phase 1 module 1 learning nsw curriculum and learning innovation centre module 1 learning
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Phase 1 Module 1 LearningNSW Curriculum and Learning Innovation Centre
NSW Curriculum and Learning Innovation Centre
Module 1 Learning
Phase 1 Module 1 LearningNSW Curriculum and Learning Innovation Centre
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
Phase 1 Module 1 LearningNSW Curriculum and Learning Innovation Centre
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
Phase 1 Module 1 LearningNSW Curriculum and Learning Innovation Centre
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.
Phase 1 Module 1 LearningNSW Curriculum and Learning Innovation Centre
Setting the scene:
Personalisation
5
Focus for this session.
Phase 1 Module 1 LearningNSW Curriculum and Learning Innovation Centre
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
Phase 1 Module 1 LearningNSW Curriculum and Learning Innovation Centre
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
Phase 1 Module 1 LearningNSW Curriculum and Learning Innovation Centre
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
Phase 1 Module 1 LearningNSW Curriculum and Learning Innovation Centre
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.
Phase 1 Module 1 LearningNSW Curriculum and Learning Innovation Centre
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).
Phase 1 Module 1 LearningNSW Curriculum and Learning Innovation Centre
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.
Phase 1 Module 1 LearningNSW Curriculum and Learning Innovation Centre
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
Phase 1 Module 1 LearningNSW Curriculum and Learning Innovation Centre
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.
Phase 1 Module 1 LearningNSW Curriculum and Learning Innovation Centre
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.
Phase 1 Module 1 LearningNSW Curriculum and Learning Innovation Centre
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.
Phase 1 Module 1 LearningNSW Curriculum and Learning Innovation Centre
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
Phase 1 Module 1 LearningNSW Curriculum and Learning Innovation Centre
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.
Phase 1 Module 1 LearningNSW Curriculum and Learning Innovation Centre
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
Phase 1 Module 1 LearningNSW Curriculum and Learning Innovation Centre
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
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
Phase 1 Module 1 LearningNSW Curriculum and Learning Innovation Centre
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
Phase 1 Module 1 LearningNSW Curriculum and Learning Innovation Centre
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
Phase 1 Module 1 LearningNSW Curriculum and Learning Innovation Centre
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.
Phase 1 Module 1 LearningNSW Curriculum and Learning Innovation Centre
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
Phase 1 Module 1 LearningNSW Curriculum and Learning Innovation Centre
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.
Phase 1 Module 1 LearningNSW Curriculum and Learning Innovation Centre
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
Phase 1 Module 1 LearningNSW Curriculum and Learning Innovation Centre
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
Phase 1 Module 1 LearningNSW Curriculum and Learning Innovation Centre
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
Phase 1 Module 1 LearningNSW Curriculum and Learning Innovation Centre
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.
Phase 1 Module 1 LearningNSW Curriculum and Learning Innovation Centre
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.