005).
throughout the unit Capabilities to work in groups. Students are able to manage their work in groups by having someone to help
of work do not Increase the amount of group guide them, these also provide the much needed social support for students
foster collaboration interactions throughout the unit. with social skills such as negotiation and sharing of ideas being fostered in
between peers. This should be done through group environments (Ibrahim, Shak, Mohd, Ismail, Permal, Zaidi & Yasin,
collaborative tasks, group 2015). The collaborative process is also important with the teaching of
discussions, or project based English especially for students with ESL as pair and small group work fosters
learning tasks. language use and provides an area to practice new language skills (Olson,
Scarcella & Matuchniak, 2015). The collaborative process can also help to
improve and create a non-threatening learning environment that is conductive
of learning (Ibrahim et el., 2015).
4
There is a limited Information Ensure students have adequate time Evidence suggests that ICT is a tool that aids teachers by improving their
interaction between communication booked at the computer rooms. access to different types of media already in use (Kaur, 2016). Evidence also
students and ICT Technology shows that ICT is a media that allows for student interaction allowing students
throughout the unit capabilities Incorporate ICT into the classroom to provide feedback and work collaboratively (Yunus, Nordin, Salehi, Embi
of work. With the when interacting with different & Salehi, 2013). ICT capabilities are also key skills that will be needed to
focus being on activities such as the newly added complete the report assessment task as students are required to do further
report writing project based learning activity. research and apply this information to their assignment. With Understanding
students should by design in mind, these skills should be developed and fostered throughout
build on ICT Increase the amount of interaction the unit of work leading up to the assignment (Wiggins & McTighe, 2005).
capabilities to foster between students and ICT in their
research skills for research this can be done through e-
the assessment. groups, e-encyclodedia, audio-video
or use of blogs.
Overall unit lacks Unit coherency Include an adjustment/differentiation Differentiation is a key part of a unit of work as it allows for teachers to
organisation. column in the unit of work. address the learning needs for all their students and if not done correctly it can
Though the unit lead to a watered down treatment for certain students and groups (Harris,
does present the Provide a range of different 2012). Differentiation also becomes increasingly important in schools where
information it can be differentiation options for teacher to large numbers of students are not achieving the highest levels of literacy
hard to focus on choose and apply for their specific (Watts-Taffe, Laster, Broach, Marinak, Connor & Walker-Dalhouse, 2012).
specific lessons and class. The unit coherency improvements suggested also work into the understanding
the differentiation. Make each lessons activities clearer by design (UBD) principles of planning the learning experiences and
and easier to find. instructions using the WHERETO model (Wiggens & McTighe, 2005). The
adjustment and differentiation column help to improve the tailoring model of
Make differentiation and UBD by specifying the learning needs of students in the class. By clearly
adjustments clearer. identifying lessons in the unit it becomes easier to establish and ensure
Include a concept map. students understand the goals and direction of each of the lessons (Wiggins &
McTighe, 2005; Tomlinson, 2001). The need for all aspects of the design
process to be included is also a requirement of the UBD process so a concept
map should also be provided to help establish the learning goals and outcomes
of the students (Wiggins & McTighe, 2005)
5
Part B: Contextual Redesigned Program Documentation
Context:
The following program documentation have been changed and
adapted from the assessment task, scope and sequence and unit
outline which were provided during my professional practice 1 at
Cambridge Park High-school, located in the western suburbs. The
changes and additional documentation has been designed in
accordance to the Understanding by Design principles and a range of
research.
The school has a population of around 700 students and is located in a
low socio economic region. The school has an indigenous student
population of 13% with 16% of students identifying as having a
language background other than English. The NAPLAN results have
indicated that they are below the national average, but achieving
results close to similar schools. This unit is new and was made to
incorporate the cross curriculum priority of sustainability into the
English syllabus by exploring the sea. The unit of work is for stage 4
students specifically for a year 8 class. The class that was taught using
the following program was a low ability class that contained 15
students. The program looks at the different things that have an
impact on the sea, this includes water pollution, whaling, the Great
Barrier Reef and natural disasters such as tsunamis.
6
Stage 4 Scope and Sequence year 8
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
Short Stories Poetry: Painting and Art
Focus: Descriptive writing Focus: - Poetical devices and language features
This unit will provide students with an opportunity to develop their reading skills and to Students will build upon their knowledge of poetry and poetical language, they will create their own
Term 1
learn about various genres used in short stories. Students will write their own stories, poems and explore the way poems can be visually stimulating and how art can reflect poetry and vice
analyse stories, and improve spelling through the use of a dictionary and thesaurus. versa.
Assessment of learning: Own short story composition (25%) Assessment of learning: Portfolio of poems (25%)
Assessment as and for learning: Peer review, teacher/student conferencing, reflection Assessment as and of learning: Peer review, teacher/student conferencing, reflection sheets (5%
sheets. class work mark).
Focus outcomes: 1A, 2A, 3B, 8D, 9E Focus outcomes: 3B, 6C, 8D, 9E
Key Capabilities: Literacy; Asian and Australia’s engagement with Asia; Key Capabilities: civics and citizenship, difference and diversity, critical and creative thinking
Concept Study: The Sea
Focus: Elements of writing
Term 2
Students will consider the significance of the sea in the world by looking at various websites, ancient stories, modern stories, films, the importance of the sea to communities for sustaining jobs
and life-styles, the issues of modern life on the seas of the world – sustainability, pollution etc.
Assessment of learning: Report on one aspect of the unit studied in class (25%). Assessment as and for learning: Peer review, teacher/student conferencing, reflection sheets
Focus Outcomes: 4B, 5C, 7D, 9E Key capabilities: Sustainability, Aboriginal & Torres Strait Islander histories & culture, ICT capabilities, civics & citizenship
Novel study: Various Novels
Focus: PEEL paragraphs
Students study a novel in class. This novel study covers characters, plot, setting and other novel features. Students develop an understanding of these features and discuss their understanding
Term 3
through PEEL paragraphs.

Assessment of learning: Speech (25%) Assessment as and for learning: Peer review, teacher/student conferencing, reflection sheets
Focus outcomes: 1A. 2A Key capabilities: varies depending on novel studies.

