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Unit Co-ord./Lecturer Wendy WilsonOFFICE USE ONLYAssessment received:

Tutor:(if applicable) Wendy Wilson

Student ID 194872

Student Name Sharon Graham

Unit Code ESH112

Unit Name Foundations of Literacy: Processes and Practices

Assessment Task Title/Number AT2: Planning for Literacy Outcomes

Word Count 1985I declare that all material in this assessment task is my own work except where there is clear acknowledgement or reference to the work of others and I have complied and agreed to the University statement on Plagiarism and Academic Integrity on the University website at www.utas.edu.au/plagiarism *

Signed Date *By submitting this assessment task and cover sheet electronically, in whatever form, you are deemed to have made the declaration set out above.

Assessor’s feedback:

Assessment Task:

Faculty of Education

Assessment Task Cover Sheet

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ESH112 Foundations of Literacy: Processes and Practices Assessment Task 2 Sharon GrahamID 194872Assessor’s Signature (optional) : Dated:

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ESH112 Foundations of Literacy: Processes and Practices Assessment Task 2 Sharon GrahamID 194872

The text (newsletter) chosen is written by Early Childhood Australia (ECA). Early

Childhood Australia is one of peak bodies for Early Childhood Education and Care, it is funded

by the Australian Government to assist early childhood education and care services incorporate

best practice. The text (newsletter) title is “Talking about practice: Embedding sustainable

practices”. To the benefit of the class there are three clips bought to us from Early Childhood

Australia that can watched to give the learner a broader understanding and clarify the

information in the text (I will only be showing the first clip today –Appendix 2). According to

Gardner (1993) leaners learn in a variety of ways, I have catered for visual and auditory learners

(cited in Sigelman, 1999) by utilizing text and a clip.

The learners’ are between 16 and 45 years of age. They are currently studying the

Diploma of Early Childhood and Education. The current cohort of learners’ come from various

cultural backgrounds and English is not always their first language. The text is two pages long

with some challenging words for those who are not fluent readers in English (Tompkins,

Campbell, Green & Smith, 2015. p. 36). The text type chosen is informative and persuasive

(Tompkins et al. 2015. p. 295). The reason, I have chosen this text is to give a broader

perspective into what some early childhood education and care services are already doing to

embed sustainable practices into their service. This should encourage the learners to incorporate

some of these ideas into their project which is part of their assignment 2. I have chosen to do a

community walk to the local early childhood and education service that we have on campus at

TAFE Brisbane (White, S. 2013) so learners that are hands on learners can walk

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through a sustainable service and experience it for themselves. I have catered for aesthetic

learners by going to the service.

All learners should be implementing the terminology used in the early childhood and

education profession, any language that is alien needs to be explained (Harders & Macken-

Horarik, 2008), each learner will write their own glossary of terms so they can refer back to any

words they have not understood or are unsure of. I have highlighted words that I feel, some

learners may struggle with, especially if English is their second language (see Appendix 1).

The text is multimodal it has pictures in it, this should assist the reader to gain a better

understanding of some of the sustainable practices in an early childhood education and care

services. The lay out of the text may challenge a learner who reads right to left as there are

columns which finish in the centre of the page. The learners will be asked to read the text, watch

the clip and then read the text again so clarification can be sought if required. Decoding of the

text may assist any learners who are struggling with the text. The text participant role can relate

to what the learners previous experiences is, breaking down the word can benefit the student and

assist them in gaining a better understanding of the meaning of the word (Tomkins et al, 2015) or

the student may be familiar with the word in their own language that sounds like the word, an

example of this would be the word ‘consumption’, in French it is ‘consommation’ which sounds

very similar, I currently have a French student in my class so she would benefit from saying the

word in her language and translating it, through discussions we will make sure it has an equal

meaning.

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Learning Area: Sustainability Date: 20/5/2015

Title/topic/key question: What is sustainability and how can it be embedded in early

childhood services.

