Situational Analysis

Case Study Report

Name: Callum Lofts Student Number: 19277194 Content

 Situational Analysis
 Professional Goals
Name of school: Merrylands High School  Case Study Report
 Overview of Participants
Address of school: Bristol Street Merrylands, NSW 2160  Key Classroom Event 1
 Lesson Plan 1
 Pre-lesson Discussion Form 1
 Evaluated Lesson Plan 1
 Lesson 1 Observation Feedback
Professional Phone number: 02 9632 9401  Post Lesson Discussion Form 1
Experience  Key Classroom Event 2
Placement  Lesson Plan 2
School Principal: Amika Prassad  Pre-lesson Discussion Form 2
 Evaluated Lesson Plan 2
 Lesson 2 Observation Feedback
Mentor Teacher/s: Jared Belista  Post Lesson Discussion Form 2
 Key Classroom Event 3
 Lesson Plan 3
 Pre-lesson Discussion Form 3
URL:  Evaluated Lesson Plan 3
 Lesson 3 Observation Feedback
 Post Lesson Discussion Form 3
 Summary of Impact
 Supporting Appendices
 Caregivers’ consent forms
 Appendix 2 [optional; provide title]
 Appendix 3 [ optional; provide title]
 Appendix 4 [ optional; provide title]
 Appendix 5 [ optional; provide title]
Classroom/School/Community Information - Sociocultural background Analysis/What does this information mean?

Community: Merrylands is a community in greater Western Sydney The multiculturalism in the community is mirrored in the school. There
located 4.2km from Parramatta and 24.9km from Sydney’s CBD. 53% of are over 50 cultural backgrounds at Merrylands High school with a high
residents are couples with families and 19.2% are single parent families proportion of students from a Middle Eastern or Subcontinent
(Australian Bureau of Statistics, 2016). 27.5% of the population is of or background (MySchool, 2019). Therefore, teaching and learning
below the age of 19 (Australian Bureau of Statistics, 2016). strategies must be inclusive and relevant to migrant Australian
Demographically, 17.5% of the population identify as Lebanese with communities. Culturally responsive pedagogies such as identifying
both parents being born overseas at a rate of 72.5% (Australian Bureau unique cultural strengths are seen as the best way to engage and
of Statistics, 2016). Catholicism and Islam have the highest proportion connect with students of diverse backgrounds (Ferfolja, Jones-Diaz,
of religious affiliation with 29.2% and 24.6% respectively (Australian Criss, & Ullman, 2015). This means that I have to utilise the students’
Bureau of Statistics, 2016). Merrylands is a diverse community; some cultural capital and welcome their alternative perspectives that come
languages identified being spoken at home are Arabic (22.5%), with their backgrounds ( Ferfolja, Jones-Diaz, Criss, & Ullman, 2015).
Mandarin (5.2%) and Dari (3.3%) (Australian Bureau of Statistics, Furthermore, understanding and unpicking my cultural assumptions as
2016). Respective to employment 56.6% of people work full time with a white Australian will be important to allow genuine rapport to be
professionals, technicians and trade workers being the top employment built with these students (Ferfolja, Jones-Diaz, Criss, & Ullman, 2015).
areas (Australian Bureau of Statistics, 2016). 10% of the population is
unemployed, higher than the national average (Australian Bureau of
Statistics, 2016).

School: Merrylands high school is a comprehensive coeducational high Understanding that the majority of students come from a language
school serving students 7-12 from the greater Merrylands area. background other than English informs me that my pedagogy needs to
Reflecting the diversity of the community 82% of the 764 students who cater to and utilize strategies that are developed specifically for EAL/D
attend Merrylands come from a language background other than students. My teaching must be explicit, scaffolded and use the EAL/D
English with a high proportion of new arrivals (My School, 2019). This progression scales to identify the levels and needs of EAL/D students in
is exemplified in Merrylands Refugee Action Support program of which my classroom (NSW Department of Education., 2017a). Additionally,
a homework centre is run to support refugee students. Merrylands some students my have had disrupted schooling and therefore, will
therefore, serves the migrant community and teaching staff goals and needed extra literacy supports and interventions, liaising with the
development are geared towards core areas of literacy and English school’s learning support will be imperative. Understanding that many
language proficiency, having one dedicated class of literacy for each students come from families of low socio-economic status means I must
year. Merryland’s Index of Community Socio-Educational Advantage develop resources that are accessible and inclusive (Crawshaw, 2015).
(ICSEA) is valued at 928, lower than the ICSEA average of 1000 and In combination with EAL/D learning strategies explicit quality criteria,
most significantly, 62% of students are in the lowest quarter for student high expectations relationships and use of narrative pedagogy (NSW
achievement (My School, 2019). This indicates that Merrylands High Department of Education, 2006). Understanding behavior policies of
School caters to a diverse, mainly migrant community of socio- the school allows me to keep consistent with students and use
economic disadvantage. The school’s behavior policies centre on engagement strategies that that they are familiar with.
Positive Behaviour for Learning (PBL) as a way to engage students as
“Safe. Respectful Leaners”.

Classroom:
 This classroom context is significant because I will need to implement
9EN3 is class of 25 students. 6 of these students are identified through highly specific literacy, EAL/D and explicit scaffolding strategies in
the NCCD requiring adjustments. Two of those students are on active order to engage these students (Didau, 2014). Additionally, I will need
education plans called PSLPs and two are identified as EAL/D however, to confer with the learning support team to implement student specific
reflecting the diversity of the area 20 of the students comes from a interventions. Furthermore, I need to be clear with my behaviour
background other than English. One student has been diagnosed with management strategies, particularly my escalation processes and
ADHD and is un-medicated. Many of the students have a history of familiarize myself with school behavior policies and plans (De Nobile,
significant behavioral challenges and are disengaged with the learning Lyons, and Gordon, 2017). Understanding their grade trends will help
process. There is a learning support teacher in class once a week, to inform content to be taught and how I deliver this to these students.
support one student. Literacy support is given in the form of a dedicated
class every Friday. The average of results in the students last
assessment task on non-fiction was 45% with the highest mark
achieved was 80%.

Attendance is inconsistent. Many students have a disrupted home life or Part of teaching is understanding student aspirations and concerns. If I
are refusing school. Some students attend most but not all days of can create relevancy between where they want to go and what is being
school. There are students I have not yet seen present in this class who taught in the classroom student engagement is potentially raised (Hall,
are enrolled. Some students are seeking pathways outside of school and Goswami, & Harrison, 2010). I plan to do this by restating and modeling
wish to go to TAFE to acquire a trade; others wish to go to university. the importance of literacy skills in the work place and beyond. To show
There is a core cohort of five students who are disengaged from their the importance of understanding how meaning is explored and created
studies or feel like school does not serve them. They present through text. Furthermore, explicit recaps at the beginning of each
challenging behavior. lesson will be integral in keeping all students up to date.

Students are currently undertaking a genre study of Science Fiction. To help students develop their extended responses scaffolds and
From a student vote they have chosen to study the film Men in Black classwork modeled on the board will be imperative to help develop
and they are expected to write an extended response comparing its student achievement and engagement.
Science Fiction features to another unseen text they will view in their
exam. They will need to build up a meta-language and gain knowledge
about science fiction conventions and film techniques.
 Professional Goals (4-6)

Goal 1 Implementing Positive Behaviour for Learning Strategies Ongoing evaluation and reflection

Links to Standard 4.3 Demonstrate knowledge of practical approaches Date: 23/09/19

to manage challenging behavior, 6.2 Engage in professional learning
and improve practice Understand the relevant and appropriate sources After a tough lesson with my year 9 class teaching Sci-Fi conventions I
of professional learning for teachers, 6.3 Engage with colleagues and debriefed with my mentor teacher. He asked me to reflect back on the
improve practice Seek and apply constructive feedback from lesson and think about what I could have done differently. I suggested
supervisors and teachers to improve teaching practices, and 6.4 Apply changing up my content however; he said that using more positive
professional learning and improve student learning Demonstrate an behaviour cues could engage students more. He informed me that
understanding of the rationale for continued professional learning and Merrylands is a Positive Behavior for Learning school and that using
the implications for improved student learning. positive behavior strategies is a really good way to engage students in
their learning. He said that when he observed me during the lesson
using positive reinforcement that students responded more to my
learning objectives. I’ve decided to research and integrate positive
Strategies: behavior for learning (PBL) into my practice in order to build rapport
and sustain engagement with my lessons. I will do this in three ways:
 Observe mentor teacher in his use of Positive Behaviour for observation, research and classroom practice approaches.
Learning
 Apply feedback from mentor teacher in regards to Positive Date: 24/09/19
Behaviour for Learning strategies
 Develop fair and robust disciplinary processes Today I observed my mentor teacher with his year 11 class. He was
 Develop a calm authority to guide the class energetic and enthusiastic; I think the students responded well to this.
 Research relevant strategies to use in practice He also involved them a lot in the class work and used their answers for
board work. Most of all he had unconditional positive regard for his
students. He praised them for their work and contribution to class
discussions and really engaged them with the topic using personal
connections. He had phrases that were positive and guided their work
behavior for example, “this is really great guys, let’s get this down”, or
“thank you for working so hard, its really good work and its great to
see”. I think this helps create a positive and safe work environment
where students end up wanting to contribute or feel safe to do so. I
want to add this into my practice; these phrases and individual praises
seem really effective in engaging students in their work. It seems to be
much more effective than constant negative reinforcement.

Date: 25/09/19
Today I’ve been researching PBL, examining strategies of how to
implement it into my classroom practice. Merrylands high school has
integrated a school wide approach for PBL. They have created their
school motto to a statement: “Safe, Respectful Learners”. The executive
consistently uses this phrase. I have observed the principal say this
phrase on Monday morning assemblies. I have also observed the school
staff say this phrase when focusing students for tasks. The consistency
of even this simple phrase helps create a positive school culture. The
head teacher of English has stated that the school has made gains in
school culture in regards to uniform, care of the playground and
student teacher relationships. This makes me think that their PBL
strategies help create a positive school culture. There are three tiers to
PBL: Universal Support (school wide approach to PBL), Targeted
Interventions and Support (for students who require additional
support) and Intensive Interventions (for students with significant
behavioral issues) (Hammond, 2010). This vital for me to understand as
I have a year 10 class who have significant behavioral issues and need
structured assistance. Strategies I want integrate include consistent
positive feedback, increasing structure and predictability, increasing
opportunities for feedback, personalised interventions that focus on
prevention, including implementing IEPs and PSLPs effectively,
intensive instruction and support to reduce the frequency of behavior.
Finally, I wish to use of data for informed decision making.