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10-11
Introduction to Shakespeare Media: Newspapers Swim School End of term activities or
Focus: Language features Focus: Spelling continuation of media
Students develop their understanding and usage of various language features. They Students will develop an understanding of newspaper unit, dependent on class
will examine the history of Elizabethan era, Shakespeare’s style of writing, his plays reporting – soft and hard stories and use of hyperbole and interest
Term 4
and the main ideas in many of his plays and why they are valid today. emotive language
Assessment as and for learning: Peer review, teacher/student conferencing, Assessment of learning: No formal assessments after
reflection sheets. reporting period.
Assessment as and for learning: Peer review,
teacher/student conferencing, reflection sheets.
Focus outcomes: 2A, 5C, 6C, 7D, 8D, 9E Key capabilities: capability, civics & citizenship, Information and communication technology capability
7
Concept Map for the unit: The Sea
The Sea
Research
Intervention exploring
Events
Water pollution Whaling The Great Barrier Reef
Waste causes
Perspectives
Human interaction
Sustainability
Wildlife
Indigenous perspectives
Change History
8
Cambridge Park High School
Year 8 Assessment Task Notification
Date of issue: Term 2, Week 7 Course/Year Level: English
Class/es: All Year 8
Date to be submitted: Term 2, Week 10 Assessment Task No: 3
Weighting: 25%
Outcomes to be assessed:
4B: uses and describes language forms, features and structures of texts appropriate to
a range of purposes, audiences and contexts
5C: thinks imaginatively, creatively, interpretively and critically about information and
increasingly complex ideas and arguments to respond to and compose texts in a
range of contexts
7D: demonstrates understanding of how texts can express aspects of their broadening
world and their relationships within it
9E: uses, reflects on and assesses their individual and collaborative skills for learning
Marks will be awarded for your ability to:

Demonstrate your understanding of the chosen topic.
Use language to communicate understanding.
Use ICT skills to compose and present information.
Submission Instructions:
● School policy applies regarding non-submission due to illness/misadventure. If
school policy is not followed, a penalty of 0% will be awarded for each task not
completed.
● The task must be handed in on the required date to your teacher. You must get a
receipt from your teacher and keep it as proof that the task was handed in.
Student Confirmation:
● This is all my own work. I have referenced any work used from other sources and
have not plagiarised the work of others.
● I have kept a copy of the task for my own records.
Student signature: ________________________
Receipt of submission:
Student name: ________________________
Assessment task: ___________________ Student signature:____________________
Date submitted: ____________________ Teacher signature: ____________________
9
Task: Report
Task Description:
You are to submit a report on one topic studied this term. Your teacher will give you a
more detailed list of topics to choose from.
Your report must be typed through your Google Drive account.
Your report should be 500 words in length and include images.
Steps to successfully complete the task:
1. Complete all class work.

2. Write and edit your own report. You may also swap and edit with a peer, or ask
your teacher to edit (but only after you have edited first).
MARKING CRITERIA
GRADE DESCRIPTOR MARKING CRITERIA
Outstanding understanding of the chosen topic.
A Skilful use of language to communicate
OUTSTANDING
17 - 20 understanding.
Skilful ICT skills to compose and present information.
Effective understanding of the chosen topic.
Effective use of language to communicate
B
HIGH understanding.
13 - 16
Effective ICT skills to compose and present
information.
Adequate understanding of the chosen topic.
Adequate use of language to communicate
C
SOUND understanding.
9 - 12
Adequate ICT skills to compose and present
information.
Basic understanding of the chosen topic.
D Basic use of language to communicate
BASIC
5-8 understanding.
Basic ICT skills to compose and present information.
Limited understanding of the chosen topic.
Limited use of language to communicate
E
LIMITED understanding.
1-4
Limited ICT skills to compose and present
information.
10
The Sea | Stage 4 | English
Summary Duration
Cambridge Park High School - English Faculty Sample term
This is the second unit taught in Year 8. It occurs during Term 2, which is a 9 week term. 10 weeks
Digital copies of all resources are available on the faculty computer. Detail: 3 lessons per week, 30 hours.
Unit overview The Sea

Students complete an Area of Study based on the sea. This unit exposes students to a Topics explored can include:
range of texts and concepts based on the sea and its role in Australian culture. There is
 The Great Barrier Reef
a focus on non-fiction texts and sustainability.
 Whaling in Australia
 Boxing Day Tsunami, 2004
 Sea Voyages
 Ancient texts
 Mythical sea creatures
 Other choices are available but run them by the Head teacher
11
Outcomes Assessment overview
English K-10 Students are required to write a report on ONE of the sea events we have studied in
class. These include:
› EN4-1A responds to and composes texts for understanding, interpretation, critical
analysis, imaginative expression and pleasure  The Great Barrier Reef
› EN4-3B uses and describes language forms, features and structures of texts  Whaling in Australia
appropriate to a range of purposes, audiences and contexts  Boxing Day Tsunami, 2004
› EN4-7D demonstrates understanding of how texts can express aspects of their  Sea Voyages
broadening world and their relationships within it Student can use notes gathered in class in addition to their own research. Should be a
MINIMUM one page (typed, size twelve font) in length.
 Task will be differentiated for:

 Top = independent writing
 Middle = scaffolded task
 Bottom = students complete guided task (e.g. finish the sentence).
Key Capabilities: Sustainability, Literacy, ICT capabilities, Aboriginal and Torres Strait Islander histories and culture, civics & citizenship
General differentiation options:

 Provide different means of instruction for students, can include verbal and written.
 Jigsaw activities
 Journal writing for summarizing work
 Exit passes that allow for a written summary, spoken summary or image of something learnt that lesson.
 Have options available for student to choose from.
 Open ended projects (more for Gifted and Talented)
 Offer different means of presenting learning (speech, written, image, presentation etc.) this is not always an option.
 Include a range of material sources such as Video, Audio, Reports and websites
 Scaffold activities/tasks
 Collaborative learning groups
12
Content Teaching, learning and assessment Resources Differentiation
Week One: Lesson 1: Introduction Lesson 1:  Provide different means of
Introduction to instruction for students, can
1. Identify learning goals and outcomes for the unit with PowerPoint: The Sea PP Lesson 1.pptx
the unit. include verbal and written.
students. Establish the learning question: “How are a range Worksheet: What does the sea mean to
of different things happening in my environment me.docx For differentiation, there is an  Scaffold activities/tasks
impacting on the sea?” additional worksheet definition low
 Include a range of material
ability.docx
sources such as Video, Audio,
2. PowerPoint: includes definition of the sea, brainstorm word
Reports and websites
association, watch Vimeo video and complete task,
Lesson 2:  Offer different means of
“What the Sea means to me.” presenting learning (speech,
Lesson 2: Research Task Worksheet: The Sea Research Task.docx written, image, presentation
etc.)
3. Research Task: “Oceans of the World”, includes websites Lesson 3:
and National Geographic Quiz.
Worksheet: Australian and Aboriginal
Students should be provided with guiding questions to
Context.docx
assist the gathering information, the task should also
provide different means of presenting the found
information.
Lesson 3: Australian link
4. Australian context past and present: worksheet with cloze

