102086 - Designing Teaching and Learning My Y Lay Nguyen - 17644671

The foundation of teaching & learning

There has always been a level of uncertainty of what it means to be a teacher and what the

role entails within the Australian context. It is also important to question what is best for

teachers versus what is best for students. Perceptions around teaching in general leave

room for doubt in regards to what is best practice. Furthermore, it is important to

understand the foundation of teacher professionalism in regards to The Australian

Professional standards for Teachers (AITSL), the Australian National Curriculum, the

pedagogy exploring NSW quality teaching models and assessments in relations to the

national assessment program—specifically relating to NAPLAN. This essay will explore the

relationship between curriculum, pedagogy and assessments to address the needs of

students from Non-English Speaking Backgrounds.

The teaching profession has been impacted by the uncertainty around and the questioning

of whether teaching is a profession. Profession is defined as upholding to an ethical

standard, acquiring a high level of knowledge, requiring a certain level of education and to

impart those set of requirements onto others (Professional Standards Councils, n.d.). While

a teacher does meet those requirements, there are other aspects of teaching that question

the professionalism of teaching (Connell, 2013). Many aspects that do influence the role of a

teacher is the neoliberalism reform where policymakers are implementing laws that favour

powerful stakeholders to push for more profitability for economic gain (Connell, 2013;

Savage, & O’Connor, 2015). This push compromises the quality of teaching standards,

potentially lowering the performance of teachers (Connell, 2013). Many teachers come into

the profession expecting to make a difference, where they can create an environment that

would promote more critical thinking, but instead, they are teaching to a test score

1
102086 - Designing Teaching and Learning My Y Lay Nguyen - 17644671

(Fischetti, 2014). Political influences do not give teachers much room to do their job. This

creates a vast amount of uncertainty as to where teachers stand. In addition, the nature of

teaching constantly changes with the new generation and is not what it used to be (Mayer,

2006). Younger teachers are more knowledgeable about the changes brought by

globalisation and they aspire for more flexibility and opportunities rather than a life-long

commitment (Mayer, 2006). This is problematic for the teaching industry as it creates high

employment turnover compared to the older generations who came into the profession

expecting to stay in the same position until retirement (Mayer, 2006). Essentially, the

uncertainty around the future of teachers is linked to the questioning of their profession

and is also inextricably linked to aspects of the curriculum and where it sits in their teaching

role.

There is no clear definition or a sense of direction as to what a curriculum should contain.

This lack of direction fails to provide teachers with the appropriate tools for them to do

their job (Egan, 1978). Many theories and research do provide an understanding of

curriculum, however there is a difference between theory and practice (Egan, 1978). Often

teachers are criticised by the media and compared with other nations, highlighting the lack

of high academic results, this media coverage results in politicians intervening with

curriculum and creating a new set of standards (Gore, 2007; Savage, & O’Connor, 2015).

Within the Australian context, the curriculum is heavily governed by politicians as a political

act (Savage, & O’Connor, 2015). This is especially concerning as politicians who influence the

nature of the curriculum are not technically trained in the area of education. Many

politicians from different parties all assume what is best for students creating a different

agenda to the teacher’s approach (Savage, & O’Connor, 2015). It is at the state level which

2
102086 - Designing Teaching and Learning My Y Lay Nguyen - 17644671

has always influenced the curriculum content. However, in recent years, the nature of

globalisation has resulted in the national level attempting to intervene with the content of

curriculum (Savage, & O’Connor, 2015). It creates pressures on the nation and places a big

responsibility on politicians to compete against other counties (Savage, & O’Connor, 2015).

This international competiveness which is amplified through globalisation can impact

Australian curriculum and often dismisses what is best for the student. With the pressure

and lack of direction of the curriculum, it then comes into questioning of the pedagogical

approach within the classrooms.

There is a push to create good teaching practices as a pedagogical approach. In recent years,

teachers are being put under scrutiny for the lack of quality teaching in classrooms (Gore,

2007). These are some of the reasons why teachers are placed under pressure to perform

better in class in order to meet the standards of good teaching practices (Gore, 2007;

Savage, & O’Connor, 2015). The strategies of improving pedagogy are to assist in bridging

the gap between different backgrounds and to consider the best interest of students (Gore,

2007). However, this was not always the case, as only in recent years has research been

considered as an approach to understanding good teaching practices. The research initiated

the “Quality teaching model” as the changing nature of pedagogy (Gore, 2007, p.16). The