Date: 14/10/19

I had a break though with one particular student today who has been
oppositional in my year 9 class. He suffers from ADHD and begins to
become agitated when confronted. Considering PBL, I’ve decided to
take a different approach to him, involving him in class discussions and
getting him to write on the board his answers, along with other
students. I praised him for his answers and used them for board work. I
observed he responded well to this, completing his work with minimal
behavioural disruptions. It also helped me build a safe and non-
confrontational environment and a safe learning space for others to
respond and contribute well. This student involvement helped create
interactivity between peers with on topic conversations. I also gave
more explicit instructions, as well as key expectations for behaviour in
class. Coupled with scaffolding and taking time to unpack ideas a
contexts, created a highly structured environment in line with PBL
principles. Putting this into practice helped me support the school wide
strategy, as well as individual learning needs of students. I’m proud of
myself because it shows I can integrate school wide policies and
procedures.

Date: 16/10/19

Today I held a lunchtime detention for four year 9 students who have
been persistently disruptive in my class. I decided we would have a
conversation about respect, what it looks like and what it means to be a
safe, respectful learner. After a discussion with my mentor teacher I
was advised to put responsibility back on them, to reflect on what safe
behavior is and what respectful relationships are. I made them sit in
their chairs properly with their bags on the floor to keep maintaining
high expectations. I was told that even the little behaviours like this
could have a knock on effect with potentially more disruptive
behaviours in class. Then, instead of talking at them about what respect
is and what it looks like I asked them questions to help them identify
positive behaviour. This self-reflection worked well. They identified
that listening carefully, asking questions in a respectful manner, not
using their phones and not arguing with teachers’ instruction are all
agreed behaviours that they will use moving forward. Moreover, I
understood that this was a two way street. I allowed them to discuss
with me how I could communicate better with them. During this
conversation I kept using positive language and PBL phrasing. This was
used to build rapport and to remain consistent with school policies. I
told them that they are “all capable of being safe, respectful learners”,
and that I’ve seen them apply themselves in their learning with
insightful answers and questions. Maintaining positive regard even
when conversations or interactions are difficult with students helps
build rapport and mutual respect.

Date: 17/10/19

Today I decided to analyse assessment data and work samples from my

year 9 and 10 students. Reflecting on this data, many students have
significant gaps in their literacy. Many students need additional support
and scaffolds to aid their learning needs. Understanding this, much of
the behavioral issues I see in class including antisocial behavior can be
put in perspective more clearly. Students tend to disrupt when they feel
helpless and can’t access their learning ( Loreman, Deppeler, and
Harvey, 2011). With this in mind I want to continue to scaffold and
differentiate learning. Looking at the make up of my year 10 class in
particular, 14 out of 22 students have N awards at an average of at least
12 per student. After a long talk with my mentor teacher I realized that
many of these students in my year 10 and year 9 class have not been
expected to achieve academically. This school culture has had a
negative impact on them. They are challenging students however;
creating a psychological expectation that they will not succeed has bred
a class culture that is difficult to teach effectively in. Therefore, using
PBL specific strategies in concert with explicit instructions, clear
expectations and following through with escalation procedures will be
vital for teaching and learning success.

Date: 21/10/19

I had a break through with year 10 today. We were exploring the setting
of the novel Raw and I integrated visual learning strategies to help
students access the text. I related real life settings of juvenile justice
centres to that of the farm where Raw is set. Making these real life
personal connections to the text created a lively discussion and also
prompted the learning support teacher to talk about his time working
at one of the correctional facilities I showed. This again engrossed
students and using the learning support teacher’s capital, I was able to
link the setting to characterization and techniques. My highly scaffolded
questions also helped focus student attention and understanding. I used
positive regard and praise collectively and individually throughout my
lesson. I felt like that become the glue to lesson cohesion and started
developing a classroom culture that was positive and respectful.

Reflection
Positive behavior for learning is only one strategy in a suit of strategies
I can use to develop effective classroom practice. I believe, like anyone,
students respond more to positive reinforcement then negative
reinforcement. I observed I was able to connect more with students and
build rapport when I praise what they did right, not what they did
wrong. However, I didn’t always get it right and sometimes made
mistakes. This means as a beginner teacher I can continue to develop
and integrate classroom practice by reflecting and improving in each
lesson. Ultimately PBL is complex as it incorporates positive
reinforcement, explicit teaching of social skills, active engagement and
supervision, consistent and fair consequences, effective differentiation
and clear behavioural expectations. It also requires support from the
school and its faculties. At Merrylands in the English classroom, I
observed consistent support for staff, consultation and advisement. It
gave me an insight how I can contribute positively to a staff room and
school culture by following school policies and behavioural procedures.
I understand that using PBL is a two way process and I have to remain
accountable to my contribution of the classroom climate. Strategies I
wish to incorporate are positive verbal acknowledgement, non-verbal
communication, encouragement, building rapport, active listening,
refocusing strategies, proactively setting behaviour expectations at the
beginning of each lesson. This I have learned from my mentor teacher
and by applying feedback into action. I understand that as I gain more
experience as a teacher I will have to be adaptable to the circumstances
of the classroom context, including socio-economic and cultural factors,
personalities and individual learning needs. I look forward to continue
to develop these processes throughout my teaching career.
 Case Study Report

Overview of Case Study Participants

Student 1 Emergent/ Student with Additional Needs

Student 1 is 14 years old and 6 months. She is from an English language background. Student 1 struggles with literacy, particularly reading
and comprehension. Her reading and writing in NAPLAN (Year 9) for example are at Band 4. She has been seen to display a basic
understanding of English outcomes, particularly concepts and features of language techniques. Student 1 requires assistance from a
Learning Support teacher in class. Attendance is becoming a concern and discussions with the mentor teacher have informed me that part
of her engagement issues is her confidence with accessing the language, particularly in reading, and therefore engages in avoidant
behaviours. Student 1 has been identified as dyslexic and requires significant assistance in reading and comprehension and benefits from
word banks, scaffolds and PEEL paragraph structures (Point, Evidence, Explanation, Link). Student 1 can be easily distracted by her
smartphone and depending who she sits with, will engage in low-level disruptive behaviour. Diagnostic work samples indicate that
student 1 needs explicit literacy interventions to improve her comprehension, reading and writing skills and boost her engagement and
enthusiasm for learning in the classroom environment (see appendix 2).

Student 2 Middle

Student 2 is 14 years, 11 months and identifies as Burmese. Student 2’s NAPLAN scores reflect that he is in the low middle bands for
literacy with reading and writing at band 6 and 7. The student displays a sound knowledge of English concepts and is enthusiastic in
contributing to class discussions. Student 2 has been noted for taking a more mature and controlled approach to his learning. However, his
peers and his mobile device still easily distract student 2. Looking at diagnostic samples, student 2 has been identified needing scaffolding
to support improvement to his writing structure and syntax as well as needing strategies to improve reading comprehension.
Furthermore, he has also been flagged for needing a PSLP (school education plan) to further support positive education outcomes.
Therefore, strategies have been developed to address this need in the class. Student 2’s engagement with the module has been positive
and has identified and displayed knowledge of Sci-Fi conventions. It is noted that in order for student 2 to refine his English responses he
needs to ask teacher for feedback and submit drafts.

Student 3 Advanced/ EAL/D

Student 3 if 15 years and 10 months. She is a refugee of which I support in the RAS program and has had disrupted schooling. She is from
Afghanistan and her home language is Dari. Student 3 is and EAL/D and has demonstrated a higher degree of understanding of language
concepts and Science Fiction features. This has been exemplified of her completing all set tasks. The key challenge for student 3 is
contributing to class discussions and refining her work and English through scaffolds and using appropriate comprehension strategies. It
has been observed that student 3 can sometimes passively disengage. Despite this, student 3 consistently draws conclusions, identifies
Science Fiction conventions related to the module and makes increasingly insightful remarks and written answers that are connected
between Science Fiction texts. To support her astute ideas, targeted comprehension strategies, modeling and scaffolding to allow the
student 3 to gain greater sophistication in her writing has been identified as a priority.

Links To Standard 7.3 Understand strategies for working effectively, sensitively and confidentially with parents/carers.
• I obtained signed consent forms from students' parents/carers before working with focus students. I maintained confidentially with
student information by using pseudonyms and blocking out names from consent forms, to ensure that the students were unidentifiable.

Teaching Strategy for Learning

Assessing the make up of the class and the individual learning needs of my students, including those profiled in my case study, my lesson
interventions will target literacy particularly the subset of comprehension. The education goals for each student in the case study and
more broadly all students in the class, are based on work samples, diagnostic assessments and assessment results. Therefore,
implementing the super 6-comprehension strategies, which include making connections, predictions, questioning, monitoring, visualizing
and summarizing paired with explicit writing tasks are aimed to improve information retention and increase acquisition of knowledge
(NSW Department of Education, 2010). This will promote meaning making in order to assist transference of knowledge (Wiggins and
McTighe, 2012a; Wiggins and McTighe, 2012b; Wiggins and McTighe, 2011). For student 1 to help with challenges relating to dyslexia,
visual learning strategies will be implemented, including explicit scaffolds, prompts and sentence starters (Wong, 2004). For student 2
explicit teaching of vital comprehension strategies and structured writing tasks using PEEL will be implemented so timely feedback can be
given (Caccamise, 2005). For student 3 connections making strategies between texts will be used to develop comparison skills for the
upcoming assessment tasks (Cain and Oakhill,1999). Extended response writing tasks will then be produced to refine her responses. The
super 6 strategies will help develop all students’ English language and comprehension skills, which will benefit all students learning.
Explicit teaching of comprehension skills will enable students to develop an analytical and critical eye and support higher order thinking
(Ehren and Apel, 2006). All students will use the explicitly taught strategies to improve their comprehension across modes (visual and
textual).

1.6 Strategies to support full participation of students with disability Demonstrate broad knowledge and understanding of legislative
requirements and teaching strategies that support participation and learning of students with disability.
 Student 1 has dyslexia. Consulting my mentor teacher on appropriate strategies that improve her learning, the super 6 strategy
was selected. It will particularly help student 1 by scaffolding comprehension strategies that will support information retention.