passage, video “Aborigines of the Sea Coast” and
comprehension questions. Could also have the printed
transcript available if students want to follow along.
Week Two: Lesson 1: Intro to Great Barrier Reef Lesson 1:  Offer different means of
Great Barrier presenting learning (speech,
1. Intro lesson. Teacher to provide information to students on Information on GBR, dependent on class
Reef written, image, presentation
GBR. level. Can be presented through
etc.)
Lesson 2: Jigsaw Task worksheets, YouTube, image searches or
similar.
2. Students to complete jigsaw activity on marine life in the
reef. Present information on paper or cardboard, Lesson 2: Reports and websites
information may also be presented as a speech to the
Teacher to use GBR intro info to complete  Jigsaw activities
class or through a PowerPoint. (if students have other
jigsaw task.
suggestions that must be run by the teacher)
Lesson 3: Saving the GBR Lesson 3:
3. Students are to read Greenpeace article on saving the Greenpeace articles available online.
GBR. Teacher to discuss in relation to sustainability.
13
Weeks Three & Lesson 1: Protecting the Sea Lesson 1:  Offer different means of
Four: Protecting presenting learning (speech,
1. Teacher to provide class with information about efforts to 1. Information on protection efforts,
the Sea written, image, presentation
protect the sea/wildlife currently and throughout dependent on class level. Can be
etc.)
history. Sustaining Wildlife: Whalers and Sealers in presented through worksheets, YouTube,
Antarctica (history and context).Sea Shepherd Australia image searches or similar.
– web page Greenpeace Lesson 2&3: Reports and websites
 Exit passes that allow for a
– web page Activist 2. Whale Wars episode - file available on
written summary, spoken
staffroom computer. Revisit, Reflect,
Week: What are these organisations? What is their summary or image of
Retell - faculty copy. Worksheet: Whale
purpose? Provide students with information on/look at something learnt that lesson.
Wars Episode 1 questions.docx
websites.  Have options available for
Lesson 4: student to choose from.
Lesson 2&3: Whale Wars  Scaffold activities/tasks
3. Worksheet: Whale Wars transcript.docx
2. “Whale Wars”. Watch Season One, Episode One (60 mins). Lesson 5:
Inference task (Revisit, Reflect, Retell pp 36-37): play
opening of Whale Wars episode without sound and pause. 4. Worksheet: Sea Shepherd Article.docx
Ask students to complete table (photocopied from book Lesson 6:

or copied into workbook) about what is happening. Then
5. Sea Shepherd Videos: available on
play complete episode.
website.
Students to complete the comprehension questions as the
y watch the episode. Teacher prompting may be required
for some questions. Students to finish questions in following
lesson.
Lesson 4: Interview Transcript
3. Transcript of 60 Minutes episode with Liz Hayes: Read

through opening only (determined by teacher). Two
students who enjoy drama/acting could perform the
interview with the transcript at the front of the class.
Students highlight the main ideas of the article. Complete
“Making Connections” table. Under the subheadings:
Connections to Whale Wars; Paul Watson’s View; Joji
Morashita’s View. Cut up another section of the interview
and place under each subheading (of the two men) to
14
highlight the differing perspectives. Then give students the
correct order and provide true/false questions for them
which must be answered using a quote
Write your own interview questions 2-3 for Paul Watson and
Joji Morashita. Final piece of writing: “What is your position
on Whaling? Write a short explanation of why you believe
this (use Watson or Morashita to support).”
Lesson 5: Newspaper Article
4. Read through Newspaper Articles about Sea Shepherd

activities. Use coding strategy of: ? ! *
Explain to students how to use and apply a coding
strategy.
Provide a scaffolded examples coding.
Lesson 6: Action plan Creation
5. Sea Shepherd Video: “Become a Direct Action Crew

Member”: Create YOUR OWN action plan. How would you
stop whaling? Explain WHY you believe we should stop
Whalers and create a ten point plan outlining your
strategy.
15
Week Five: Lesson 1,2 & 3: Destroyed by water project based learning Lesson 1,2&3:  Offer different means of
Destroyed by presenting learning (speech,
1. Destroyed by Water Introduce the concept to the class PowerPoint: Deadliest Floods PP.pptx
Water written, image, presentation
with the accompanying PowerPoint. Worksheet: Ten Deadliest Floods in Austra
etc.)
Students will be allocated into groups of 3-4 and will be lian History.docx and Australia's Ten
required to complete and present a research task about Worst Floods.
floods OR Tsunami’s. Reports and websites
A range of choices for students to
consider.  Have options available for
Students can choose from different means of presenting their
student to choose from.
information these can include but are not limited to:
Access to ICT for students to conduct  Open ended projects (more
Group speech, Poster, Formal report, Powerpoint research (accommodate with some for Gifted and Talented)
presentation, Story, collaboration of individual work. paper sets of research in case issues  Scaffold activities/tasks
arise with ICT)  Collaborative learning groups
The information that students should find is:
 Timeline of Tsunami’s/floods in the region (e.g. when

floods occurred in Queensland not just the specific
flood being looked at)
 An imaginative piece of writing which addresses
how the students will feel and react if they were in
that situation. (alternatives for this can include a
collection of drawings, a story board or comic strip)
 Facts and statistics about the flood/tsunami (this can
include number of homes destroyed, lives lost, depth
of water and other interesting things that occurred)
Other possible ideas that can be included in the task:
Flooding history and Queensland Floods, 2012/2013 →

Create a timeline of deadliest floods in Australian history
(context).
The Boxing Day Tsunami, 2004
Japanese Tsunami, 2011
16
(Bali and Japan – Asian perspective?)
There are plenty of news articles and clips on YouTube.