Chosen Text: Talking about practice: Embedding sustainable practices (attached Appendix

1)

Learning Objectives (Goals):

(5 minutes)

I would like the learners to learn about some sustainable practices for

early childhood services and the local community. I will be

encouraging the learners to understand why we need to be

sustainable. I would like the learners to visually see how to embed

sustainable practices in their daily routine in an early childhood

service.

CHC50113 Diploma of Early Childhood education and Care. Unit

CHCECE025-Embed sustainable practices in service operations. The

performance criteria 1.1 is “Identify aspect of sustainability in the

service”. The performance evidence is “Undertaking an analysis of

the environmental sustainability of the workplace”.

Ongoing

assessment

(Checking for

understanding

& giving feedback)

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ESH112 Foundations of Literacy: Processes and Practices Assessment Task 2 Sharon GrahamID 194872Setting the Stage for Learning (Anticipatory Set)

A poster will be displayed in the room and I have some magnetic

handouts which I will put on the desk for each student (contacted the

Logan City Council who were more than happy for me to help with

the promotion of this local community annual event).

(5-10 minutes)

I will inform the learners about Logan city councils LEAF (Logan

Eco Action Festival) day which is an annual even held at Griffith

University at the Loganlea campus. It’s a Free event and it’s all about

sustainability with free hand outs/plants to encourage more people in

the community to become sustainable. The local paper have been

advertising it so I will leave a copy of the local newspaper on my

desk in case anybody else wants further information.

I will talk about Logan City Councils website and how they have

information about sustainable practices for the local community. I

will ask the question, has anybody been on the website? If yes,

encourage the person to share what they found. If the answer is no, I

will go into the website so all learners can see it for themselves.

(5-10 minutes)

In small groups at the table ask learners to brainstorm what they

think sustainability means.

I will find out

learners previous

knowledge by

talking, listening

and reading learners

body language.

I will ask open

ended questions

about sustainable

practices and what

they might already

be doing at home

that is sustainable.

Over the next 14

weeks we will be

covering a vast

amount of

information on

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ESH112 Foundations of Literacy: Processes and Practices Assessment Task 2 Sharon GrahamID 194872(15 minutes)

Factual information. If England continues to use land fill like they

currently doing by 2018, they will have run out of land to fill! Let’s

not let Australia be full of rubbish!

Through the brainstorming session I plan to acknowledge what the

learners already know and build on their knowledge through

scaffolding using the social constructivist theory (Vygotsky, 1978,

cited in Sigelman 1999) and extend or ask the right questions for

them to extend on. Asking questions like:

What sustainable practices are available in the local

community?

(Answer: kerb side collection, recycling centres, free trees

available with rates notice-three a year, worm farm

workshops-how to build your own worm farm)

How did the Government encourage sustainable practices in

houses 5 years ago in Queensland?

(Answer: solar panels and water tank grants).

What does South Australia and Northern Territory have that

we do not have in Queensland that encourages society to be

more sustainable?

sustainability.

Today I am hoping

to get to know the

learners’ that I will

be teaching and

discover what some

of their interest are

(gardening, craft,

connecting with

nature) so I can

build and extend on

this knowledge.

At this stage I will

be giving verbal

feedback. The

brainstorming

activity allows for

any clarification

needed, whether it

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(Answer: 10cents per bottle if taken to the recycling centre).

(5-15 minutes)

Depending on their answers for the brainstorming session. Will

depend how I make the connections with the learners.

I will ask the student if they use any sustainable resources or

practices at home, what do they do, are they aware of numbers on the

plastic in the recycling triangle and that not all plastic can be

recycled. I will give examples of how I had to encourage my children

and husband to not put plastic bags in the recycling bin but collect

them and drop them off at the shops (recycling box only for plastic

bags, there is a poster there of a chair that has been made out of

recycled plastic bags).

I will Communicate Learning Objectives (Goals) by reiterating what

our learning goal is for today. Learn about what the word

sustainability means, what our local Logan City Council offers in

regards to sustainability and the benefits of it; saving our planet for

future generations and saving money. How to embed sustainable

practices into the early childhood and education setting.

In early childhood the National Quality Standards (NQS) 3.3.1 states

that “Sustainable practices are embedded in service operations”. This

be the alien

language used

(Krause, 2005) or

guidance required

for the learners

understanding of

what sustainability

is all about.