2.1 Demonstrate knowledge and understanding of concepts, substance and structure of the content and teaching strategies of the teaching
area.
 Attaining knowledge that are relevant to the content, outcomes, learning scopes and sequences and strategies vital for student
learning this context.
5.1 Demonstrate understanding of assessment strategies including informal and formal, diagnostic, formative and summative approaches
to assess student learning.
 Diagnostic data has been gathered through observations, knowledge of students through interaction and teaching them, developing
an understanding of their preferred learning strategies. Pretest of background knowledge and analysis of past assessment data in
conjunction with discussions with mentor teacher have helped develop comprehension strategies valuable for student learning.
Analysing the data outcomes thinking critically EN5-2A, language forms and features, EN5-3B and transferring and interpreting
EN5-5C will be used to guide and inform learning goals.
Lesson Plan 1

Title: Science Fiction Genre Study Men in Black Date: 21/10/2019 Time: p.3 10-
11:00am

Year & Subject Year 9, English

Learning Intention Success Criteria

 For students to learn to analyse a  All students contribute meaningfully to class discussions
scene from the film identifying Science  All students contribute and complete all class tasks
Fiction conventions and Film  Students write down all notes in their workbook
techniques  Students demonstrate understanding and evidence of understanding e.g. writing, verbal
 For students to build and document articulation
metalanguage and concepts of film  Students identify Science Fiction/Film techniques
techniques and Sci-Fi in Men in Black
 For students to transfer these
understandings and answer the
questions supplied about the scene
Syllabus outcomes and content/skills
Outcomes Content/skills

 Students interpret, infer and critically analyse visual

 Responds to and composes increasingly sophisticated and sustained texts texts to attain meaning
for understanding, interpretation, critical analysis, imaginative expression  Students learn to identify and categorise key
and pleasure EN5-1A components of texts
 Students transfer knowledge of key components e.g.
 Effectively uses and critically assesses a wide range of processes, skills, sci-fi conventions/film techniques, synthesising that
strategies and knowledge for responding to and composing a wide range of information into new contexts, composing texts for
texts in different media and technologies EN5-2A understanding
 Students learn to effectively take study notes of key
 Selects and uses language forms, features and structures of texts ideas in preparation of being assessed
appropriate to a range of purposes, audiences and contexts, describing and  Students learn note taking skills useful for
explaining their effects on meaning EN5-3B understanding while viewing a visual text

 Effectively transfers knowledge, skills and understanding of language

concepts into new and different contexts EN5-4B
  Thinks imaginatively, creatively, interpretively and critically about
information and increasingly complex ideas and arguments to respond to
and compose texts in a range of contexts EN5-5C

 Investigates the relationships between and among texts EN5-6C

Resources:

Men in Black DVD

YouTube clip https://www.youtube.com/watch?v=q3OTEdZkBaQ&list=PLkC2ZNxzIbWFNPFXA-FvlEJxq7dNtj9Oo&index=3

Whiteboard Markers

Spare pens and writing paper for students

Teaching and Learning Activities Stage of lesson

Teacher lines students up outside of class and instructs them to wait quietly in 5 minutes. Through class line up and do now activity the
line. Teacher instructs students that they are to enter to room quietly to sit down, class is to settle, ready themselves to learn.
get pens and workbooks out, bags on the floor and hats off.

Teacher goes through learning intentions: To comprehend and analyse a scene

from Men in Black and explore its Sci-Fi conventions in preparation for their exam.

Quick recap on what was covered in class last lesson re Men in Black’s setting and 5 minutes. Revision helps students put their learning and
how being set in modern day NYC enhances the story as a Science-Fiction action building knowledge in context of the unit. Clear explicit
comedy. instructions and expectations so students understand the
relevancy of their learning and what learning goals they
Teacher informs students about the next transition and learning intention: need to achieve this lesson.

Learning Strategy: Students will summarise Very Important Points (VIP).

Teacher informs students that when viewing a text we need to highlight the key 20 minutes. Understanding how to analyse scenes from films
ideas and information to what is called Very Important Points. This is important inare important, particularly for the genre of Science Fiction,
order to comprehend what is going on in a scene of a film or a passage of text. If we
which uses specific Sci-Fi tropes to inform the viewer of the
summarise Very Important Points we are then able to understand key ideas and genre. Going through a selected scene together with relevant
meanings in the text. examples of Sci-Fi conventions and camera techniques
connect and build their knowledge of how Science Fiction
Teacher models how to make a VIP. 1. Identify what you see e.g. There is advanced films are composed.
alien technology shown as weapons and computer systems.
2. Briefly make connections to the topic genre e.g. this is an example of science Using their notes to respond to questions that prompts them
fiction convention advanced technology. 3. Synthesise/summarise its effects on the to analyse the film and understand how Men in Black has
viewer e.g. It impresses on the viewer that Men in Black as an organisation holds been constructed, building their field of knowledge.
secret knowledge and because of this is very powerful.

Students are informed that they will view the scene twice and need to take notes
each time on:

Students view clip (Sci-Fi Tropes):

https://www.youtube.com/watch?v=q3OTEdZkBaQ&list=PLkC2ZNxzIbWFNPFXA-
FvlEJxq7dNtj9Oo&index=3

Links to standard 2.6 Information and Communication Technology (ICT)

Implement teaching strategies for using ICT to expand curriculum learning
opportunities for students.

After viewing teacher Stimulates a Discussion through Questioning on each key 25 minutes. Going through the answer as a class in an explicit
point (Describe the advanced science and technology you see Identify and describe way ensures all students access understanding. It also allows
the non-human life forms you see in Men in Black. What are some film techniques the teacher to contribute key ideas that students need to
used and why, e.g. lighting/camera angles/shots used in this scene?) know. Combined with student answers a collective body of
knowledge for the class is made. Applying ideas to the visual
Key questions to facilitate comprehension: texts aids student comprehension and analytical skills.
Ensuring students write key notes of this in their workbook
 What happened in the scene? ensures adequate study notes have been taken for their
 How did it make you feel/think? exam.
 What are the differences and similarities of the technology you see in the
film compared to our lives?
 Whattare the main ideas from the viewing?

Through this discussion teacher then puts student answers into a PEEL paragraph
to model responses for the exam:

 Point: The advanced technology portrayed in this scene is futuristic,

innovative and alien, cementing the Science-Fiction speculation of aliens
living among us.
Example: Most of the advanced technology seen in Men in Black are
modified from alien races as K says, ”We hold a few patents on gadgets
we’ve confiscated from out of state visitors; Velcro, microwave ovens,
liposuction.”
Explanation: This line is comedic but also cements the convention of
advanced alien technology that James and the audience are introduced to.
Link: Therefore, the technology is Men in Black is advanced and futuristic
and this links it to the Science Fiction genre.
 Point: The non-human life forms in Men in Black are extra-terrestrials
(aliens).
Evidence: The director uses a dolly zoom (zooming the camera out and
moving it back) to encapsulate all the extra-terrestrial beings at Men in
Black headquarters.
Explanation: This is to highlight the vast diversity of extra-terrestrial beings
on earth and to portray the feeling of J, the protagonist being overwhelmed
by this discovery.
 Link: Therefore, aliens help create Men in Black’s Science Fiction setting as
an alternative reality to our own
 Point: In this scene director Barry Sonnenfield uses a variety of film
techniques to create Men in Black’s headquarters.
 Example: For example, the dolly zoom is used to underscore the sense of
bewilderment Jay feels entering Men in Black headquarters and
encountering alien creatures and advanced technology.
 Explanation: Therefore, the use of the dolly zoom helps the audience
understand the confronting nature of coming to terms with the vast and
surreal reality of Men in Black’s world.
 Link: To conclude, director Barry Sonnenfeld used film techniques such as
camera angles and movement in order to effectively tell the story.

Students are expected to write these notes down, as it will help prepare them for
their exam. 5 minutes. Ensures students understand what has been
covered, consolidate their knowledge with a view forward to
Teacher concludes lesson: The scene study helps us understand the Science-Fiction next lesson.
tropes of Men in Black: Aliens and Advanced Technology and the use of film
techniques to enhance the film’s meaning. Through this the characterisation of Jay
(audience surrogate) and Kay (Mentor) are established.

Differentiation and Integration:

 In each instance, the teacher will model note-taking, giving explicit instructions that every student is to write the notes down on the board
in their workbooks. The teacher will walk around the room to assist and ensure all students write down the notes on the board and will
stress that they will not move on until the do so.
 Visuals on the smart board will be used to support comprehension of key concepts
 Collective class tasks ensures all students can access their learning
 Collective scaffolding and modelling from the teacher for each activities ensures expectations are explicit and high

Assessment Strategies:

Student understanding is assessed by:

Their contribution to class discussions (all students must participate and the teacher will call on every student in the lesson to give responses).

Scanning the room and assessing their bookwork, individually ensuring all notes are adequately taken down as instructed.

Through concept testing: Can they explain in a sufficient manner sci-fi conventions in the scene? Have they written down answers in their books?
Lesson Evaluation:

Lesson will be assessed in blue booklet and in consultation with mentor teacher.
 Pre-lesson Discussion 1

Teacher Education Student: __Callum Lofts__________________

Completed by Teacher Education Mentor Teacher/ Observer: __Jared Belista_______________
Student and Mentor Teacher
Date: _16____ /___10__ /__2019___
Discussion Standard
Describe the class (ability levels, engagement, interests, etc.) Know your students and how
they learn
9EN3 is a class of 25 students with two school education plans (PSLPs), two EAL/D students, and five
students requiring additional adjustments. In discussion with my mentor teacher and according to their 1.1 Physical, social and
previous assessment data, the majority of students have a basic to limited understanding of English intellectual development and
outcomes and concepts. They are a high needs class of diverse backgrounds and prefer to learn visually. characteristics of students.
Highly structured class routines and scaffolding will be needed for effective learning to occur. Reviewing Demonstrate knowledge and
understanding of physical,
assessment data from their last topic three of the class’ highest mark came from students 1,2 and 3, scoring
social and intellectual
17.5, 16.5 and 16 out of 30 respectively. There are five students that I have observed that have not attended
development and
any of my classes yet and for some students attendance is becoming a concern particularly for student 3 characteristics of students and
whose attendance is becoming more irregular. One student is to sit by himself as he distracts others in the how these may affect learning.
class. Understand how students learn

1.2 Demonstrate knowledge

and understanding of research
into how students learn and the
implications for teaching.
Students with diverse linguistic,
cultural, religious and
socioeconomic backgrounds

1.3 Demonstrate knowledge of

teaching strategies that are
responsive to the learning
strengths and needs of students
from diverse linguistic, cultural,
religious and socioeconomic
backgrounds.
What is the content or curriculum area you intend to cover? Know the content and how to
teach it
Year 9 are undertaking a genre study of Science Fiction (Sci-Fi) of which they will be assessed in a timed
exam. Therefore, I need students to be able to identify Sci-Fi conventions, film techniques and be able to 2.1 Content and teaching
analyse visual texts to synthesise meaning. Therefore, through viewing a scene from their chosen text Men in strategies of the teaching
Black, the lesson will be focussed on: area Demonstrate knowledge
 Creating detailed notes whilst viewing the text using summarising super 6 strategy Very Important and understanding of the
Points. concepts, substance and
 Identifying clearly and explicitly Sci-Fi conventions in the scene and explaining in their own words structure of the content and
why it is a convention of Sci-Fi teaching strategies of the
 Students to transfer their understanding of the scene into their own structured paragraph using PEEL teaching area.