Could also watch the trailer for “The Impossible”.
Creative writing task. Choose ONE of the above natural

disasters. Imagine you experienced this tragedy and are
writing about your experiences. Compose 3 journal entries
describing the event, discussing your emotions and reaction
to the event, the damage to your home/community/town
and how you plan to overcome the event.
Week Six: Sea Lesson 1: Jessica Watson Lesson 1:  Collaborative learning groups
Voyages &  Include a range of material
1. Teacher introduces Jessica Watson, with powerpoint. Class 1. Novel: school library has copy.
Jessica Watson sources such as Video, Audio,
maps out her journey and read the prologue of her novel PowerPoint: Jessica Watson.pptx
Students watch a selection of clips (embedded in PPT) Worksheet:
and answer questions based on her journey. Students Jessica Watson's Journey.docx Clips:
compete a diary entry task, as outlined in the PPT. They Available on faculty computer for back
can also use the worksheet about her journey to make up.
their entry factual. Lesson 2:
Lesson 2: The Titanic
2. YouTube video, interactive map from
2. The Titanic and Ocean holidays. Develop interest in Britannica titanic page and quiz
shipwrecks. YouTube: “Titanic the shocking truth” 2012 questions
documentary. Interactive map of journey and diagram of Lesson 3:
boat available at Britannica Titanic page. “Unsinkable
Facts” – Quiz Questions. 3. Worksheet: Famous Shipwrecks Research
Task.docx
Lesson 3: Ship wreaks and research
4. Scaffold for research task collection
3. Research task based on a famous shipwreck. Students process.
should be provided with a scaffold to help structure the
research collection in the same manner that will be
17
applied in the assignment given out next week. (Once
students have collected the information there should be a
class discussion about the findings with students being
able to share their thoughts.
4. Extension/focus class tasks: Jessica Watson's website has
further video blogs, clips, interviews etc. Many people
criticised her decision as it jeopardised her safety, students
could complete an opinion piece on this.
Week 7 Lesson 1: assessment modelling and scaffolding Lesson 1:  Include a range of material
Students will also be issued their assessment task notification Modelling and scaffolding resources and
and begin working on the task. What is a report/research sheets.
paper? Teacher led explanation, scaffold and modelling.
Assessment Notification Task  Have options available for
www.readwritethink.org/files/resources/lesson_images/lesson student to choose from.
Lesson 2&3:
/155scaffold.pdf
Assessment Exemplars
Lesson 2:
Lesson 2&3: exemplar reflection
Students have the opportunity to explore and reflect on

exemplar reports.
A range of reports which range from a pass – high grades

presented to students, they are required to identify the key
aspects of the report whilst referring to the modelled
example of the teacher and the scaffold provided.
Students are then to identify the differences between the

pass and high grade exemplars based of referring to the
outcomes and marking criteria in the assessment task.
18
Weeks 8 & 9 Lesson 1: Lesson 1:  Collaborative learning groups
To Help students choose a topic for their assessment task: Revision notes, powerpoint slides which
provides a brief summary of each topic
Teacher revises the main topics covered throughout the unit: Reports and websites
covered.
The Great barrier reef, Famous ship-wreaks, destroyed by  Scaffolded activities/tasks
water (floods & Tsunamis), whaling and water pollution. All other:  Have options available for
All lessons: Writing workshop worksheets  Exit passes that allow for a
written summary, spoken
Students are given class time to work on their assessment Modelling examples
summary or image of
task.
Exit passes something learnt that lesson.
More modelling is done with addressing different aspects of
the assessment including reflection on research practices
established earlier in the term, establishing research
questions, how to write informatively.
Writing workshops are completed where students can

choose to focus on their writing for the assessment task.
These lessons will include ICT computer lab lessons so that all
students have the opportunity to do further research on their
topics.
Students are given opportunities to collect peer feedback on

their work so far, so they can further refine their report writing.
At the end of each lesson students should complete exits

passes (can include images, written reflections verbal
responses) in regards to the progress they have made during
the lesson.
19
Week 10 Lessons 1,2 & 3: Lesson 1,2&3:  Have options available for
Assessment task Due this week. Reflection sheet
 Exit passes that allow for a
Students engage in reflection on their assessment process. Discussion questions written summary, spoken
summary or image of
Students engage in group discussions regarding their Whale wars episodes something learnt that lesson.
process, things they found difficult and easy.
Time permitting, students may watch further episodes of