Quality teaching model looks into making meaning and building a good rapport within

student-teacher relationship (Gore, 2007). It is also about challenging students to critically

think and to expand their thinking order rather than content based learning that makes no

connections between topics (Gore, 2007). Rather than providing students with answers, we

should be facilitating students with guided questions where they are able to think for

themselves in a way that would further their understanding. In addition, providing a

3
102086 - Designing Teaching and Learning My Y Lay Nguyen - 17644671

baseline knowledge rather assuming is essential to student learning (Gore, 2007). It is

important that a lesson tells a story so that students can make connections with what they

are learning so that lessons can be fun and exciting while simultaneously setting a task with

clear instructions that will allow them to aim for success (Gore, 2007). Lastly, a class should

provide social support and a create a safe environment that is free from prejudice against

different backgrounds (Gore, 2007). As the pressure of good teaching practices becomes

apparent, it creates a question of how assessments are placed within the teaching standards.

There is no denying that assessments in terms of NAPLAN have been a problem for students

in Australia. Recently, NAPLAN has been criticised for not accommodating all students as it

is creating inequality, especially for Indigenous students (Ford, 2013). This idea is framed by

the white privileged that the NAPLAN test is accommodating by focussing of Western

knowledge (Ford, 2013). What does NAPLAN means for teachers? With the pressure to

perform, NAPLAN was designed as a measuring tool for academic results where teachers are

teaching to a standard (Fischetti, 2014; Lingard, 2010). It was claimed that NAPLAN was

implemented to “close the gap” addressing the needs of the disadvantaged student, but it is

a means to an end of a political act to measure the Australian education system against

other nations (Fischetti, 2014; Lingard, 2010; Savage, & O’Connor, 2015). So what does that

mean for teachers? In many cases, teachers are failing to meet the standards because there

is no freedom. (Gore, 2007; Lingard, 2010).

It is clear that there are many challenges that teachers are facing. From curriculum to

pedagogy to assessments, teachers do not have a clear set of instructions when teaching in

a school setting. It is acknowledged that Non-English Speaking Background students require

4
102086 - Designing Teaching and Learning My Y Lay Nguyen - 17644671

immense support within the Australian school system. This essay will now evaluate the

interrelationship between curriculum, pedagogy, and assessment in addressing the learning

needs for students from a Non-English Speaking Background.

Creating the content of the Australian curriculum can pose a challenge in attempting to

provide the proper support for Non-English Speaking Background students. The curriculum

and the Australian teaching standards does make explicit requirement in addressing the

needs for Non-English Speaking Background students (Hammond, 2012; The Australian

Institute for Teaching and School Leadership [AITSL], 2014). However, the curriculum

content is challenging for Non-English Speaking Background students where many areas are

focused on literacy understanding (Hammond, 2012). This becomes a challenge for these

student as effective strategies are need to address the problem (Hammond, 2012). These

students may have the ability to learn conversational English, however, they will struggle

with the academic skills of literacy comprehension, such as written expression in writing and

interpretation of text (Hammond, 2012). This will impact on their overall academic

performance as they are unable to meet the standards. As a teacher, it is important to take

into consideration the limitation that is manifested from curriculum as it does not fully

accommodate for Non-English Speaking Background students, regardless of the teaching

standards (Hammond, 2012). An effective strategy that should be taken into consideration

when designing the curriculum is differentiation where the teachers will need to use a wide

range of strategies to find out what works best for the students (Hammond, 2012). The

curriculum should be knowledgeable enough on addressing the needs of Non-English

Speaking Background, rather than providing an overall content base in hopes that the

students can gain a deep understanding (Hammond, 2012). While designing curriculum is

5
102086 - Designing Teaching and Learning My Y Lay Nguyen - 17644671

important, consideration into pedagogical practices must be implemented to enhance their

learning needs.

It is important that pedagogical strategies are designed to accommodate Non-English

Speaking Background students. As the quality teaching model was initiated, teachers are

now more focused on implementing effective strategies to address the needs of Non-

English Speaking Background students within the classroom setting (Hammond, 2012). The

issue that Non-English Speaking Background students face in class is that they struggle

keeping up with the heavy content load which can overload their ability to take in the

information (Saada-Robert, 1999). This is problematic for the students that it may affect

their performance in class. According to the Australian teaching standards, it does

acknowledge the effective ways of using research-based design as a way to enhance

students learning experience (AITSL, 2014). Research-based strategies like scaffolding, which

stems from the zone proximal development, can really guide them to understanding

content in a more meaningful way (Rodrigues, & Smith, 2014; Vygotsky, 1987). As effective

pedagogical strategies are important for Non-English Speaking Background students, how

would assessments in terms of NAPLAN sits into their learning needs?