2.2 Content selection and

organisation Organise
content into an effective
learning and teaching
sequence.

2.5 Literacy and numeracy

strategies Know and
understand literacy and
numeracy teaching strategies
and their application in
teaching areas.
What is the lesson outcome or learning intention for this lesson? Plan for an implement
effective teaching and
Learning Intention: We are learning how to comprehend and summarise a visual text using the Very learning
Important Points (V.I.P.s) strategy and from these points, synthesising our knowledge by creating a PEEL
paragraph (Point, Evidence, Explanation, Link). 3.1 Establish challenging
learning goals Set learning
Outcomes to guide student learning and assessment are: goals that provide achievable
challenges for students of
 Effectively uses and critically assesses a wide range of processes, skills, strategies and knowledge for varying abilities and
responding to and composing a wide range of texts in different media and technologies EN5-2A characteristics.

 Selects and uses language forms, features and structures of texts appropriate to a range of purposes, 3.2 Plan, structure and
audiences and contexts, describing and explaining their effects on meaning EN5-3B sequence learning programs
Plan lesson sequences using
 Effectively transfers knowledge, skills and understanding of language concepts into new and different knowledge of student
contexts EN5-4B learning, content and
 effective teaching strategies.
 Thinks imaginatively, creatively, interpretively and critically about information and increasingly
complex ideas and arguments to respond to and compose texts in a range of contexts EN5-5C 3.3 Use teaching strategies
Include a range of teaching
strategies.

What classroom routines will you use to encourage engagement and manage behaviour? Create and maintain a
supportive and safe learning
As my mentor teacher says, I will “set the tome” by lining up my students outside the classroom and give the environment
clear explicit instructions with a “Do Now” activity to have books and opens out, bags on the floor, phones
away and hats off. 4.1 Support student
participation Identify
I will use Positive Behaviour for Learning strategies, stating explicitly behavioural expectations for the strategies to support
classroom at the beginning of the lesson and be consistent with reinforcing my expectations throughout the inclusive student
lesson. I will use positive reinforcement and praise to engage students in classroom activities. participation and
engagement in classroom
I will have clear expectations and explicit instructions, particularly for transitions so I minimise disruptive activities
behaviours. For a class with high learning needs, I will have strong boundaries, parametres and clear and
fair escalation processes to help create positive classroom behaviours. 4.2 Manage classroom
activities Demonstrate the
In detailing escalation strategies, I will follow through on escalation procedures and be clear and explicit capacity to organise
about consequences for problem behaviour. For students how have been repeatedly disruptive, I have classroom activities and
contacted their parents and put them on yellow cards. This shows I am following school procedures in line provide clear directions.
with school policy and behaviour management strategies.
4.3 Manage challenging
behaviour Demonstrate
knowledge of practical
approaches to manage
challenging behaviour.

4.4 Maintain student safety

Describe strategies that
support students’ wellbeing
and safety working within
school and/or system,
curriculum and legislative
requirements
How will you differentiate the learning to meet the needs of the three focus students (case study Know your students and how
participants)? How will you connect the learning for students? they learn

After a discussion with my mentor teacher, for student 1, who is dyslexic and high needs, I have to use an 1.5 Differentiate teaching to
indirect approach, as she does not want to be singled out. Here I will direct general questions to the class meet the specific learning
such as “has everyone written this down on the board? Student 1?” as a way to indirectly gauge her needs of students across the
engagement. I will follow her PSLP and employ using word banks; scaffolds, sentence prompts and using full range of abilities
PEEL paragraph structures. Once a week a learning support teacher comes in to assist student 1. I have been Demonstrate knowledge and
consulting with him on how best student 1 learns. He says he uses a digital pen that converts words to understanding of strategies
verbal text and will use it for student 1 during writing tasks. for differentiating teaching to
meet the specific learning
Student 2 is enthusiastic and participates in class discussions however; he will rush through his work in needs of students across the
order to talk to his friends. This can mean that his work is completed on a surface level and after completing full range of abilities.
his work will then go on to distract the class. I have been advised to consistently check up on his work and
give feedback, ensuring that he stays on task and gives throughout detail in his responses. Scaffolds and
sentence starters will also be used to help student 2 as well as rewording and rephrasing questions for 1.6 Strategies to support full
understanding. participation of students with
disability Demonstrate broad
Student 3 is EAL/D and offer appears reserved, particularly during class discussions. I need to make sure a knowledge and
give her individual teaching time, ensuring that she has written effective and consistent notes as well as understanding of legislative
completing set class tasks. Clear explicit instructions and scaffolding will also benefit student 3. I will also requirements and teaching
support her EAL/D earning by modelling and using the school wide strategy of COPS (Capitalisation, strategies that support
Organisation, Punctuation and Spelling). This acronym represents a technique that helps students develop participation and learning of
writing fluency. Modelling and using this strategy for her will help improve her English language proficiency. students with disability.

Describe the teaching strategies you intend to use to share new information and give students the Plan for an implement
opportunity to demonstrate understanding (e.g. ALARM, group work, project-based learning, etc.) effective teaching and
learning

The strategies I am intending to employ are elements of the Super Six reading and comprehension strategies 3.1 Establish challenging
(NSW Department of Education, 2010). Reflecting that the class is high needs and require extensive learning goals Set learning
scaffolding for class tasks improving comprehension skills in order for them to retain information will be goals that provide achievable
valuable not only for their genre study but also for their wider success in their learning. Specifically, I’ll be challenges for students of
enhancing their summarising skills using the Very Important Points (V.I.P.) of which they make note of key varying abilities and
ideas with in a text using this modelled response: Identify Sci-Fi convention, how does if make you feel? characteristics.
What does it tell you about the world of the text? Make a judgement.
3.2 Plan, structure and
I will achieve this by giving explicit modelling using student answers on the board, guide participation, and sequence learning programs
develop, and use the metalanguage of Very Important Points, Film techniques and Metalanguage. Plan lesson sequences using
 knowledge of student
As a school policy PEEL paragraph will be explicitly used and modelled with student responses and concept learning, content and
testing through effective questioning will assess student background knowledge and acquisition of learning. effective teaching strategies.

3.3 Use teaching strategies

Include a range of teaching
strategies.

3.5 Use effective classroom

communication Demonstrate
a range of verbal and non-
verbal communication
strategies to support student
engagement.

How will you ensure review of learning occurs? Assess, provide feedback and
report on student learning
I will gauge student understanding through questioning for understanding strategies, rephrasing words and
unpacking language that they are unfamiliar with. Through questioning, I can test their concept 5.1 Assess student learning
understanding of Sci-Fi conventions and adapt curriculum to increase of stretch understanding. Through Demonstrate understanding
discussions I will ascertain the understanding of content. I can assess understanding in a quantative way by of assessment strategies,
analysing the students PEEL writing task. including informal and
formal, diagnostic, formative
I will be collecting student books for feedback purposes, assessing their understanding through their written and summative approaches
work of set class tasks. I will discuss these results with my mentor teacher and through his advice I will to assess student learning.
develop new materials to help improve and cement student understanding. This will inform my planning
cycle As I will annotate and document the progress of student learning, identify student misconceptions and 5.2 Provide feedback to
areas for improvement and inform the adaptation of my teaching strategies for the next lesson event. students on their learning
Demonstrate an
understanding of the purpose
of providing timely and
appropriate feedback to
students about their learning.

5.4 Interpret student data

Demonstrate the capacity to
interpret student assessment
data to evaluate student
learning and modify teaching
 practice.

Adapted from Cambridge Park HS

 Lesson 1 Observation Feedback

Agreed focus area(s)

1. Using Super Six learning strategy- Summarising using Very Teacher Education Student: Callum Lofts
Important Points (VIPS) Mentor Teacher / Observer: Jared Belista
2. Positive Behaviour for Learning (PBL) as a behaviour management Date: 16th October 2019
strategy
3. Using explicit instructions in starting lesson, transitioning from
activities and wrapping up the lesson
What did the Teacher Education Student say/do? Evidence What did the students say/do?
Evidence
 PBL language used throughout lesson to reinforce positive student  Majority of students adhered to instructions to come in silently,
behaviour e.g. thank you for entering the room silently, working putting their books and pens out, phones away
silently, and writing down the work, listening and following  A number of students but not all contributed answers to the board,
instructions. which helped modeling strategies for understanding.
 Clear and explicit instructions were used to ‘set the tone’ for the  Students contributed answers to V.I.P. strategy. When students
lesson and used when transitioning to new activities e.g. asked for clarification the teacher education student rephrased the
transitioning from board work to viewing the film. strategy until students affirmed their understanding
 Super 6 – ‘Summarising using V.I.P.’ effectively modeled on the  One student was observed using VIP vocabulary
white board. Teacher worked off student-provided Sci-Fi  Students identifying sci-fi concepts
convention example through class discussion and modeled the  Students took notes using VIPs strategy
written response transformation into a V.I.P.  Students contributed their notes for VIP paragraph, highlighting
 Reinforcing of Super 6 terminology – throughout lesson, referring their knowledge of Sci-Fi conventions
to summarised (verbal and written) content as V.I.P.
 Thorough scaffolding and questioning of students to obtain
summarised knowledge of Sci-Fi conventions.
 Technology (film scenes and screen captures) used effectively to
highlight Sci-Fi conventions.