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ESH112 Foundations of Literacy: Processes and Practices Assessment Task 2 Sharon GrahamID 194872is what we will be learning about today.

Today we will be doing a community walk to the local early

childhood and education service on the TAFE campus to observe

how they embed sustainability in the service (White, S. 2013).

Input (Building Knowledge):

(20-30 minutes)

Before going to the early childhood education and care service we

will read the text. I will ask the learners about their

interpretation/understanding of the text and ask them how they relate

it (Rosenblatt’s, 2004, as cited in Tomkins, et al, 2015).

Watch the first clip (see appendix 2). I will then ask the learners to

read the text again. We will discuss any words that need clarification.

The learners will goggle the meaning of words and share their

interpretations of the words with the class. Guidance may be required

if needed from the teacher as goggle doesn’t always have the right

answers.

(5 minutes)

Recap on what was in the text and the clip and ask the learners to

look out for sustainable practices occurring at the centre.

(2 minutes)

The brainstorming

session will remain

on the whiteboard.

Whilst at the early

childhood and

education and care

service learners’

will be asked to

share what

sustainable practices

they observed at the

centre.

Learners’ will then

be asked to jot down

in their notebook

what they observed.

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ESH112 Foundations of Literacy: Processes and Practices Assessment Task 2 Sharon GrahamID 194872I will ask if they have noticed any recycling bins at TAFE Brisbane,

the answer will be no as we currently do not have any. Once back in the

classroom the

leaners will write up

on the whiteboard

what they observed.

If other learners did

not see it they will

have to state where

they saw it and what

that particular

sustainable resource

or practice was.

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ESH112 Foundations of Literacy: Processes and Practices Assessment Task 2 Sharon GrahamID 194872Guided Practice:

The learners’ are going to do a community walk. List as many

sustainable practices that they observe. The class will be broken into

two groups. I will monitor who is writing things down and who is not

and guide the learner who is not writing things down by talking

about what we can see at the centre, depending on the learner I may

just obviously look or touch sustainable practices or resources and

the ask them to share with me one that they have observed.

The excursion to the

early childhood

education and care

service will assist

the teacher to know

what the learners

understand and

guide the learner

accordingly with

further clarification

(formative).

Learners whilst on

practical placement

have to complete a

checklist at the

centre for

sustainable practices

which will go

towards their

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competency for the

unit (summative)

Conclusion:

Refer to the whiteboard on what was observed that day. Ask what

else could be incorporated into the centre.

Learners are to write down one thing they learnt today.

Using KWL chart:

What they knew

What they want to

learn

(Tompkins et al,

2015. p. 407 ).

What we learnt

This chart will be

done at the start of

the day and at the

end.

Independent Practice:

Learners’ to complete the ecological footprint quiz on line before next class.

http://www.wwf.org.au/our_work/people_and_the_environment/human_footprint/

footprint_calculator/

Discussions will take place about each person’s ecological footprint and what are some of

the things that we can start to doing today to make a difference and protect our environment.

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http://www.wwf.org.au/our_work/people_and_the_environment/human_footprint/footprint_calculator/

http://www.wwf.org.au/our_work/people_and_the_environment/human_footprint/footprint_calculator/

ESH112 Foundations of Literacy: Processes and Practices Assessment Task 2 Sharon GrahamID 194872Evaluation:

To be completed after class

References

Embedding sustainable practices part 1 of 3. Retrieved on the 21st May 2015 http://www.luketouhill.com.au/news/talking-about-practice-embedding-sustainable-practices/67284

Harders, P. & Macken-Horarik, M. (2008). Scaffolding literacy and the year 9 boys: Developing a language centred literacy pedagogy. TESOL in Context. (18), 2.

Translator retrieved on 26 May 2015 from http://dictionary.reverso.net/english-french/consumption

National Quality Standard: Professional Learning Program (2013).Talking about practice: Embedding sustainable practices. Retrieved on the 20 May 2015 from http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2013/11/NQS_PLP_E-Newsletter_No67.pdf

Sigelman, C. (1999). Life Span Human Development. California: Brooks and Cole Publishing company.