It is clear the NAPLAN is a problem for Non-English Speaking Background students. The

student will perform poorly if measures are not taken into consideration in addressing the

student’s needs (Angelo, 2013). The intensive nature of NAPLAN does put pressure on

teachers to perform well which essentially can leave Non-English Speaking Background

students feeling neglected (Angelo, 2013). According to the teaching standards, there is a

focus on getting the teacher to use data from NAPLAN as a directed approach to measuring

6
102086 - Designing Teaching and Learning My Y Lay Nguyen - 17644671

performance (AITSL, 2014) NAPLAN is essentially dependant on the English language which

is the barrier for the students (Angelo, 2013). It is problematic because there are no

effective strategies that can assist the students with NAPLAN. For example, area in writing

of NAPLAN requires a certain level of critical thinking. This area is a major problem for the

students as the students may not be able to comprehend the question and where they will

be able to expand on it. For this very reason, restructuring NAPLAN is essential to creating

more positive outcomes for those who are at a disadvantage (Angelo, 2013). It would help if

the NAPLAN did correspond with the national curriculum so that the teachers are not

pressured to teach to a score that is not relevant to their everyday learning (Angelo, 2013).

The only way that this change could happen is to make it publically aware that the

assessment of NAPLAN is not an effective tool for students to succeed especially for Non-

English Speaking Background students.

The complex nature within the teaching profession has always been questionable. Within

the Australian context, it is important to understand the foundation of the teaching

profession, and where they stand within the public and political sector, the curriculum, the

pedagogical approach and assessments in terms of NAPLAN. By understanding these

foundations, it will help better inform a judgement when dealing with these issues. Through

making connections between curriculum, pedagogy and assessment, it will provide a better

judgement towards students from Non-English Speaking Backgrounds and other

disadvantaged students.

7
102086 - Designing Teaching and Learning My Y Lay Nguyen - 17644671

References

Angelo, D. (2013). NAPLAN implementation: Implications for classroom learning and

teaching, with recommendations for improvement. TESOL in Context, 23(1/2), 53.

Connell, R. (2013). Education, change and society. South Melbourne, Victoria: Oxford

University Press.

Egan, K. (1978). What is curriculum?. Curriculum Inquiry, 8(1), 65-72.

Fischetti, J. C. (2014). Issues in Education: The Rubber Duckies Are Here: Five Trends

Affecting Public Education Around the World: James Kirylo, Editor. Childhood

Education, 90(4), 316-318

Ford, M. (2013). Achievement gaps in Australia: What NAPLAN reveals about education

inequality in Australia. Race Ethnicity and Education, 16(1), 80-102.

Gore, J. M. (2007). Improving pedagogy: Challenges of moving teachers toward higher levels

of Quality Teaching. Making a difference: Challenges for teachers, teaching and

teacher education, 15-33

Hammond, J. (2012). Hope and challenge in The Australian Curriculum: Implications for EAL

students and their teachers. Australian Journal of Language and Literacy, The, 35(2),

223.

Lingard, B. (2010). Policy borrowing, policy learning: Testing times in Australian schooling.

Critical studies in education, 51(2), 129-147

Mayer, D. (2006). The changing face of the Australian teaching profession: New generations

and new ways of working and learning. Asia‐Pacific Journal of Teacher Education,

34(1), 57-71.

Professional Standards Councils. (n.d.). What is a profession?. Retrieve from

http://www.psc.gov.au/what-is-a-profession

8
102086 - Designing Teaching and Learning My Y Lay Nguyen - 17644671

Rodrigues, L., & Smith, B. (2014). Linking pedagogy: Scaffolding literacy and first steps using

linked planning and teaching to improve the language and literacy of students.

Practically Primary, 19(1), 34.

Saada-Robert, M. (1999). Effective means for learning to manage cognitive load in second

grade school writing: a case study. Learning and Instruction, 9(2), 189-208.

Savage, G. C., & O’Connor, K. (2015). National agendas in global times: curriculum reforms in

Australia and the USA since the 1980s. Journal of Education Policy, 30(5), 609-630.

The Australian Institute for Teaching and School Leadership. (2014). Australian Professional

Standards for Teachers. Retrieved from http://www.aitsl.edu.au/australian-

professional-standards-for-teachers/standards/list

Vygotsky, L. (1987). Zone of proximal development. Mind in society: The development of

higher psychological processes, 5291, 157.