LearningLearning

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Module 1Session 2

Module 1Acknowledgement of Country

We acknowledge the traditional Custodians of this Land, where the Aboriginal People have performed age-old ceremonies of storytelling, music, dance and celebration.

We acknowledge and pay respect to the Elders past and present, and we acknowledge those of the future, for they will hold the memories, traditions and hopes of Aboriginal Australians.

We must always remember that under the concrete and asphalt this Land is, was, and always will be traditional Aboriginal Land.

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Module 1Professional Teaching Standards

Module 1Session 2

During this session, you will:

• consider the nature of the learner in Stages 2 and 3

• learn about how the nature of reading changes in Stages 2 & 3

• understand how stage expectations develop from Stages 2 to 4 in English• identify the different purposes for reading and different texts used in each primary KLA• explore the importance of high challenge and high support in reading• analyse texts and tasks in Mathematics and HSIE.

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Module 2 The Nature of the Learner

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The nature of the learner changes from Kindergarten to Year 6.

1.Choose either Stage 2 or 3 and read the key

points about the nature of the learner

2. Consider what the implications might be for teaching. Where possible, think about an example from your teaching.

3. Discuss in your Stage group.

tasktask

Module 1The nature of the learner

8-10 years - Stage 2

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Points for discussionStudents are:• expanding their world view • likely to be less self-focused and able to work more collaboratively• becoming more analytical and systematic in their thinking• still literal (e.g. concrete thinkers) but developing an understanding of different kinds of meaning.

Module 1The nature of the learner

10-12 years - Stage 3

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Points for discussionStudents :

• have a greater understanding of consequences

• can deal with conflicting concepts at one time

• are able to generalise beyond the specific

• question the validity of claims made by adults or authority figures.

Module 1Needs of the learner – Stage 4

Preparing for high school

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What does high school demand of

students?

What do you think might be the

implications for primary teachers?

tasktask

Module 1Nature of the language in texts

The nature of the language used in texts also changes in Stages 2 and 3.

Early texts that students read are often almost ‘conversational’, have a limited vocabulary and use a limited range of word and sentence patterns.

Language used in Stages 2 and 3 texts will often be more about explaining, classifying and reasoning rather than the ‘looser’ forms used in speech.

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Module 1Nature of the language in texts

Read the sample texts.

Identify the differences in the type of language used from Stage 1 factual texts to Stage 2 factual texts.

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tasktask

Module 2The nature of reading changes

in Stages 2 and 3

The nature of the reading becomes both broaderand deeper.

Texts will be increasingly multimodal and multi-purpose.

KLAs all require reading skills that are pre-supposed.

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Module 1The nature of reading changes in Stages 2 and 3 (cont’d)

Students may lose any gains that they have made in the early years if the explicit teaching of reading does not continue.

Texts will be more or less demanding, depending on the task and the support available.

Reading is one of the main ways students expand their vocabulary.

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Module 1How the nature of reading changes …

Changes in the nature of reading are reflected in all of the primary syllabuses.

Moving from:

known and familiar less known, less familiar

concrete increasing levels of generalisation and abstraction

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This is particularly evident in subject English from Stages 2 to 4.

Module 1Stage expectations in English

In groups of 3 - choose either one of the English Foundation/Stage statements (Stages 2, 3 or 4).

1. Highlight any key words. (Consider the

range of texts and what students are expected

to know about and do with these texts.)

2. Compare with the others in your group and discuss: What are the key differences in expectations between the stages?

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tasktask

Module 1Reading across the KLAs

Students will be expected to read texts in

each key learning area or subject area.

Each KLA syllabus has expectations or

assumptions about what students need

to read and how they will be using texts.

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Module 1Purposes for reading and examples of texts

Consider the purposes for reading (tasks) and the types of reading (texts) students will be expected to do in Stages 2 and 3 in each KLA.

Examples:Students will need to read Mathematics word problems (text) to be able to answer the question (task).

Students may need to do research (text) for an assignment on key events in Australia’s history (task).