Tomkins, G., Campbell, R., Green, D & Smith, C. (2015). Literacy for the 21st century: A balance approach. Victoria. Pearson

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http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2013/11/NQS_PLP_E-Newsletter_No67.pdf

http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2013/11/NQS_PLP_E-Newsletter_No67.pdf

http://dictionary.reverso.net/english-french/consumption

http://www.luketouhill.com.au/news/talking-about-practice-embedding-sustainable-practices/67284



White, S. (2013). Language and Literacy & Literature Language and literacy and literature retrieved on 5 May 2015. https://mylo.utas.edu.au/d2l/le/content/83967/viewContent/1358754/View

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https://mylo.utas.edu.au/d2l/le/content/83967/viewContent/1358754/View


Appendix 1

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Appendix 2


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AT2 Assessment Rubric

Criterion 1: Capacity to justify the relevance of your selected text type. Task weighting 20%NN PP CR DN HDYou describe a group of learners and describe a text.

You clearly describe a group of learners and explain why your chosen text is suitable for those learners.

You justify your selection of a text by explaining in detail its suitability in terms of the activity you have prepared, your intended literacy learning outcomes, and your learners’ learning abilities.

You justify your selection of a text by providing a comprehensive account of its suitability in terms of the activity you have prepared, your intended literacy learning outcomes, and the literacy learning needs of your learners.

You justify your selection of a text by providing a compelling and comprehensive account of its suitability in terms of the activity you have prepared, your intended literacy learning outcomes, and the complex learning needs of your learners.

Criterion 2: Capacity to analyse the literary demands of your text. Task weighting 20% NN PP CR DN HDStatement identifies some of the features of your chosen text and/or list some reasons for student reading difficulties.

Statement provides an analysis of some of the features of your chosen text that might cause some of your learners to experience reading comprehension difficulties.

Statement provides a detailed analysis of features of your chosen text that might cause some of your learners to experience reading comprehension difficulties.

Statement provides a thorough and detailed analysis of features of your chosen text that might cause some of your learners to experience reading comprehension difficulties.

Statement provides an insightful, thorough and detailed analysis of features of your chosen text that might cause some of your learners to experience reading comprehension difficulties.

Criterion 3: Design a lesson based on your text that scaffolds student learning of written and visual literacy in your curriculum domain. Task weighting 20%NN PP CR DN HDYou have designed an activity that engages your learners in learning.

You have designed an appropriate teaching and learning activity that makes good use of the selected text to support the literacy learning needs of the learners you have described.

You have designed a student- centred teaching and learning activity that engages learners with your selected text, supports the general literacy learning needs of the learners you have described, and encourages all learners to be active learners.

You have designed a student- centred teaching and learning activity that engages learners with your selected text, supports the individual literacy learning needs of the learners you have described, and encourages all learners to be active learners in the subject area.

You have designed a student-centred teaching and learning activity that creatively engages learners with your selected text, concurrently supporting the complex, individual literacy learning needs of the learners you have described and encouraging all learners to be active learners in the subject area.

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Criterion 5: weighting Adherence to APA referencing procedures Weighting 20% NN PP CR DN HDInconsistent and/or incomplete APA referencing.

Some aspects of APA referencing inconsistent but has been attempted satisfactorily.

Most aspects of APA referencing correct and consistent with a small number of errors.

APA referencing correct and consistently applied with only minor errors.

APA referencing has been used without errors.

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Criterion 4: Use of relevant, scholarly literature to support the explanation. Weighting 20% NN PP CR DN HDDoes not meet requirements for academic writing. Poor text/sentence structure throughout and incorrect use of writing conventions.

Text structured satisfactorily. Some errors evident in the use of writing conventions.

Text structured appropriately with sections that link coherently. Some minor errors evident in the use of writing conventions.

Text structured with clear sections that link coherently. A few minor errors evident in the use of writing conventions.

Text structured very effectively with exceptional academic writing skills being demonstrated.

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