Whale Wars if all content is taught. Students will then
complete a reflection on the changes that occurred over
the episodes watched.
20
Part C: Report of Recommendations
Introduction
The stage 4 unit “The Sea” has been taught successfully in the past, but is still in early stages
of review and change as the unit was only introduced with the cross curriculum priorities of
the Australian curriculum, specifically sustainability. Teaching practice requires constant
reflection and review of our teaching programs (Wiggins & McTighe, 2005). Because the
unit is relatively new to the faculty and based on the UBD approach to program construction
and revision, the following report will outline a range of improvements based on the
recommendations outlined and relevant research in the field. These recommendations
outlined will address how to improve the student’s literacy development, ICT incorporation,
social and emotional capabilities and the overall unit coherency. These recommendations
should be used as a base for improvement in our first round of revision on the program and
through teaching the unit further revision should be taken to ensure the program stays up to
date and offers the best outcomes for our students.
Literacy development
Research in the field of literacy development suggests that effectively applying modelling
and scaffolding to work can help to improve literacy capabilities of students (Olson, Scarcella
& Matuchniak, 2015; Mulder, Bolled, Long & Lazonder, 2016; Jeong, Ramfrez-Gomez &
Gonzalez-Gomez, 2017; Harris, 2012). This is important especially for our students who are
achieving literacy results below the state average. As many of our students are behind their
peers in literacy development it is important not to lower expectations but apply scaffolding
and modelled learning and teaching approaches to achieve the student’s proximal zone of
development. Vygotsky’s Zone of proximal development (ZDP) claims that students can
21
learn above their current performance through completing tasks that include scaffolded
support (Jeong et el., 2017). With the review of “The Sea” unit for our stage 4 students it was
apparent that there was a lack of scaffolding throughout the unit as a whole. The unit did
accommodate and provide scaffolded approaches in the two weeks prior to the assessment
being due, but students require a sustained approach to develop their literacy skills. Since this
is the case a range of scaffolding and modelling tasks have been added to the unit of work to
assist students in developing these key literacy skills from the start of the unit.
These scaffolded tasks should be developed to accommodate the needs of individual students
(Wiggins & McTighe, 2005). As such the tasks that have been added to the program may
require revision based of the students in your class. To help, a range of helpful scaffolds can
include graphic organisers, sentence, paragraph and essay templates and outlines (Olson et
al., 2015). Scaffolding can take many shapes and forms but it includes providing students
with parts of work as a guide so that students can focus on the specific skills or more difficult
aspects of the task (Mulder et al., 2016). As with scaffolded work, modelling work provides
students with clear expectations of what is expected of them and can be implemented through
explicit teaching (CESE, 2014). Since Modelling also plays a large role it is important to
consider how we demonstrate the skills we wish students to learn. So along with scaffolding
the work we should model out expectations of tasks for students to reflect on.
ICT incorporation
As we delve deeper into the 20th century ICT is becoming more prevalent as part of our daily
lives, because of this it is also key that we acknowledge and draw on the available options
presented with ICT to improve the learning of our students. Evidence suggests that ICT is a
tool that aids teachers by improving their access to different types of media already in use
(Kaur, 2016). The unit was lacking in student interaction with ICT and though many of the
22
students do lack access to a personal device in the classroom, we should accommodate to that
by organising computer labs in advance. Since the assessment task is a research task students
are required to interact with ICT to find different information. With Understanding by design
in mind, these skills should be developed and fostered throughout the unit of work leading up
to the assignment (Wiggins & McTighe, 2005). Due to ICT skills needing to be fostered
throughout the unit, additional opportunities have been added to the unit of work to allow
students to interact with ICT. Some of these changes include smaller research tasks both
individually and collaboratively, different ways of presenting information such as PowerPoint
and blogs and throughout the project based learning. The reason for many of the ICT tasks
involving group collaboration is because evidence also shows that ICT is a media that allows
for student interaction allowing students to provide feedback and work collaboratively
(Yunus, Nordin, Salehi, Embi & Salehi, 2013). This means that through including ICT into
group projects the interactions between students are improved which can assist with
developing their ICT capabilities along with social and emotional capabilities.
Social and emotional capabilities
Social and emotional capabilities addresses the interactions students have with each other in
the classroom. Apart from being a general capability of the Australian curriculum,
interactions among students can help them to foster and reflect on their learning they have
completed through their interactions with peers (Wiggins & McTighe, 2005). Students are
able to manage their work in groups by having someone to help guide them, these also
provide the much needed social support for students with social skills such as negotiation and
sharing of ideas being fostered in group environments (Ibrahim, Shak, Mohd, Ismail, Permal,
Zaidi & Yasin, 2015). Due to benefits associated with group work additional collaboration
activities have been added to the unit of work including group discussions, a project based
23
learning task and smaller collaboration tasks. These tasks help students to support eachother
throughout the learning experience as they build and develop their skills (Ibrahim et el.,
2015).
The collaborative process is also important with the teaching of English especially for
students with ESL as pair and small group work fosters language use and provides an area to
practice new language skills (Olson et al., 2015). Since our school has an ESL population of
16% we also need to consider the effect our program has on them. The collaborative process
can also help to improve and create a non-threatening learning environment that is conductive
of learning (Ibrahim et el., 2015). The steps taken in creating the safe learning environment
that considers all students helps comply with the UBD framework an can be used to improve
the learning of all the students (Wiggins, McTighe, 2005).
Unit coherency
The unit of work “The Sea” contained minimum differentiated instruction methods with only
a few extension tasks suggested. Research shows that differentiation is a key part of a unit of
work as it allows for teachers to address the learning needs for all their students and if not
done correctly it can lead to a watered down treatment for certain students and groups
(Harris, 2012). Because of this a differentiation column was added to the unit of work so that
the different differentiation methods for each section of the unit can be clearly identified. The
adjustment and differentiation column help to improve the tailoring model of UBD by
specifying the learning needs of students in the class, For the purpose of this report only
general differentiation methods have been included as they should be tailored for individual
students but the suggestions included can be used as a base and should still apply for some.
Differentiation also becomes increasingly important in schools where large numbers of
students are not achieving the highest levels of literacy (Watts-Taffe, Laster, Broach,
24
Marinak, Connor & Walker-Dalhouse, 2012). As our school is currently achieving below the
national average, differentiation is even more important for our school.
The unit coherency improvements suggested also work into the understanding by design
(UBD) principles of planning the learning experiences and instructions using the WHERETO
model (Wiggins & McTighe, 2005). The overall unit was not smooth in its presentation and
missing some components such as the concept map, these are needed as they help to clearly
identify lessons in the unit so it becomes easier to establish and ensure students understand
the goals and direction of each of the lessons (Wiggins & McTighe, 2005; Tomlinson, 2001).
The assessment also was missing the learning outcomes which should be present to ensure
that the UBD backwards planning process can work from the learning goals and outcomes
established in the assessment (Wiggins, McTighe, 2005), due to this an outcomes section was
added to the assessment task.
Conclusion
Therefore, whilst “The Sea” has been successfully taught in the past, it is important to
continually reflect on our design process to improve the learning for the students. It is
important to consider the design process and how this process can help to improve our faculty
and ourselves as teachers. The recommendations should assist in the future teaching of this
unit of work but further adjustments should be made for individual classes. The suggestions
put forward should be used as a guide and further reflection and adaptation is important to the
future design process of the unit.
25
References
Centre for Education Statistics and Evaluation (2014) What works best: evidence-based
practices to help improve NSW student performance. Sydney: NSW Department of
Education and Communities.
Dixon, F. A., Yssel, N., McConnell, J. M., & Hardin, T. (2014). Differentiated Instruction,
Professional Development, and Teacher Efficacy. Journal for the Education of the
Gifted, 37(2), 111-127. doi:10.1177/0162353214529042
Harris, D. (2012). Varying Teacher Expectations and Standards. Education and Urban
Society, 44(2), 128-150.
Ibrahim, N., Shak, M. S. Y., Mohd, T., Ismail, N. A., Perumal, P. D. a. p., Zaidi, A., & Yasin,
S. M. A. (2015). The Importance of Implementing Collaborative Learning in the
English as a Second Language (ESL) Classroom in Malaysia. Procedia Economics
and Finance, 31, 346-353. doi:https://doi.org/10.1016/S2212-5671(15)01208-3
Jeong, J. S., Ramírez-Gómez, Á., & González-Gómez, D. (2017). A web-based scaffolding-
learning tool for design students’ sustainable spatial planning. Architectural
Engineering and Design Management, 13(4), 262-277.
doi:10.1080/17452007.2017.1300129
Kaur, P. G. (2016). The use of information & communication technology (ICT) in teaching
english literature and language for enhancing the learning efficiency in
students. International Journal of Advanced Research in Computer Science, 7(6)
Retrieved from https://search-proquest-
com.ezproxy.uws.edu.au/docview/1860624236?accountid=36155
Laal, M., & Ghodsi, S. M. (2012). Benefits of collaborative learning. Procedia - Social and
Behavioral Sciences, 31, 486-490. doi:https://doi.org/10.1016/j.sbspro.2011.12.091
Mulder, Y. G., Bollen, L., Jong, T. d., & Lazonder, A. W. (2016). Scaffolding learning by
modelling: The effects of partially worked‐out models. Journal of Research in
Science Teaching, 53(3), 502-523. doi:doi:10.1002/tea.21260
Olson, C. B., Scarcella, R., & Matuchniak, T. (2015). ENGLISH LEARNERS, WRITING,
AND THE COMMON CORE. Elementary School Journal, 115(4), 570-592.
Roiha, A. S. (2014). Teachers’ views on differentiation in content and language integrated
learning (CLIL): Perceptions, practices and challenges. Language and Education,
28(1), 1-18. doi:10.1080/09500782.2012.748061
Warhurst, J., Crawford, K., Ireland, J., Neale, D., Pickering, J., Rathmell, C., . . . Ewing, R.
(2010). Improving literacy pedagogy and outcomes through teaching imaginatively.
Practically Primary, 15(3), 26-30.
Watts‐Taffe, S., Laster, B. P., Broach, L., Marinak, B., Connor, C. M., & Walker‐Dalhouse,
D. (2012). Differentiated Instruction: Making Informed Teacher Decisions. The
Reading Teacher, 66(4), 303-314. doi:doi:10.1002/TRTR.01126
26
Wiggins, G., & McTighe, J. (2005). Understanding by design (Expanded 2nd ed.).
Alexandria: ASCD.
Yunus, M. M., Nordin, N., Salehi, H., Embi, M. A., & Salehi, Z. (2013). The use of
information and communication technology (ICT) in teaching ESL writing
skills. English Language Teaching, 6(7), 1-8.
27
Appendix:
School Context
The following assessment task and unit outline were provided during
my professional practice 1 at a school in the western suburbs. The
school has a population of around 700 students and is located in a low
socio economic region. The school has an indigenous student
population of 13% with 16% of students identifying as having a
language background other than English. The NAPLAN results have
indicated that they are below the national average, but achieving
results close to similar schools. This unit was made to incorporate the
cross curriculum priority of sustainability into the English syllabus by
exploring the sea. The unit of work is for stage 4 students specifically
for a year 8 class. The class that was taught using the following
program was a low ability class that contained 15 students. The
program looks at the different things that have an impact on the sea,
this includes water pollution, whaling, the Great Barrier Reef and
natural disasters such as tsunamis.
28
Stage 4 Scope and Sequence year 8
Short Stories Poetry: Painting and Art
Focus: Descriptive writing Focus: - Poetical devices and language features
This unit will provide students with an opportunity to develop their reading skills and to Students will build upon their knowledge of poetry and poetical language, they will create their own
Term 1
learn about various genres used in short stories. Students will write their own stories, poems and explore the way poems can be visually stimulating and how art can reflect poetry and vice
analyse stories, and improve spelling through the use of a dictionary and thesaurus. versa.
Assessment of learning: Own short story composition (25%) Assessment of learning: Portfolio of poems (25%)
Assessment as and for learning: Peer review, teacher/student conferencing, reflection Assessment as and of learning: Peer review, teacher/student conferencing, reflection sheets (5%
sheets. class work mark).
Focus outcomes: 1A, 2A, 3B, 8D, 9E Focus outcomes: 3B, 6C, 8D, 9E
Key Capabilities: Literacy; Asian and Australia’s engagement with Asia; Key Capabilities: civics and citizenship, difference and diversity, critical and creative thinking
Concept Study: The Sea
Focus: Elements of writing
Term 2
Students will consider the significance of the sea in the world by looking at various websites, ancient stories, modern stories, films, the importance of the sea to communities for sustaining jobs
and life-styles, the issues of modern life on the seas of the world – sustainability, pollution etc.
Assessment of learning: Report on one aspect of the unit studied in class (25%). Assessment as and for learning: Peer review, teacher/student conferencing, reflection sheets
Focus Outcomes: 4B, 5C, 7D, 9E Key capabilities: Sustainability, Aboriginal & Torres Strait Islander histories & culture, ICT capabilities, civics & citizenship
Novel study: Various Novels
Focus: PEEL paragraphs
Students study a novel in class. This novel study covers characters, plot, setting and other novel features. Students develop an understanding of these features and discuss their understanding
Term 3
through PEEL paragraphs.

