Figure 1B Example of planning a Grammar literacy unit 3.1, 3.2, 3.3, 3.5, 4.1, 4.2, 4.3, 4.

4 and 4.5

I plan for and implement effective teaching and learning within the classroom on a daily basis, ensuring my lessons are both challenging and inclusive. I like to
incorporate ICT within my lessons to engage and support students learning. Within my planning I set explicit, challenging and achievable goals for all students
3.1. Differentiation is also included in the planning as not all students learn at the same time 3.2. Splitting the interactive WB, modifying work sheets, using a
variety of materials such as magazines and iPad are examples of providing variety, inclusivity, and differentiation to achieve set goals 3.3. When teaching the
whole class, I encourage hand signals thumbs up/down to gauge the level of understand of content. I also use named paddle pop sticks to ask students
questions, I used DoJo points when students ask questions about the subject. I encourage silence when I’m explicitly teaching a subject through positive
feedback about behaviour 3.5, 4.1, 4.2, 4.3, 4.4 and 4.5
Figure 2B Example of planning a Phonics literacy unit to support the grammar unit of work and spelling group 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 4.3, 4.4 and 4.5

When evaluating personal teaching and learning programs using evidence 3.6, I develop the lesson sequence to build upon students’ prior knowledge of
spelling, punctuation, grammar and sentence structure used this knowledge to improve their written work. I like to use ICT such as YouTube songs, in this
lesson it was a song about contractions both expanded and contracted. I observed the students singing along to it. I also noted when this lesson was
completed as a whole class and the WB was used to control the pace the strong students were encouraged to be patient and the weaker students were
encouraged to put more effort into their writing speed 3.2, 3.3, 3.5. 4.1, 4.2, 4.3 and 4.5. Positive feedback and reward are paramount for safe learning
environments 3.6. and 4.4
Figure 3B Example of reading editing unit of work 3.6. 4.1, 4.2, 4.3, 4.4 and 4.5.
Figure 4B Examples of questions relating to the text of Figure 3B middle to strong students 3.1, 3.3, 3.4, 3.5,
3.6, 5.2, 5.4, 6.1, 6.3

The planned unit of work was conducted over 10 weeks, the format was the same only the text genre changed. The theory behind this is to expose a small
group of students who could not concentrate in the main classroom literacy environment a more positive and supportive environment to enhance their skills
and confidence during literacy blocks of work. From this Figure 6 is a snapshot of the checklist used to gather data. The data assists me to evaluate personal
teaching and learning programs using evidence, including feedback from students and students’ assessment data to inform my planning 3.6. 4.1, 4.2, 4.3, 4.4
and 4.5.
Figure 5B Example of inferential questions for weaker students 3.1, 3.2, 3.3, 3.4, 3.5, 3.6
Figure 6B Example of assessment data from Figure 4B and figure 5B - 3.2, 3.3, 3.6, 5.2, 5.4, 6.1 and 6.3
Students identify the genre naming the features of the text
structure e.g. third person, illustrations, full descriptive sentences
and speech marks. Can recall and connect scenes on pages 3.3,
3.6.

Figure 7B Example of assessment data from Figure 4B and 3.3, 5.2, 5.4

Figure 8B Cover of Read around

Write About book 1.2.

Context - Best friends Tess and Alex are playing

basketball when Ben, a bully, comes along.
How do Tess and Alex deal with the bully?

The bullying theme also resonates with

Using rubrics, I encourage my students to be actively involved in evaluating and
students as it connects with the topics from
taking responsibility for their own learning. I explicitly teach the goals for
Highway Heroes Health program.
learning experiences explain how these goals will be assessed and give regular
feedback to students on their progress 3.2, 3.3, 3.6, 5.2, 6.1 and 6.3
Figure 9B An Example a diagnostic test to determine the spelling age of students 4.1, 4.2, 5.1, 5.2, 5.3, 5.4 and 5.5

An example of Diana Rigg Spelling, Waddington Spelling Age Test, South Australian Spelling Age
Test and Alpha Omega Ladder A-Z and Sounds to support my teaching and identifying students’
needs. Depending on the accuracy of the student spelling, the needs of the student is met by
differentiating the workload and pace of the English curriculum delivery. Those who need
extensions are set a higher degree of workload as opposed to those who need more support than
usually expected 4.1, 4.2, 5.1, 5.2, 5.3, 5.4 and 5.5
 Figure 10B Examples of results from diagnostic spelling age test 3.1, 3.2, 3.3, 3.4, 3.6, 3.7, 5.1, 5.2, 5.3, and 5.4
I assessed and reported on
students’ achievements
utilising rubrics, formative and
summative assessment
methods to guide my planning
and teaching Figure 10.
Conducted comprehensive
lesson planning and delivery
that encouraged engagement
amongst students Figure 1, 2,
3, 4
Provided differentiated
learning experiences for
students to meet their
individual needs to achieve
targeted outcomes Figure 1, 2
and 12.
Differentiated instruction
based on a whole class
approach and not limited to
Figure 11B Example of outcomes and the level of required differentiation in lessons to meet the students maximum learning potential 3.1, student’s Individual Education
3.2, 3.3, 3.4, 3.5, 3.6, 3.7 and 5.5 Plans (IEPs) Figure 2 and 12.
Figure 12B A standard grammar worksheet to be differentiated to meet the needs of the
students 3.2, 3.3, 3.6, 4.1, 4.2, 4.3 and 4.5