Links to standards 3.5 Use effective classroom communication

Demonstrate a range of verbal and non-verbal communication strategies
to support student engagement and 4.4 Maintain student safety Describe
strategies that support students’ wellbeing and safety working within
school and/or system, curriculum and legislative requirements
 Post Lesson Discussion 1

Teacher Education Student:_Callum Lofts_________________________

Mentor Teacher Signature: _______________________________
Completed by Teacher Education Student
Date: _16_ /__10_ /_19___

Piece of Evidence Connections Next Steps and Suggested

(Graduate Teaching Standards; Best Practice; Research Based Methodologies) Strategies
 Lesson Plan During the lesson I used clear explicit instructions stating the learning intention of I need to get them to
using comprehension strategy Very Important Points. Students understood it is a understanding quicker. I have
 Observation summary strategy and that our success criteria would be viewing a scene from Men been taking my time ensuring
Feedback form in Black, using our V.I.P.S to create a PEEL paragraph together. This was stated on the that all students have
board clearly. I modeled how to use V.I.P.s by using student answers. This understood my instructions the
 Student consolidated their understanding of what the strategy is and how it should be used. concepts I have introduced
Workbooks This also helped me test their background knowledge of Sci-Fi conventions. Using however, some students were
explicit modeling helped all students understand expectations including EAL/D beginning to become
 PowerPoint students and students who need additional learning adjustments. By going through disengaged, as I was moving too
slides and the activities as a class and using visual stimulus, I was able to ensure all students slowly. Therefore I need to
Activities were involved in the learning of using the Very Important Point summary strategy improve my pacing.
(Duke and Pearson, 2002).

Students then had to apply their new knowledge whilst viewing the scene. This I need to be clear with explicit
helped consolidate their understanding, which I continued to monitor. instructions during transitions,
as they are one of the keys to
By helping students develop summarizing skills, I’m helping students accumulate classroom control.
and restate the most important ideas in their own words to deepen understanding
(Gaines, 2015). By having them summarise in their own words, acquisition of I had students from another
content is increased which support students to make meaning from materials and class enter into the classroom
transfer this meaning into new contexts (Duke, Pressley and Hilden, 2004). By due to a teacher emergency. My
making Very Important Points a key habit for summarizing, student comprehension mentor teacher said I handled
will be increased, which develops, creative critical thinking capacities (Farstrup and the disruption well however, if
Samuels, 2011). This links to standard 1.2 Demonstrate knowledge and these students are to be in my
understanding of research into how students learn and the implications for teaching. class they need to be involved
with the rest of the class as well.
During the lesson I used explicit modeling throughout using student answers, This helps minimized
scaffolded questions for understanding and rephrased my questions and guided disruption.
discussions until students affirmed understanding of concepts. This links to 1.3
Demonstrate knowledge of teaching strategies that is responsive to the learning I need to rephrase some of my
strengths and needs of students from diverse linguistic, cultural, religious and instructions and questioning to
socioeconomic backgrounds. link to student background
knowledge and ensure they are
engaged.
 Pre-lesson Discussion 2

Teacher Education Student: Callum Lofts_________________

Completed by Teacher Education Mentor Teacher/ Observer: Jared Belista__________________
Student and Mentor Teacher
Date: _21 /_10__ /_2019____
Discussion Standard
Describe the class (ability levels, engagement, interests, etc.) in respect to the Know your students and how they learn
implementation of Lesson One.
1.1 Physical, social and intellectual development
Most of the class were able to articulate their understanding of Very Important Points and and characteristics of students Demonstrate
why it is vital to summarise what we see/read/hear. Some students did not bring books or knowledge and understanding of physical, social
pens to class so I provided them with such materials. Upon looking over and giving student and intellectual development and characteristics
of students and how these may affect learning.
feedback, some students aren't applying the formula of Very Important Points as a
summarising strategy. This means I will recap explicitly and model again at the beginning of
1.2 Understand how students learn Demonstrate
this lesson. Students were able to articulate verbally the Sci-Fi conventions they saw in the
knowledge and understanding of research into
scene. Through student participation, a PEEL paragraph was constructed, of which students how students learn and the implications for
copied down. As this class has a basic to limited grasp of English concepts, explicit modelling teaching.
like this is vital. And I will continue to use it in this lesson.
1.3 Students with diverse linguistic, cultural,
religious and socioeconomic backgrounds
Demonstrate knowledge of teaching strategies
that are responsive to the learning strengths and
needs of students from diverse linguistic,
cultural, religious and socioeconomic
backgrounds.

What is the content or curriculum area you intend to cover? Know the content and how to teach it

Through the use of Super 6 strategy, I will continue to use Very Important Points as a core 2.1 Content and teaching strategies of the
comprehension strategy. I will now explicitly employ questioning for understanding and teaching area Demonstrate knowledge and
through this content and skills I aim to develop are: understanding of the concepts, substance
and structure of the content and teaching
 Students interpret, infer and critically analyse visual texts to attain meaning strategies of the teaching area.
 Students learn to identify and categorise key components of texts
 Students transfer knowledge of key components e.g. sci-fi conventions/film 2.2 Content selection and organisation
 techniques, synthesising that information into new contexts, composing texts for Organise content into an effective learning
understanding and teaching sequence.
 Students learn to effectively take study notes of key ideas in preparation of being
assessed 2.5 Literacy and numeracy strategies Know
and understand literacy and numeracy
teaching strategies and their application in
teaching areas.
What is the lesson outcome or learning intention for this lesson? Plan for an implement effective teaching and
learning
Students will view a behind the scenes documentary called ‘The Metamorphosis of Men in
Black” taking Very Important Points which will be used for a questioning for understanding 3.1 Establish challenging learning goals Set
discussion activity. learning goals that provide achievable
challenges for students of varying abilities
Outcomes to guide lesson planning are: and characteristics.

 Effectively uses and critically assesses a wide range of processes, skills, strategies and 3.2 Plan, structure and sequence learning
knowledge for responding to and composing a wide range of texts in different media programs Plan lesson sequences using
and technologies EN5-2A knowledge of student learning, content and
effective teaching strategies.
 Selects and uses language forms, features and structures of texts appropriate to a
range of purposes, audiences and contexts, describing and explaining their effects on 3.3 Use teaching strategies Include a range
meaning EN5-3B of teaching strategies.

 Effectively transfers knowledge, skills and understanding of language concepts into

new and different contexts EN5-4B

What classroom routines will you use to encourage engagement and manage behaviour? Create and maintain a supportive and safe
learning environment
I will continue to set the tone, lining up my students outside the classroom giving them clear
explicit instructions. A “Do Now” activity to have books and opens out, bags on the floor, 4.1 Support student participation Identify
phones away and hats off will continue to be written up on the board. strategies to support inclusive student
participation and engagement in classroom
I will continue to use Positive Behaviour for Learning strategies, stating explicitly activities
behavioural expectations for the classroom throughout the lesson and continue to reinforce
my expectations throughout the lesson, particularly during transitions. I will continue to use 4.2 Manage classroom activities
positive reinforcement and praise to engage students in classroom activities. Demonstrate the capacity to organise
classroom activities and provide clear
I will make my expectations and instructions even more explicit, breaking down step-by- directions.
step what students are to do. I will improve instructions during transitions so I minimise
disruptive behaviours. 4.3 Manage challenging behaviour
 Demonstrate knowledge of practical
I need to follow through much earlier on escalation procedures and be clear and explicit approaches to manage challenging
about consequences for problem behaviour. Three students are still on yellow cards. I behaviour.
remind them of this repeatedly and of the consequence for disruptive behaviour, which is
and escalation to a red card with the head teacher. 4.4 Maintain student safety Describe
strategies that support students’ wellbeing
To improve student engagement I will have contingency plans in place if students are not and safety working within school and/or
responsive to the content delivery. system, curriculum and legislative
requirements

How will you differentiate the learning to meet the needs of the three focus students (case Know your students and how they learn
study participants)? How will you connect the learning for students?

I will pose individual questions for all learners and move around the room to give one to one 1.5 Differentiate teaching to meet the
feedback where appropriate. I will model explicitly for the benefit of all the class as all specific learning needs of students across
students have been identified to need explicit modelling. the full range of abilities Demonstrate
knowledge and understanding of strategies
For student 1, I will communicate regularly with the learning support teacher giving for differentiating teaching to meet the
sentence prompts and word banks. Student 1 will be able to continue to use the digital pen of specific learning needs of students across
verbalising text. the full range of abilities.

I will continue to give timely and effective feedback for student 2 in order to make sure he
remains on task. 1.6 Strategies to support full participation of
students with disability Demonstrate broad
Student 3 will be encouraged through scaffold questions to demonstrate her knowledge of knowledge and understanding of legislative
the visual text. requirements and teaching strategies that
support participation and learning of
Additionally, use of visual images from the film and images to represent key contexts enables students with disability.
visual learners to access the content

Describe the teaching strategies you intend to use to share new information and give Plan for an implement effective teaching and
students the opportunity to demonstrate understanding (e.g. ALARM, group work, project- learning
based learning, etc.)
3.1 Establish challenging learning goals Set
I am using the Super 6 strategy Questioning of Understanding and using V.I.P.s for base learning goals that provide achievable
comprehension. This is to further improve comprehension skills. Firstly, I must explain why challenges for students of varying abilities
this strategy is important; model the strategy so stimulating discussion through questioning and characteristics.
can occur, and then give guided support throughout the lesson. I will continue to use
metalanguage of V.I.P.s, Sci-Fi conventions and film techniques. Through questioning I will 3.2 Plan, structure and sequence learning
scaffold student understanding and prompt them to use the metalanguage of the topic genre. programs Plan lesson sequences using
Through stimulating a discussion through questioning students will have to effectively knowledge of student learning, content and
communicate, justify and identify their knowledge. effective teaching strategies.

I will use explicit modelling throughout the lesson, guided support via small group and 3.3 Use teaching strategies Include a range
individual means and reinforce learnt learning behaviours such as V.I.P.s of teaching strategies.

3.6 Evaluate and improve teaching

programs Demonstrate broad knowledge of
strategies that can be used to evaluate
teaching programs to improve student
learning

How will you ensure review of learning occurs? Assess, provide feedback and report on
student learning
Through questioning for understanding I can stimulate and guide a discussion where I will
give verbal feedback and prompts. I will get student answers up on the board of which it is an 5.1 Assess student learning Demonstrate
expectation that they write all board work in their books. I will observe and monitor students understanding of assessment strategies,
throughout the lesson. I will collect and mark their workbooks and I will discuss these results including informal and formal, diagnostic,
with my mentor informing my planning cycle. This will help me identify student formative and summative approaches to
misconceptions and areas for improvement. assess student learning.

5.2 Provide feedback to students on their

learning Demonstrate an understanding of
the purpose of providing timely and
appropriate feedback to students about their
learning.