Assessment of learning: Speech (25%) Assessment as and for learning: Peer review, teacher/student conferencing, reflection sheets
Focus outcomes: 1A. 2A Key capabilities: varies depending on novel studies.

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10-11
Introduction to Shakespeare Media: Newspapers Swim School End of term activities or
Focus: Language features Focus: Spelling continuation of media
Students develop their understanding and usage of various language features. They Students will develop an understanding of newspaper unit, dependent on class
will examine the history of Elizabethan era, Shakespeare’s style of writing, his plays reporting – soft and hard stories and use of hyperbole and interest
Term 4
and the main ideas in many of his plays and why they are valid today. emotive language
Assessment as and for learning: Peer review, teacher/student conferencing, Assessment of learning: No formal assessments after
reflection sheets. reporting period.
Assessment as and for learning: Peer review,
teacher/student conferencing, reflection sheets.
Focus outcomes: 2A, 5C, 6C, 7D, 8D, 9E Key capabilities: capability, civics & citizenship, Information and communication technology capability
29
Cambridge Park High School
Year 8 Assessment Task Notification
Date of issue: Term 2, Week 7 Course/Year Level: English
Class/es: All Year 8
Date to be submitted: Term 2, Week 10 Assessment Task No: 3
Weighting: 25%
Marks will be awarded for your ability to:
Demonstrate your understanding of the chosen topic.
Use language to communicate understanding.
Use ICT skills to compose and present information.
Submission Instructions:
● School policy applies regarding non-submission due to illness/misadventure. If
school policy is not followed, a penalty of 0% will be awarded for each task not
completed.
● The task must be handed in on the required date to your teacher. You must get a
receipt from your teacher and keep it as proof that the task was handed in.
Student Confirmation:
● This is all my own work. I have referenced any work used from other sources and
have not plagiarised the work of others.
● I have kept a copy of the task for my own records.
Student signature: ________________________
Receipt of submission:
Student name: ________________________
Assessment task: ___________________ Student signature:____________________
Date submitted: ____________________ Teacher signature: ____________________
Task: Report
Task Description:
You are to submit a report on one topic studied this term. Your teacher will give you a
more detailed list of topics to choose from.
Your report must be typed through your Google Drive account.
Your report should be 500 words in length and include images.
30
Steps to successfully complete the task:
3. Complete all class work.