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tasktask

English

Mathematics

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KLA

Purposes for reading (S2 &S3)

Examples of texts(S2 &S3)

Identifying point of view and perspective Research – gathering and comparing information (looking at primary and secondary sources)Evaluating the significance of information I

Information texts (print and visual): websites, TV. documentaries, newspaper articles, reference books.Historical sources e.g. diaries, letters, original photographsNarratives e.g. stories about culture, history, interactions with environments, describing social systems and structures.

Critically analysing factual information (health, safety)Responding to and describing personal issues(PD) and identify persuasion/stereotyping

Print and visual texts – health e.g. healthy food pyramid, food packagingPersuasive texts e.g. advertising, posters

HSIE

PDHPE

KLA

Purposes for reading (S2 &S3)

Examples of texts(S2 &S3)

In a quest for new knowledge, students identify what is already known about a phenomena or opportunity. They also need to clarify understanding and identify methods and techniques.

Visual texts – flow charts, diagramsInformation texts (print and visual): websites, TV., reference books. Reports, recounts.Data in charts, graphs and tables.

Responding critically to artworks and describing art works (visual arts, dance, drama and music).  Appreciation and interpretation (interpreting symbols in art works) Reading as part of the creative process (e.g. as a stimulus in a drama activity)

Artist’s statements and descriptions of artworks.Information texts: reference books, websites.Performances, plays, film, multimodal texts.

Science & Technology

Creative Arts

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Module 1Reading and learning through reading

in Stages 2 and 3

All students need to engage with all aspects of the primary curriculum.

All students need to be exposed to texts and tasks that are challenging and stage appropriate.

.... It’s what we do to support their reading that makes the difference.

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Task and text – and the Mariani model

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Challenge is essential

Support is just as essential

Adapted from Literacy on Track program

Module 1Revisiting Mathematics in Stages 2 & 3

Main purposes for reading in Mathematics:• identifying key information• understanding data and interpreting information (comparing and contrasting)• solving problems.

Main examples of the types of texts for this subject:• visual texts, e.g. graphs, tables• word problems• information within factual texts, e.g. newspapers.

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Read the two sets of Mathematics problems

Consider the task:What prior knowledge of the subject do you think these

students require? (In what context would this task take

place?)

Consider the text:What do you think students would find challenging when

reading the text?

Support:What might you do to support students to read the text

and do the task? (Brainstorm any ideas you have at this

point?

Share as a group

Module 1Exploring texts and tasks - Mathematics

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tasktask

Module 1Revisiting HSIE in Stages 2 & 3

Main purposes for reading in HSIE:• identifying point of view and perspective

• research – gathering and comparing information

• evaluating the significance of information.

Main examples of the types of texts for this subject:• information texts (print and visual)

• ‘primary’ historical sources, e.g. diaries and letters

• narratives, e.g. stories about culture and history.

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Module 1Exploring texts and tasks - HSIE

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tasktask

Text: Terra nullius and Aboriginal peoplesTask:

Read the article. Describe how the Australian Aboriginal people and the newly-arrived British viewed the land now known as Australia.

If this is the task and the text, how will we support students to read what they need to in order to access the HSIE outcome?

Viewed in this context is not just what they ‘saw’ but thoughts and beliefs

Module 1High challenge/high support - HSIE

Read the analysis of the HSIE text and discuss as a group.

Consider a mainstream class with a range of students (including struggling readers).

Brainstorm ways they may access the text.

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discussiondiscussion

Module 1

Between session tasks

1. Complete the student reading survey and text audit.

2. Consider texts and tasks for Mathematics and HSIE in your context.

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Module 1Reflection

Identify two key messages from this session:

• One key message that reinforced or consolidated something you previously knew.

• One key message that was new information or presented something familiar in a different way.

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Module 1Bibliography

English K–6 syllabus (1998) Board of Studies, Sydney, NSW.

English 7–10 syllabus (2002) Board of Studies, Sydney, NSW.

Hammond, J. (ed.) (2001) Scaffolding teaching and learning in language and literacy education, Primary English Teaching

Association, Australia.

Lemback, M. (2001) Belief in Action, Support materials for K–6 Human Society and Its Environment Syllabus, NSW Department of Education and Training, Sydney, NSW.

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