5.4 Interpret student data Demonstrate the

capacity to interpret student assessment
data to evaluate student learning and modify
teaching practice.
 Lesson 2 Observation Feedback

Agreed focus area(s)

4. Using Super Six learning strategy- Summarising using Very Teacher Education Student: Callum Lofts
Important Points (V.I.P.S) Mentor Teacher / Observer: Jared Belista
5. Use student V.I.P.s to stimulate discussion through questioning Date: 21st October 2019
6. Positive Behaviour for Learning (PBL) as a behaviour management
strategy
7. Following through on escalation procedures
What did the Teacher Education Student say/do? Evidence What did the students say/do?
Evidence
 PBL language continued to be used throughout lesson to reinforce  More students were observed using the V.I.P.s this lesson
positive student behaviour e.g. thank you for entering the room  A number of students answer the teacher’s questions, which
silently, working silently, writing down the work, listening and contributed to a wider discussion and analysis e.g. “why is that?”
following instructions. “Why is lighting used a particular way here?”
 Clear and explicit instructions were used to ‘set the tone’ for the  Many students were observed writing down board work points
lesson and used when transitioning to new activities e.g. from the discussion
transitioning from board work to viewing the film.  Teacher followed through with escalation processes however,
 Super 6 – ‘Summarising using V.I.P.’ effectively reinforced on the needed to act quicker
white board. Teacher worked off student-provided Sci-Fi
conventions to stimulate an effective class discussion.
 Reinforcing of Super 6 terminology – throughout lesson, referring
to summarised (verbal and written) content as V.I.P.
 Thorough scaffolding and questioning of students to obtain
summarised knowledge of Sci-Fi conventions.
 Technology (film scenes and screen captures) used effectively to
highlight Sci-Fi conventions.

Links to standards 3.5 Use effective classroom communication

Demonstrate a range of verbal and non-verbal communication strategies
to support student engagement and 4.4 Maintain student safety Describe
strategies that support students’ wellbeing and safety working within
school and/or system, curriculum and legislative requirements
Lesson Plan 2

Title: Science Fiction Genre Study Men in Black Date: 23/10/2019 Time: p.5 12:30-
1:30am

Year & Subject Year 9, English

Learning Intention Success Criteria

 To use the speculative  All students contribute meaningfully to class discussions

quality of Science  All students contribute to class tasks
Fiction to understand  Students write down all notes in their workbook
Men in Black’s “what if”  Students demonstrate understanding and evidence of understanding e.g. writing, verbal articulation
 To understand how the
setting of Men in Black
supports the Science
Fiction conventions of
the film
 To transfer this
understanding and
apply it by constructing
a Peel paragraph
analysing the setting of
Men in Black
Syllabus outcomes and content/skills
Outcomes Content/skills

 Responds to and composes increasingly sophisticated and  Students interpret, infer and critically analyse visual texts to attain
sustained texts for understanding, interpretation, critical meaning
analysis, imaginative expression and pleasure EN5-1A  Students learn to identify and categorise key components of texts
 Students transfer knowledge of key components e.g. sci-fi
 Effectively uses and critically assesses a wide range of conventions/film techniques, synthesising that information into new
processes, skills, strategies and knowledge for responding contexts, composing texts for understanding
to and composing a wide range of texts in different media  Students learn to effectively take study notes of key ideas in
and technologies EN5-2A preparation of being assessed
  Selects and uses language forms, features and structures of
texts appropriate to a range of purposes, audiences and
contexts, describing and explaining their effects on
meaning EN5-3B

 Effectively transfers knowledge, skills and understanding

of language concepts into new and different contexts EN5-
4B
Resources:

Men in Black DVD

Men in Black YouTube clip https://www.youtube.com/watch?v=q3OTEdZkBaQ&list=PLkC2ZNxzIbWFNPFXA-FvlEJxq7dNtj9Oo&index=3

Whiteboard Markers

Spare pens and writing paper for students

Teaching and Learning Activities Stage of lesson

Teacher lines students up outside of class and instructs them to 5 minutes. Through class line up and do now activity the class is to settle,
wait quietly in line. Teacher instructs students that they are to ready themselves to learn, supply permission notes or receive them and be
enter to room quietly and to sit down, get pens and workbooks accounted for.
out, bags on the floor and hats off.

Quick Recap from last lesson: How Men in Black used camera Reviewing what has been covered in class ensures all students understand
techniques (Dolly Zoom) and special effects to convey the Science the main points and concepts of the film and topic so far.
Fiction convention of advanced technology and Aliens.

Students are instructed that today they will watch a segment of

the behind the scenes documentary “Metamorphosis of Men in Clear explicit instructions and expectations so students understand the
Black”. relevancy of their learning and the learning goal for today.

20 minutes. Firstly, by using questioning to predict what texts could be about

Teacher employs Super Six Strategies Very Important Points enhances comprehension of texts as questioning/predicting triggers higher
and Questioning for Understanding. order thinking and metacognitive understandings.

Students are instructed to write down answers to the following

question.

 What do you predict Metamorphosis of Men in Black will be

about?
In preparation for their exam consolidating the modelled skills of
Students write down their responses and are instructed make summarising through Very Important Points supports comprehension and
Very Important Points (VIPs) on these topic areas: synthesis of texts. By creating VIPs under explicit headings student
engagement is scaffolded. This is executed with the intention to form learning
 Identify the visual choices composers explain they habits beneficial not only for their exams but for future learning as well.
made during the making of Men in Black e.g. design of
aliens, how they developed the plot, design and setting
choices.
 Identify how the elements of Sci-Fi were developed,
created and portrayed in the film e.g. How they created
the alien characters, technology and story to support its
Science Fiction Elements.

Students view the Metamorphosis of Men in Black. Teacher

explicitly identifies key points for students to take notes on. 20 minutes. Stimulating discussion through questioning is part of the element
 of the super 6 strategies called Questioning. Research shows that effective
Teacher then uses comprehension strategy stimulating discussions promote deep understandings of texts and students learn best
discussion through questioning. when they are engaged through meaningful conversations about content. In
order to promote and model effective discussions question is used to
Firstly, teacher explains the importance of questioning to help us stimulate student ideas and own questions related to the content. Through
understand something we have viewed/read. Through the use of questioning students reflect on what they have viewed, develop opinions
questioning and using student responses: What do you think based on evidence and formulate theories related to the text. By scaffolding
questioning is important for comprehension? The comprehension questions students learn how to stimulate effective, meaningful disucssions.
strategy is then modelled through the following example with the
class:

 Why would you make a behind the scenes documentary

about Men in Black?
 What is the purpose of interviewing actors in
Metamorphosis of Men in Black
 After viewing the film, why do you think the composer used
the word Metamorphosis?
 What are some specific visual choices the film makers
made when making Men in Black
 What specific technology and techniques did composers
use to create the Sci-Fi conventions of technology and
aliens? 10 minutes.
PEEL activity helps students develop skills that enable them to decode texts,
synthesise knowledge and explain it clearly and astutely. By using scaffold
To consolidate viewing comprehension, students are instructed prompts, students begin to understand expectation in paragraph structure
that they will now construct a PEEL paragraph using the notes and content. It also supports differentiation for students who need literacy
they wrote down on the Metamorphosis of Men in Black. This support.
question they answer is: What film techniques and technology did
the director of Men in Black use to create Science Fiction By using evidence from the text and student answers a body of knowledge
conventions of the film? E.g. aliens. Students are to write this in around the text is complied. Students are framed to view the film analytically,
their workbooks There will be a slide show screen prompt for the asking the ‘why?” about the director’s choices. This deepens their background
start of each sentence for the PEEL paragraph: knowledge in preparation for their exam.

Point: The director of Men in Black used a combination of

technology to create …..
Example: For example ……. Was used to create…
Explanation: Using …. Helped create the Science fiction convention
of… by…
Link: Therefore, Science Fiction element of …. Was successfully
conveyed through…. 5 Minutes. Revising of what has been covered in the lesson helps students
 comprehend their learning and contextualise it in relation to the scope of the
Teacher wraps up lesson of how “Metamorphosis of Men in Black” whole module.
showed the complex creative process the film underwent before it
made it to cinemas.

Differentiation and Integration:

 In each instance, the teacher will model note-taking, giving explicit instructions that every student is to write the notes down from the
board in. The teacher will walk around the room to assist and ensure all students write down the notes on the board and will stress that
they will not move on until the do so.
 Use of visual images from the film and images to represent key contexts enables visual learners to access the content
 Collective scaffolding and modelling from the teacher for each activities ensures expectations are explicit and high

Assessment Strategies:

Student understanding is assessed by:

Their contribution to class discussions (all students must participate and the teacher will call on every student in the lesson to give responses).
Scanning the room and assessing their bookwork, individually ensuring all notes are adequately taken down as instructed.

Through concept testing: If students can identify and articulate the speculative element of the film and how that helps create the setting. Can they
explain in a sufficient manner, what the Sci-Fi convention is, why it might be used and how does it affect the meaning of the film.
Lesson Evaluation:

Lesson will be assessed in booklet.

 Post Lesson Discussion 2

Teacher Education Student: Callum Lofts__________________________

Mentor Teacher Signature: _______________________________
Completed by Teacher Education Student
Date: _21_ /_10__ /__2019___

Piece of Evidence Connections Next Steps and Suggested

(Graduate Teaching Standards; Best Practice; Research Based Methodologies) Strategies
For students with behavioral
 Lesson Plan In lesson 2 I recapped and remodeled the Very Important Points strategy, so all issues I need to not negotiate
 PowerPoint students consolidated and attained understanding. I used questioning and verbal escalation processes.
Slides prompts to ensure that students understood. Furthermore, I gave an example of a
 Student Work PEEL paragraph on the board; colour coded highlighting the elements of Sci-Fi
Samples conventions, Key ideas, and techniques analysis thereof. Through structured
(Appendix 3) questioning using PowerPoint slides, students demonstrated understanding of how
to use V.I.P.s to construct extended responses, a vital for their exam.
I need to create more of a
I then moved quickly to viewing the “Metamorphosis of Men in Black. I wrote down balance between board work
key questions for understanding that they were to take notes on. During the viewing and writing time. My integration
I walked around the room to observe student engagement and assist with guided of ICT technology and board
instruction. I also pointed out important segments of the film that they were to take work is strong however;
notes on. This prompted some learners’ stay on task. scaffolding with more
worksheets will help guide
From this I used specific and scaffold questioning to guide class discussion points to student engagements.
board work and therefore book work. I involved student answers in order to help
with comprehension and understanding of key ideas of the genre study of Sci-Fi. This
relates to standard 4.1 Identify strategies to support inclusive student participation
and engagement in classroom activities and 3.3 Use teaching strategies Include a
range of teaching strategies.
I need to put accountability
Ferlazzo and Sypnieski (2012) have found that stimulating discussion through back onto students who are
questioning helped student comprehension. I used prediction questions before being disruptive. Ask them
viewing the film and then structured and guided questions to keep discussion points “what does respect look like to
on task. Graham and Bellert (2004) states that using highly targeted questions you?’ Ensure that they take
promotes higher order thinking and metacognitive strategies. Using questioning for responsibility for their own
understanding in conjunction with V.I.P.s helps promote more flexible learning.
comprehension strategies leading to deeper understanding (Manset-Williamson and
Nelson, 2005). This relates to standards 2.1 Demonstrate knowledge and
understanding of the concepts, substance and structure of the content and teaching
strategies of the teaching area. 2.2 Organise content into an effective learning and
teaching sequence, 2.5 Know and understand literacy and numeracy teaching
strategies and their application in teaching areas.