4. Write and edit your own report. You may also swap and edit with a peer, or ask
your teacher to edit (but only after you have edited first).
MARKING CRITERIA
GRADE DESCRIPTOR MARKING CRITERIA
Outstanding understanding of the chosen topic.
A Skilful use of language to communicate
OUTSTANDING
17 - 20 understanding.
Skilful ICT skills to compose and present information.
Effective understanding of the chosen topic.
Effective use of language to communicate
B
HIGH understanding.
13 - 16
Effective ICT skills to compose and present
information.
Adequate understanding of the chosen topic.
Adequate use of language to communicate
C
SOUND understanding.
9 - 12
Adequate ICT skills to compose and present
information.
Basic understanding of the chosen topic.
D Basic use of language to communicate
BASIC
5-8 understanding.
Basic ICT skills to compose and present information.
Limited understanding of the chosen topic.
Limited use of language to communicate
E
LIMITED understanding.
1-4
Limited ICT skills to compose and present
information.
31
The Sea | Stage 4 | English
Summary Duration
Cambridge Park High School - English Faculty Sample term
This is the second unit taught in Year 8. It occurs during Term 2, which is a 9 week term. 9 weeks
Digital copies of all resources are available on the faculty computer. Detail: 3 lessons per week, 27 hours.
Unit overview The Sea

Students complete an Area of Study based on the sea. This unit exposes students to a
range of texts and concepts based on the sea and its role in Australian culture. There is
a focus on non-fiction texts and sustainability.
Outcomes Assessment overview

English K-10 Students are required to write a report on ONE of the sea events we have studied in
class. These include:
› EN4-1A responds to and composes texts for understanding, interpretation, critical
analysis, imaginative expression and pleasure  The Great Barrier Reef
› EN4-3B uses and describes language forms, features and structures of texts  Whaling in Australia
appropriate to a range of purposes, audiences and contexts  Boxing Day Tsunami, 2004
› EN4-7D demonstrates understanding of how texts can express aspects of their  Sea Voyages
broadening world and their relationships within it Student can use notes gathered in class in addition to their own research. Should be a
MINIMUM one page (typed, size twelve font) in length.
 Task will be differentiated for:

 Top = independent writing
 Middle = scaffolded task
 Bottom = students complete guided task (e.g. finish the sentence).
32
Content Teaching, learning and assessment Resources
Week One: Introduction to the unit. 5. PowerPoint: includes definition of the sea, brainstorm 1. Powerpoint: The Sea PP Lesson 1.pptx\tWorksheet:
word association, watch Vimeo video and complete What does the sea mean to me.docx\tFor
task, “What the Sea means to me.” differentiation, there is an additional worksheet
6. Research Task: “Oceans of the World”, includes definition low ability.docx
websites and National Geographic Quiz. 2. Worksheet: The Sea Research Task.docx
7. Australian context past and present: worksheet with 3. Worksheet: Australian and Aboriginal Context.docx
cloze passage, video “Aborigines of the Sea Coast”
and comprehension questions.
Week Two: Great Barrier Reef 4. Intro lesson. Teacher to provide information to students 1. Information on GBR, dependent on class level. Can be
on GBR. presented through worksheets, YouTube, image
5. Students to complete jigsaw activity on marine life in searches or similar.
the reef. Present information on A paper or cardboard. 2. Teacher to use GBR intro info to complete jigsaw task.
6. Students are to read Greenpeace article on saving teh 3. Greenpeace articles available online.
GBR. Teacher to discuss in relation to sustainability.
Weeks Three & Four: Protecting the Sea 6. Teacher to provide class with information about efforts 6. Information on protection efforts, dependent on class
to protect the sea/wildlife currently and throughout level. Can be presented through worksheets, YouTube,
history. \tSustaining Wildlife: Whalers and Sealers in image searches or similar.
Antarctica (history and context).\tSea Shepherd 7. Whale Wars episode - file available on staffroom
Australia – webpage\tGreenpeace – computer.\tRevisit, Reflect, Retell - faculty
webpage\tActivist Week: What are these copy.\tWorksheet: Whale Wars Episode 1
organisations? What is their purpose? Provide students questions.docx
with information on/look at websites. 8. Worksheet: Whale Wars transcript.docx
7. “Whale Wars”. Watch Season One, Episode 9. Worksheet: Sea Shepherd Article.docx
One (60 mins).\tInference task (Revisit, Reflect, Retell
10. Sea Shepherd Videos: available on website.
pp 36-37): play opening of Whale Wars episode without
sound and pause. Ask students to complete table
(photocopied from book or copied into workbook)
about what is happening. Then play complete
episode.\tStudents to complete the comprehension q
uestions as they watch the episode. Teacher
promptinng may be required for some questions.
Students to finish questions in following lesson.
8. Transcript of 60 Minutes episode with Liz Hayes: Read
through opening only (determined by teacher).\tTwo
students who enjoy drama/acting could perform the
interview with the transcript at the front of the
33
class.\tStudents highlight the main ideas of the
article.\tComplete “Making Connections” table. Under
the subheadings: Connections to Whale Wars; Paul
Watson’s View; Joji Morashita’s View.\tCut up another
section of the interview and place under each
subheading (of the two men) to highlight the differing
perspectives. Then give students the correct order and
provide true/false questions for them which must be
answered using a quote\tWrite your own interview
questions 2-3 for Paul Watson and Joji Morashita.\tFinal
piece of writing: “What is your position on Whaling?
Write a short explanation of why you believe this (use
Watson or Morashita to support).”
9. Read through Newspaper Articles about Sea Shepherd
activities. Use coding strategy of: ? ! *
10. Sea Shepherd Video: “Become a Direct Action Crew
Member”: Create YOUR OWN action plan. How would
you stop whaling? Explain WHY you believe we should
stop Whalers and create a ten point plan outlining your
strategy.
Week Five: Destroyed by Water 2. Destroyed by Water\tIntroduce the concept to the 1. Powerpoint: Deadliest Floods
class with the accompanying powerpoint. Complete PP.pptx\tWorksheet: Ten Deadliest Floods in Australian
timeline of floods in Australia using the History.docx and Australia's Ten Worst Floods.\tArticle:
PowerPoint\tWatch the trailer for the film “The Seemingly Impossible Mirror Article.pdf (also available
Impossible” on the boxing day tsunami. Research online with clips)
family as a survival tale/story of hope.\tExtension
task/Focus class: Students read the Mirror article about
the family the film was based on, and take notes about
the reasons certain changes were made in the film.
3. Students are to write an imaginative piece imagining
how they would feel or how they would react if they
were in this situation.
4. Students can storyboard the images or story of the two
boys OR what their own reaction would be in this
34
situation. Alternative is to use a comic strip generator
online. OR sketch to stretch.
OTHER POSSIBLE IDEAS:
Flooding history and Queensland Floods, 2012/2013 →

