Teaching, Learning, Assessment Cycle

Building the Learning Context

• Explicit teaching of key words at beginning of each lesson
• Providing key words and definitions prior to lesson for students to read and put into
bilingual dictionary
• Outlining clear lesson goals and activity goals in each lesson. Make known to
students the purpose for each lesson (the goals of each lesson).
• In first lesson, tell students that the coming lessons are building to a source analysis
task. They will be learning about World War 1 and developing Source Analysis skills
• Introductory activities (such as pair brainstorm, class brainstorm) that look at the
prior knowledge of students. Take note of prior knowledge and use it to inform
teaching.
• Asking students to refer to their understanding within their own culture (e.g.
knowledge of wars prior to WW1 in their own culture) in order to use cultural
conceptualisation to gain better understanding of topic.

Teacher Modelling of Language Features and Text Deconstruction

• Explicitly teach the meaning of source analysis words (perspective, primary,
secondary) and model how to identify the answers in texts and answer the question.
• Teacher modelling of reading and viewing different sources (Image, pages from
textbook, videos, passages from historical texts). In this teacher will view with
students and deconstruct the text by highlight to students the different
characteristics of the text. For example in a textbook passage, this can be drawing
attention to images, headings, subheadings.
• Outline the reasons for reading the text, read the questions you are required to
answer, read through skimming for these answers, highlight these answers, answer
the questions.
• This is done in multiple lessons in my FPD to model analysing different text types to
students.

Collaborating to Construct Texts

• Partner reading is done regularly
• Analysing sources with partner regularly
• Most of source analysis activities done with a partner after modelled by teacher
• When they are working through with partner, the questions are scaffolded for them
and done one by one.
• Creation of texts with their partners. For example, creating a map with partner of
places of conflict during World War 1.

Constructing Spoken or Written Texts Independently

• Student opportunities in later lessons of FPD to work independently on activities. For
example in Lesson 5, working on creating diagram independently. During this
however students can communicate and collaborate, so they have support if they
need. Another example, Lesson 6 when after being modelled how to analyse a
 source by the teacher, they analyse another in pairs, and then students analyse a
source independently.

Monitoring, Assessing and Reporting Achievement

• Use the EAL/D Progress Map to monitor and assess SAE learning progress
• Monitor and evaluate performance on an ongoing basis
• Check for understanding through simple checks. For example thumbs up thumbs
down during activity. This is an example of student reflection as students have to
reflect and think ‘Do I understand this?’.
• Teacher also asks questions to check for understanding at the end of activities.
• Teacher observations, monitor how students are engaging with the activities and the
class. Are they keeping up, are they struggling.
• Teacher provide feedback from formative assessment tasks
• Teacher to keep anecdotal notes, written after class on students’ in class.
• Teacher keep student work samples.
• Results from source analysis final assessment.
• Modification of final assessment task to make more appropriate to EAL/D students
and reflect the skill of short answer writing covered in class.
• Regular updates for the parents of student. This can be once a week to give them an
update of how their child is progressing. They can also contact parents if there is any
concern throughout the lessons.