I continued to use explicit modeling and scaffolding as well as PBL to engage student
learning and to create a safe and positive environment, which is integral to any
student contribution to discussion. This relates to standards 1.5 Demonstrate
knowledge and understanding of strategies for differentiating teaching to meet the
specific learning needs of students across the full range of abilities.
Lesson Plan 3

Title: Science Fiction Genre Study Men in Black Date: 21/10/2019 Time: p.3 10-
11:00am

Year & Subject Year 9, English

Learning Intention Success Criteria

 For students to  All students contribute meaningfully to class discussions

understand what a  All students contribute and complete all class tasks
dystopia is and how you  Students write down all notes in their workbook
identify it in a text  Students demonstrate understanding and evidence of understanding e.g. writing, verbal articulation
 For students to build  Students identify Science Fiction/Film techniques and complete the comparison table
and document
metalanguage and
concepts of film and Sci-
Fi
conventions/techniques
 For students to identify
these in Blade Runner
2049 trailer
 For students to compare
the conventions seen in
Blade Runner 2049 to
Men in Black
Syllabus outcomes and content/skills
Outcomes Content/skills

 Students consolidate their knowledge of the features of Sci-Fi

 Responds to and composes increasingly sophisticated and  Students learn to apply their knowledge to a new visual text (Blade
sustained texts for understanding, interpretation, critical Runner 2049).
analysis, imaginative expression and pleasure EN5-1A  Students learn how to note take and make study notes whilst viewing a
visual text
 Effectively uses and critically assesses a wide range of  Students engage meaningfully with discussions around the genre topic
processes, skills, strategies and knowledge for responding Sci-Fi
to and composing a wide range of texts in different media  Students compare two visual texts identifying similarities and
 and technologies EN5-2A differences between them

 Selects and uses language forms, features and structures of

texts appropriate to a range of purposes, audiences and
contexts, describing and explaining their effects on
meaning EN5-3B

 Effectively transfers knowledge, skills and understanding

of language concepts into new and different contexts EN5-
4B

 Thinks imaginatively, creatively, interpretively and

critically about information and increasingly complex
ideas and arguments to respond to and compose texts in a
range of contexts EN5-5C

Resources:

Men in Black DVD

How to Recognise a Dystopia https://www.youtube.com/watch?v=6a6kbU88wu0

Blade Runner 2049 trailer https://www.youtube.com/watch?v=gCcx85zbxz4

Whiteboard Markers

Spare pens and writing paper for students

Teaching and Learning Activities Stage of lesson

Teacher lines students up outside of class and instructs them to 5 minutes. Through class line up and do now activity the class is to settle,
wait quietly in line. Teacher instructs students that they are to ready themselves to learn.
enter to room quietly to down, get pens and workbooks out, bags
on the floor and hats off.

Teacher goes through learning intentions: To understand what a Clear explicit instructions and expectations so students understand the
dystopia is, to view a trailer of the Science Fiction film Blade relevancy of their learning and what learning goals they need to achieve this
Runner 2049, taking notes on the Science Fiction Conventions of lesson.
the film. They will then be given a comparison table and compare
it to Men in Black. This is to prepare them for their upcoming exam
in week 3.

Questioning to stimulate discussion, teacher writes on board 15 minutes. Analysing the concept of dystopia helps link their learning of
questions: Science Fiction conventions and how science fiction plays a roll in speculating
about dystopias. It prepares them to be able to articulate what conventions of
 What is a Dystopia? Sci-Fi are used and contrast what a Dystopia is for their exams. Using
 How is a Dystopia different to our everyday life? prediction and questioning facilitates deeper understanding and questioning.

Students are instructed to make VIPs While Viewing How to

Recognize a Dystopia:
https://www.youtube.com/watch?v=6a6kbU88wu0

After viewing the video teacher answers the two questions on the
board, students write it down.

Comprehension Teaching Strategy Making Connections:

Students are instructed that in the next segment of the lesson they
are to view the trailer of Blade Runner 2049 and make VIPs on:

 Setting/world
 Technology
 Non human creatures

Students are then instructed to view the trailer Blade Runner 10 minutes. Analysing the trailer collectively, going over how to take notes
2049: https://www.youtube.com/watch?v=gCcx85zbxz4 and how you identify and document important Sci-Fi conventions enables
students top engage and develop analytical skills useful for their upcoming
 exam.
After the viewing teacher explains that students must make
connections to the text. Teacher explains that making connections Answering the speculative questions helps students decode visual texts and
either personal ones or between texts is an important how meaning is conveyed in them.
comprehension strategy that promotes understanding of key
concepts and features.

Teacher prefaces making connection strategy with three key

questions:

 How is the world of Blade Runner 2049 different to our

lives?
 How is Blade Runner different to Men in Black?
 How is it similar?

This is done verbally, moving to the comparison table provided to 25 minutes. The comparison will be done as a class with visual images from
highlight the similarities and differences of the Blade Runner Men in Black and Blade Runner. Going through the comparison table
trailer and Men in Black. This will be done together as a class to collectively ensures students understand what they need to do and together
scaffold student responses. This comparison table helps students learn how to compare texts understanding the differences and similarities
make connection between texts, comparing and contrasting them between films of the same genre. Making connections in this way deepens
to deepen understanding. their understanding of the film they have been studying an prepares them to
apply their knowledge in new contexts benefitting not only comprehension
but also synthesis.
Teacher wraps up lesson asking for select student answers. These
answers are put on the board for the class’ benefit and to cement 5 minutes. Ensures students understand what has been covered, consolidate
knowledge and understandings of the comparisons explored. their knowledge with a view forward to next lesson.

Links to standards 3.4 Select and use resources Demonstrate

knowledge of a range of resources, including ICT, that engage
students in their learning and 4.5 Use ICT safely, responsibly and
ethically Demonstrate an understanding of the relevant issues and
the strategies available to support the safe, responsible and ethical
use of ICT in learning and teaching.

Differentiation and Integration:

 In each instance, the teacher will model note-taking, giving explicit instructions that every student is to write the notes down from the
 board in.
 The teacher will walk around the room to assist and ensure all students write down the notes on the board and will stress that they will
not move on until they do so.
 Use of visual images from the films and images to represent key contexts enables visual learners to access the content
 Collective scaffolding and modelling from the teacher for each activities ensures expectations are explicit and high

Assessment Strategies:

Student understanding is assessed by:

Their contribution to class discussions (all students must participate and the teacher will call on every student in the lesson to give responses).

Scanning the room and assessing their bookwork, individually ensuring all notes are adequately taken down as instructed.

Through concept testing: If students can identify and articulate Sci-Fi conventions as seen in the films. Can they explain in a sufficient manner,
what the Sci-Fi convention is, why it might be used and how does it affect the meaning of the film.

Is their comparison table complete? Can they identify verbally and through written responses the similarities and differences between the texts?
Lesson Evaluation:

Lesson will be assessed in booklet.

 Pre-lesson Discussion 3

Teacher Education Student: __Callum Lofts______________

Completed by Teacher Education Mentor Teacher/ Observer: ___Jared Belista_________________
Student and Mentor Teacher
Date: __24___ /_10_ /_2019____
Discussion Standard
Describe the class (ability levels, engagement, interests, etc.) in relation to implementation of Lesson Know your students and how they
One and Lesson Two. learn

Most students but not all were engaged in the behind the scenes documentary “Metamorphosis of Men 1.1 Physical, social and intellectual
in Black”. For those who are disengaged I need to keep remodelling, restating my instructions in explicit development and characteristics of
ways and using PBL and escalation processes. I need to keep using the metalanguage of my super 6 students Demonstrate knowledge
comprehension strategies such as “Very Important Points” as well as the Metalanguage of Sci-Fi and understanding of physical, social
and intellectual development and
conventions and film techniques. Students are able to identify aptly so insightful ideas about Sci-Fi
characteristics of students and how
conventions and techniques and so I wish to get the whole class to higher order thinking for their exam
these may affect learning.
particularly through writing by using Very Important Points (V.I.P.s)
1.2 Understand how students learn
Demonstrate knowledge and
understanding of research into how
students learn and the implications
for teaching.

1.3 Students with diverse linguistic,

cultural, religious and
socioeconomic backgrounds
Demonstrate knowledge of teaching
strategies that are responsive to the
learning strengths and needs of
students from diverse linguistic,
cultural, religious and
socioeconomic backgrounds.

What is the content or curriculum area you intend to cover? Know the content and how to
teach it
Students learn Super-6 strategy making connections between texts using V.I.P.s with a comparison table
scaffold. This will develop skills to: 2.1 Content and teaching
 Consolidate their knowledge of the features of Sci-Fi strategies of the teaching area
 Apply their knowledge to a new visual text (Blade Runner 2049). Demonstrate knowledge and
 Engage meaningfully with discussions around the genre topic Sci-Fi understanding of the concepts,
 Students compare two visual texts identifying similarities and differences between them substance and structure of the
content and teaching strategies of
the teaching area.

2.2 Content selection and

organisation Organise content
into an effective learning and
teaching sequence.

2.5 Literacy and numeracy

strategies Know and understand
literacy and numeracy teaching
strategies and their application in
teaching areas.
What is the lesson outcome or learning intention for this lesson? Plan for an implement effective
teaching and learning
Outcomes:
 Responds to and composes increasingly sophisticated and sustained texts for understanding, 3.1 Establish challenging learning
interpretation, critical analysis, imaginative expression and pleasure EN5-1A goals Set learning goals that
provide achievable challenges for
 Effectively uses and critically assesses a wide range of processes, skills, strategies and knowledge students of varying abilities and
for responding to and composing a wide range of texts in different media and technologies EN5- characteristics.
2A
3.2 Plan, structure and sequence
 Selects and uses language forms, features and structures of texts appropriate to a range of learning programs Plan lesson
purposes, audiences and contexts, describing and explaining their effects on meaning EN5-3B sequences using knowledge of
student learning, content and
effective teaching strategies.
 Effectively transfers knowledge, skills and understanding of language concepts into new and
different contexts EN5-4B 3.3 Use teaching strategies
Include a range of teaching
To Achieve: strategies.