Create a timeline of deadliest floods in Australian history
(context).
The Boxing Day Tsunami, 2004
Japanese Tsunami, 2011
(Bali and Japan – Asian perspective?)
There are plenty of news articles and clips on YouTube.

Could also watch the trailer for “The Impossible”.
Creative writing task. Choose ONE of the above natural

disasters. Imagine you experienced this tragedy and are
writing about your experiences. Compose 3 journal entries
describing the event, discussing your emotions and
reaction to the event, the damage to your
home/community/town and how you plan to overcome
the event.
Week Six: Sea Voyages & Jessica Watson 5. Teacher introduces Jessica Watson, with powerpoint. 5. Novel: school library has copy.Powerpoint: Jessica
Class maps out her journey and read the prologue of Watson.pptx\tWorksheet:
her novel\tStudents wach a selection of clips Jessica Watson's Journey.docx Clips: Available on
(embedded in PPT) and answer questions based on faculty computer for back up.
her journey.\tStudents compete a diary entry task, as 6. Available online
outlined in the PPT. They can also use the worksheet 7. Worksheet: Famous Shipwrecks Research Task.docx
about her journey to make their entry factual.
6. The Titanic and Ocean holidays. Develop interest in
shipwrecks.\tYouTube: “Titanic the shocking truth” 2012
documentary.\tInteractive map of journey and
35
diagram of boat available at Brittanica Titanic page.
“Unsinkable Facts” – Quiz Questions.
7. Research task based on a famous shipwreck.
8. Extension/focus class tasks: Jessica Watson's website
has further video blogs, clips, interviews etc. Many
people criticised her decision as it jeopardised her
safety, students could complete an opinion piece on
this.
Week 7 This week is available for teachers to finish incomplete Assessment Notification Task
work if lessons are missed throughout the term.
Students will also be issued their assessment task

nofication and begin working on the task. What is a
report/research paper? Teacher led explanation, scaffold
and modelling.
www.readwritethink.org/files/resources/lesson_images/les
son/155scaffold.pdf
Weeks 8 & 9 Students are given class time to work on their assessment
task.
Time permitting, students may watch further episodes of

Whale Wars if all content is taught.
36

CTL Assignment 1

Transféré par

Informations du document

Titre original

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

CTL Assignment 1

Transféré par

Droits d'auteur :

Formats disponibles

Contemporary

principles. The inclusion of a reconstructed unit of work and supporting documentation

demonstrated the effectiveness of contemporary teacher leadership through the revision of

through PEEL paragraphs.

Focus outcomes: 1A. 2A Key capabilities: varies depending on novel studies.

Marks will be awarded for your ability to:

Student signature: ________________________

Student name: ________________________

Assessment task: ___________________ Student signature:____________________

Date submitted: ____________________ Teacher signature: ____________________

Your report must be typed through your Google Drive account.

Your report should be 500 words in length and include images.

Steps to successfully complete the task:

1. Complete all class work.

Unit overview The Sea

 Task will be differentiated for:

General differentiation options:

Lesson 3: Australian link

4. Australian context past and present: worksheet with cloze

Ask students to complete table (photocopied from book Lesson 6:

3. Transcript of 60 Minutes episode with Liz Hayes: Read

Lesson 5: Newspaper Article

4. Read through Newspaper Articles about Sea Shepherd

Provide a scaffolded examples coding.

Lesson 6: Action plan Creation

5. Sea Shepherd Video: “Become a Direct Action Crew

 Timeline of Tsunami’s/floods in the region (e.g. when

Other possible ideas that can be included in the task:

Flooding history and Queensland Floods, 2012/2013 →

The Boxing Day Tsunami, 2004

Japanese Tsunami, 2011

There are plenty of news articles and clips on YouTube.

Creative writing task. Choose ONE of the above natural

Lesson 2&3: exemplar reflection

Students have the opportunity to explore and reflect on

A range of reports which range from a pass – high grades

Students are then to identify the differences between the

Writing workshops are completed where students can

Students are given opportunities to collect peer feedback on

At the end of each lesson students should complete exits

Time permitting, students may watch further episodes of

the Australian curriculum, specifically sustainability. Teaching practice requires constant

recommendations outlined and relevant research in the field. These recommendations

date and offers the best outcomes for our students.

individually and collaboratively, different ways of presenting information such as PowerPoint

Social and emotional capabilities

the learning of all the students (Wiggins, McTighe, 2005).

Differentiation also becomes increasingly important in schools where large numbers of

national average, differentiation is even more important for our school.

added to the assessment task.

future design process of the unit.

through PEEL paragraphs.

Focus outcomes: 1A. 2A Key capabilities: varies depending on novel studies.

Student signature: ________________________

Student name: ________________________

Assessment task: ___________________ Student signature:____________________

Date submitted: ____________________ Teacher signature: ____________________

Your report must be typed through your Google Drive account.

Your report should be 500 words in length and include images.

3. Complete all class work.

Unit overview The Sea

Outcomes Assessment overview

 Task will be differentiated for:

Assessment task: _ Student signature:__

Date submitted: Teacher signature:

Assessment task: _ Student signature:__

Date submitted: Teacher signature: