phase 1 module 1 learning nsw curriculum and learning innovation centre module 1 learning

Phase 1 Module 1 LearningNSW Curriculum and Learning Innovation Centre

NSW Curriculum and Learning Innovation Centre

Module 1 Learning


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

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

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

Acknowledgement of Country


Standards addressed at Professional Competence in this workshop include:1.2.1: Apply and use knowledge of the content/discipline(s) through effective, content-rich, teaching activities and programs relevant to the stage.

1.2.2: Apply research-based, practical and theoretical knowledge of the pedagogies of the content/discipline(s) taught to meet learning needs of students

6.2.1: Reflect critically on teaching and learning practice to

enhance student learning outcomes.

Professional Teaching Standards


Module 1 Learning

During this session, you will:•consider the nature of the learner in Stages 2 and 3

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

•understand how expectations develop from Stages 2 to 4

•reflect on the concept of personalisation and its implications for students and teachers

• identify the different purposes for reading and different texts used in each primary KLA

• explore the importance of high challenge and high support in reading

• analyse texts and tasks in Mathematics and HSIE.


Setting the scene:

Personalisation

5

Focus for this session.


The nature of the learner

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

Turn to page 4 in your participant workbook.1. Choose either Stage 2 or 3 and read the

keypoints about the nature of the learner2. Consider what the implications might be for teaching. Where possible, think about an example from your teaching. 3. Discuss in your Stage group.

Task


The nature of the learner 8-10 years - Stage 2

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.

Discussion


The nature of the learner10-12 years - Stage 3

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.

Discussion


Needs of the learner – Stage 4Preparing for high school

What does high school demand ofstudents?

Task

Consider the demands of timetables, subjects, different teachers for different subjects, teaching styles and tasks.

Discuss your ideas as a group.


Needs of the learner – Stage 4Preparing for high school (cont’d)

What do you think might be the implications for primary teachers?

Discuss your ideas as a group.

Task

For example, students will need to be:• more autonomous• more organised • able to cope with competing interests• able to get along with a wider range of peers AND other

adults • able to adjust to different pedagogical styles (i.e. different

subject teachers may have different ways of presenting information).


Nature of the language in texts

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

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

Language used in Stages 2 and 3 texts will often be more about explaining, classifying and reasoning

rather than the ‘looser’ forms used in speech.


Nature of the language in texts

Read the sample texts.

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

Task


The nature of reading changes in Stages 2 and 3

The nature of the reading becomes both broader and deeper.

Texts will be increasingly multimodal and multi-purpose.

KLAs all require reading skills that are pre-supposed.


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

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

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

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


How the nature of reading changes …

Changes in the nature of reading are reflected in all of the primary syllabuses.Moving from: known and familiar less known, less familiar

concrete increasing levels of generalisation and abstraction

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


Stage expectations in English

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

1. Highlight any key words. (Consider therange of texts and what students are expectedto know about and do with these texts.)

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

Task


Reading across the KLAs

Students will be expected to read texts ineach key learning area or subject area.

Each KLA syllabus has expectations orassumptions about what students needto read and how they will be using texts.


Purposes for reading and examples of textsConsider the purposes for reading (tasks) and the types of reading (texts) students will be expected to do in Stages 2 and 3 in each KLA.Examples:Students will need to read Mathematics word problems (text) to be able to answer the question (task). Students may need to do research (text) for an assignment on key events in Australia’s history (task).

Task


KLA

Purposes for reading (S2 &S3)

Examples of texts(S2 &S3)

Responding and reviewing Describing and narratingCritically analysing textsMaking connections between and among texts

Literary and factual texts. Specifically literature – picture books, novels, films, poetry. (S3 genre or styles of narrative e.g. science fiction, fantasy, adventure)

Identifying key informationUnderstanding data and interpreting information– comparing and contrasting Solving problems

Visual texts – graphs, tables.Word problemsInformation within factual texts e.g. newspapers

English

Mathematics

KLA



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



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


Reading and learning through readingin Stages 2 and 3

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

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

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

the difference.

Task


Task and text – and The Mariani model

Development & engagement

Comfort & cruising

Boredom & apathy

Anxiety & frustration

High challenge

Low challenge

Low supportHigh support

Challenge is essential

Adapted from Literacy on Track program

Support is just as essential


Revisiting Mathematics in Stages 2 & 3

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

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


Exploring texts and tasks - MathematicsRead the two sets of Mathematics problemspages 13 and 14Consider the task:What prior knowledge of the subject do you think thesestudents require? (In what context would this task takeplace?)Consider the text:What do you think students would find challenging whenreading the text?Support:What might you do to support students to read the textand do the task? (Brainstorm any ideas you have at thisPoint. Share as a group.)

Task


Revisiting HSIE in Stages 2 & 3

Main purposes for reading in HSIE:• identifying point of view and perspective• research – gathering and comparing information • evaluating the significance of information.

Main examples of the types of texts for this subject:• information texts (print and visual)• ‘primary’ historical sources, e.g. diaries and letters • narratives, e.g. stories about culture and history.


Exploring texts and tasks - HSIE

Text: Terra nullius and Aboriginal peoples page 16Task:

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

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

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

Task


High challenge/high support - HSIE

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

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

Brainstorm ways they may access the text.

Discussion


1. Complete the student survey

2. Consider texts and tasks for Mathematics and HSIE in your context (record in the table on page 19 of your workbook).

Between-module tasks


List the key points from this session.

What are the implications for students?

What are the implications for teachers?

• New knowledge ...• Consolidated knowledge ...

Reflection

Focus for this session.


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

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

Fullan, M., Hill, P. & Crevola, C. (2006) Breakthrough, Thousand Oak, CA: Corwin Press; Toronto: Ontario Principals’ Council.

Fullan, M. (2008c). Change forces: Education in motion. www.michaelfullan.caBoard of Studies, Board of Studies,

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

phase 1 module 1 learning nsw curriculum and learning innovation centre module 1 learning

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