An example of an explicit teaching resource. This worksheet is from a unit of work

which can be used as a whole class activity or small group work. It can also be
modified using Adobe Pro DC to differentiate for weaker or stronger literacy levels.
Worksheets such as these are always paired with ICT to enhance the learning and
assist in managing challenging behaviour by making the lesson relevant to the
students’ prior knowledge 4.1, 4.2, 4.3 and 4.5.
Figure 13B Examples of Grammar summative assessment outcomes Term 1 Figure 14B Examples of Grammar summative assessment outcomes Term 3 5.2, 5.3 and 5.4.
5.2, 5.3 , 5.4 .and 5.5

Figure 13 is an example of a summative assessment for the Grammar unit of work achievements from Term1. The unit of work consisted of capital letters, full stops,
nouns, verbs and adjectives. Using formative assessment such as checklists and over the shoulder marking, feedback was immediately given back to the student so
they can revise what was incorrect and strengthen already known knowledge applying it to narrative, persuasive and recount writing 5.1, 5.2 and 5.3. Figure 14 is an
example of Term 3 Grammar summative assessment, again the data is evaluated and analysed to inform my planning of lessons and student support 5.1. The
summative assessments of students’ achievements are placed in a folder for parents/carers to view making use of accurate and reliable records 5.5.
Figure 15B Example of Term 1 recount diagnostic test for planning literacy units 5.3 and 5.5 . Figure 16B Example of Brightpath assessment and literacy achievement after
planned units of work 3.1, 3.2, 5.3 and 5.5

After analysis of the

assessment data Figure 15
support and extensions
were put in place to
enhance the student’s
learning and engagement in
class 3.1, 3.2. 5.3

Although this is a strong

student, this student had
frequent absences because
of health reasons. However,
her learning is supported
and encouraged at home
assisting her in meeting the
required targets as
demonstrated in Figure 16.

To keep this student

engaged in class it is
important to use positive
praise and to share/show
her work to her peers
Figure 22.

Successful provision of a
safe and orderly
environment that supports
students both physically
and emotionally assists
them in achieving their full
potential.
Figure 17B Example of Term 1 recount diagnostic test for planning support literacy units 5.3 and Figure 18B Example of Brightpath recount assessment and literacy achievement after planned
5.5 supported unit of work. 3.1, 3.2, 5.3 and 5.5

The Brightpath score of 260 is evidence that planned sequencing of integrated units of work and lessons
using a variety of materials supports the needs of students 5.3. Identified interventions such as small
group readings and activities 5.4 were required to support the learning.
Figure 19B Example of individual take home nightly readers 5.1, 5.3, and 5.5 Figure 20B Example of individual take home nightly readers 5.1, 5.3, 5.5

Figure 21B Evidence to acknowledge support of student learning at home 3.7.

Figure 19 and 20 demonstrates differentiating reading expectations based on

annotated notes, observations and checklists 5.2. Listening to individuals read
using running records informs me of where they need to get to or be extended
within Language, Literacy and Literature strands. Checking Homework readers
gives me an understanding about students support at home and how to apply what
is needed in class for individuals 3.1 and 3.7.
Figure 22B Example of English assessment recording tool as per the achievement standards. 5.4 and 5.5

Figure 22 is a snapshot of students’ assessment data 5.3, 5.4 and 5.5. The data is
compiled in accordance with 5.1 using diagnostic tests, formative and summative
assessment strategies to assess individual needs.

Figures 10, 11, 13, 14, 15, 16, 17, 18, 19, 20 and 22 are also an example of using
assessment data to analyse and evaluate students understanding of content/subject,
identifying interventions to modifying my teaching practice to suit the learning styles
4.3, 5.4, 5.5.

Professional engagement with colleagues to undertake moderation activities,

observations of lessons and other communitive meets assists me in modifying and
improving my practice to support student learning
Figure 23B Example of a safe and supportive learning environment using the school’s literacy programs and CM behaviour policies. 4.1, 4.2, 4.3, 4.4 and 4.5

Safe, creative and

supportive learning
environments mean
students can focus on
learning to reach their full
potential 4.1, 4.2, 4.3, 4.4
and 4.5.