Topic: Planning and assessment in a specialist role (teaching Aboriginal

perspectives) +S
Description of evidence set using CARES Annotated Standards

evidence
 Complex site. Classes include 11 mainstream classes with varying behaviours, traumas and disabilities. I have  School context 1.1, 1.2

C each class for 50-minute lessons, some twice a week. When beginning the role, it was indicated that the
students were apprehensive and hesitant about attending Cultural Studies. Many students were disengaged
and would show unproductive behaviours.
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LPLP program
Diagnostic assessments
Learning intention PD
Transforming tasks PD
6.2, 6.4, 7.4
5.1, 5.4
6.2, 6.3, 6.4, 7.4
6.2, 6.3, 6.4, 7.4
Context  Teaching Aboriginal perspectives & the curriculum. My role at Craigmore South is teaching Aboriginal  Site Improvement Plan 6.2, 6.4
Culture and Kaurna Language. I have had to learn the Aboriginal Languages Framework from the Australian  Certificate III in Kaurna 6.2, 6.4, 7.4
Language
Curriculum and bringing in my own cultural knowledge.

 Learning to teach LOTE. Completing a Languages Professional Learning Program to assist with my
understandings in how to teach a language to children.

 Transforming tasks. I attended a professional development session ran by my school that taught us how to
transform tasks based on 4 key criteria.

 Learning Intentions. Attending professional development to create clear learning objectives for teaching &
learning, which is a whole school initiative.

 Aligning my teaching with the SIP. Ensuring I’m aware of the school’s goals and aligning my teaching to the
goals of the school.

 Learning a language. I have been completing a Certificate III in an Endangered Aboriginal Language for all of
2020, to pass this on to my students and to ensure I am teaching the language properly.

 PDP meeting to align goals. To ensure I was on the right track, I completed two PDP meetings with my line  PDP meeting 6.1, 7.1, 7.2

A  Exit Slip 3.6, 5.4,

manager. This allowed me to reflect on what I have achieved and what I can still achieve in line with the
 Unit Planning 1.1, 1.2, 2.1, 2.2, 2.3, 3.2, 3.4
school’s goals. 3.6, 4.1, 5.1, 5.6
 Formative assessment
 Reading books written by experts. To expand and build on my knowledge of involving students in the  Success criteria checklist 1.5, 3.1, 3.3, 5.1
learning. Teaching a language requires the students to participate effectively, so I have used techniques from  Learning intention & success 1.1, 1.3, 1.5
Action the Himmele & Himmele book. criteria display
 Prior knowledge assessments. Completing prior knowledge assessments has been a large part of where I  Student participation
1.3, 5.1
begin my planning. techniques (still thinking cards)
1.3, 1.5, 1.6
 NEP / Student support plans
 Implemented methods of formative assessment. Oral language is a large part of teaching and learning,  Embedded Formative
therefore formative assessment is extremely important with teaching language. Dylan Wiliam is an amazing 6.3, 7.4
Assessment by Dylan Wiliam
resource, I have taken several of this ideas and implemented into my classroom.  Total Participation Techniques 6.3, 7.4
 Planned my curriculum around students’ knowledge. After completing prior knowledge assessments and by Himmele & Himmele
profiling of students (who they are/where they come from), I ensure to begin planning and differentiating my  Step & star feedback method 5.1, 5.2
curriculum based on where they are at and where they need to go.
 Created and displayed learning intentions and success criteria. Ensuring I share the learning intentions
and create the success criteria with the students and display this in the classroom.
 Differentiated curriculum using NEP / support plan techniques. Differentiating learning and implementing
strategies into the classroom based on their NEP and support plan goals. This has been effective in engaging
students in the learning and classroom.
  Collaboration with colleagues surrounding appropriate feedback methods. Regularly meeting and
discussing techniques with learning teams at the site, so there is consistency between my feedback and their
teachers feedback.
 Improved students’ understandings. Students are beginning to understand and grasp concepts. They can  Information displays of Kaurna 1.3, 1.4, 2.1

R 
recall information. Students are engaged in the information.
Informative displays in the classroom. Displaying information learned throughout units of work and student
work samples around the room. Students take pride in seeing their work displayed.
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concepts
Formative assessment samples 3.6, 4.1, 5.1, 5.4
Summative assessment
samples 3.6, 4.1, 5.1, 5.4
 Timely feedback for students. I mark student work within the week and provide oral feedback during each  Feedback for students
Result class.  Assembly awards 5.1, 5.2
 Assembly awards for outstanding work. Students who complete outstanding work or make an exemplary 4.2, 4.4
effort are awarded with assembly awards that align to school values.

 Realising the importance of clear outcomes. Students have clear expectations and can take responsibility  Reports 5.4, 5.5

E  Meeting with mentors 6.1, 6.3

for their own learning when they know the learning intention and how to reach that. It also allows me, as the
teacher, to not stray from the unit of work.
 Reporting student outcomes. At the end of each semester, I am able to clearly see which students have
understood and grasped the concepts learned. It is also important to see how the students have gone as a
Evaluation whole group aspect – whether the whole class needs some more work.
 Mentor feedback for planning and assessing. Working in an ongoing manner with my mentor and informal
mentor allows me to ensure I am planning and assessing correctly.
 Next goal: improve in assessing student understandings and effective assessment methods.