 For students to understand what a dystopia is and how you identify it in a text
 For students to build and document metalanguage and concepts of film and Sci-Fi
conventions/techniques
  For students to compare and contrast these between texts

What classroom routines will you use to encourage engagement and manage behaviour? Create and maintain a supportive
and safe learning environment

I will continue to use. a “Do Now” activity to have books and opens out, bags on the floor, phones away 1.5 Differentiate teaching to meet
and hats off will continue to be written up on the board. the specific learning needs of
students across the full range of
I will continue to use Positive Behaviour for Learning strategies, stating expectations for the classroom abilities Demonstrate knowledge
and continue to reinforce my expectations. and understanding of strategies
for differentiating teaching to
I will continue to use positive reinforcement and praise to engage students in classroom activities. meet the specific learning needs
of students across the full range
I will continue to make my instructions explicit particularly in transitions. of abilities.

I will continue to follow through with my escalation processes activating yellow cards if needed.
1.6 Strategies to support full
I will state explicit quality criteria for student work in line with the Quality Teaching Model. participation of students with
disability Demonstrate broad
knowledge and understanding of
legislative requirements and
teaching strategies that support
participation and learning of
students with disability.

How will you differentiate the learning to meet the needs of the three focus students (case study Know your students and how they
participants)? How will you connect the learning for students? learn

For student 1, I will continue to use the indirect approach. I will follow her PSLP and use word banks, 1.5 Differentiate teaching to meet
scaffolds, sentence prompts and utilise the support teacher particularly using the verbal pen. Student 1’s the specific learning needs of
attendance has dropped which has been very concerning. I have been leasing with learning support in students across the full range of
regards to this and they say there are issues at home. I will use recap strategies when student 1 is abilities Demonstrate knowledge
present. and understanding of strategies
for differentiating teaching to
I have been providing student 2 with prompt and timely feedback. This has seen his responses improve meet the specific learning needs
significantly. His writing has more details and he is able to identify Sci-Fi conventions more readily. He of students across the full range
can sometimes still be distracted in class, talking to his friends. I use PBL procedures to mitigate any of abilities.
distraction. I will continue to use extended response scaffolds, sentence starters and rephrase questions
to promote his understanding.
 1.6 Strategies to support full
participation of students with
Student 3 is still reserved in class discussions. I will continue to give her individual teaching time, check disability Demonstrate broad
her work and give appropriate feedback. I will continue to use explicit instructions, scaffolding for knowledge and understanding of
extended responses. I will model all class tasks and have clear explicit quality criteria. I want her to legislative requirements and
increase her use of COPS and will prompt her to go back and edit her work. teaching strategies that support
participation and learning of
students with disability.

Describe the teaching strategies you intend to use to share new information and give students the Plan for an implement effective
opportunity to demonstrate understanding (e.g. ALARM, group work, project-based learning, etc.) teaching and learning

I am continuing on with my super 6 comprehension strategy focussing on making connections both 3.1 Establish challenging learning
personal and between texts, goals Set learning goals that
provide achievable challenges for
I will use questions to scaffold student understanding, by prompting students to use the meta-language students of varying abilities and
of V.I.P.S, Questioning for understanding and now making connections. I will also make them use the characteristics.
meta-language of Sci-Fi and film to reinforce and expand their knowledge base of the genre. They are to
explain how they know their answer is correct, this will engage students in the process of 3.2 Plan, structure and sequence
communicating, reasoning and justifying their answers. learning programs Plan lesson
sequences using knowledge of
student learning, content and
Making connections as a strategy will be explicitly modeled. First, identifying the importance as a effective teaching strategies.
comprehension strategy and then by modeling how to use the comparison table on the white board. I
will then give guided assistance as students use the comparison table to develop understanding and 3.3 Use teaching strategies
differences between texts of the same genre. Include a range of teaching
strategies.

3.6 Evaluate and improve

teaching programs Demonstrate
broad knowledge of strategies
that can be used to evaluate
teaching programs to improve
student learning
How will you ensure review of learning occurs? Assess, provide feedback and
report on student learning
Collecting their comparison tables for feedback and evaluation.
5.1 Assess student learning
Assessing student understanding through class activity of comparing the two films through board work Demonstrate understanding of
and discussion. assessment strategies, including
informal and formal, diagnostic,
Through questioning for understanding I can stimulate and guide a discussion where I will give verbal formative and summative
feedback and prompts. I will get student answers up on the board of which it is an expectation that theyapproaches to assess student
write all board work in their books. I will observe and monitor students throughout the lesson. I will learning.
collect and mark their workbooks and I will discuss these results with my mentor informing my
planning cycle. This will help me identify student misconceptions and areas for improvement. 5.2 Provide feedback to students
on their learning Demonstrate an
understanding of the purpose of
providing timely and appropriate
feedback to students about their
learning.

5.4 Interpret student data

Demonstrate the capacity to
interpret student assessment
data to evaluate student learning
and modify teaching practice.
 Lesson 3 Observation Feedback
Agreed focus area(s)
1. Students use the Super Six learning strategy - Summarising using Very Important Teacher Education Student: Callum Lofts
Points (V.I.P.s) Mentor Teacher / Observer: Jared Belista
2. Use of V.I.P.s to create comparisons and connections between texts Date: 24th October 2019
3. Teacher uses Positive Behaviour for Learning (PBL) as a behaviour management
strategy
4. Teacher utilises school behaviour management plans i.e. yellow cards to escalate
difficult behaviour.
5. Teacher identifies learning opportunities to effectively pace the lesson to sustain
student engagement.
What did the Teacher Education Student say/do? Evidence What did the students say/do?
Evidence
 Reaffirmation of V.I.P.s (Super Six strategy) through class discussion (recap of  Students used appropriate VIPs
previous lesson) and whiteboard modelling. vocabulary in identifying and writing
 Great questioning and probing of students to obtain knowledge of Sci-Fi Sci-Fi conventions in their books.
conventions from film text (Men in Black).  An increase of student engagement
 Great use of explicit instructions in transitioning of activities to maintain student evident through relevant and
engagement, particularly when giving instructions on the comparison table investigative questioning of movie
activity. trailer text (Blade Runner 2049).
 Teacher ensured PBL language was used throughout lesson to encourage student  Students wrote VIPs in their books in
participation. relation to the movie trailer text using
 Great selection of text and use of ICT to engage students teacher led models on the whiteboard.
 VIPs where used to develop
Links to standards 3.5 Use effective classroom communication Demonstrate a range of comparisons in table
verbal and non-verbal communication strategies to support student engagement and
4.4 Maintain student safety Describe strategies that support students’ wellbeing and
safety working within school and/or system, curriculum and legislative requirements
 Post Lesson Discussion 3

Teacher Education Student: _Callum Lofts______________

Mentor Teacher Signature: _______________________________
Completed by Teacher Education Student
Date: __24__ /__10___ /__2019__

Piece of Evidence Connections Next Steps and Suggested

(Graduate Teaching Standards; Best Practice; Research Based Methodologies) Strategies

In Lesson three we explored the concept of Dystopia. A vital concept for their exam. I I need to be proactive and not
did this by having students write down V.I.P.s while viewing the Ted Talk “How to reactive when dealing with
Recognise a Dystopia?” As a class we deconstructed two questions. Firstly, what is a disruptive behavior and use a
Dystopia? And secondly, how is a Dystopia different to our everyday lives? The next two warning system.
question sparked a class discussion by making personal connections. This was the
preface of my super 6-comprehension strategy “making connections”. Pressley I need to give students time to
(2002) states that when students are able to make personal connections to the text process what they have just
and connections between texts, they are able to comprehend key ideas and watched and take down notes.
understandings, promoting higher order thinking. My mentor teacher has
suggested the use of timers for
In order to keep the pacing, I kept the energy going and gave clear and explicit this.
instructions on the next task: viewing the Blade Runner 2049 trailer and taking notes
on its Science Fiction conventions with the comparison table provided. The When deconstructing a concept
comparison table was another key aspect of the Super-6 strategy Making like Dystopia I need to give
Connections having students compare the similarities and differences of Blade more illustrative and real life
Runner to their prescribed text Men in Black, a key component for their exam. They examples to get them talking
viewed the trailer twice modeling the exam expectations and took notes using Very about themselves.
Important Points.

I then used the comparison table to have students identify the similarities and
differences between the two sci-fi texts Men in Black. As identified this is a key skill
for comprehension and an expectation in their exam. I scaffold this by having
students first respond in their tables provided and then modeling the student
examples on the board using questioning of understanding. RAND (2002) states that
comprehension strategies are interlinked and are often used simultaneously. Having
students use Very Important Points in the table to then make comparisons making
connections and using questioning for understanding deepened the discussion and
promotes higher order thinking. This relates to standards 2.6 Information and
Communication Technology (ICT) Implement teaching strategies for using ICT to
expand curriculum learning opportunities for students and 2.5 Literacy and
numeracy strategies Know and understand literacy and numeracy teaching
strategies and their application in teaching areas.
 Summary of Impact

Teacher Education Student: Callum Lofts____________

Completed by Teacher Education Student Mentor Teacher/ Observer: Jared Belista__________
Date: _30__ /_10__ /_2019___
Case Study Participants (Focus students)

Student 1 (Developing/ Student with Additional Needs), Student 2 ( Middle/ EAL/D) Student 3 (Advanced/ EAL/D).

Discussion Link to Graduate Teacher Standards

Provide a summary of impact on the learning of the three Case Study Standard 1: Know students and how they learn
Participants (Standards 1.1.1, 1.2.1, 1.5.1)

Using targeted super 6 comprehension strategies with the summarising Standard 2: Know the content and how to teach it
strategy Very Important Points as the basis, increased student ability to (Standards 2.1.1, 2.3.1, 2.5.1)
comprehend meaning in visual texts and identify Science Fiction
conventions. In the first lesson summarising with Very Important Points Standard 3: Plan and implement effective teaching
(V.I.P.) most students displayed an understanding of using the V.I.P and learning (Standards 3.1.1, 3.2.1, 3.6.1)
strategy to comprehend vital information in a visual text and this strategy
was remodelled and rephrased with scaffolding to ensure all students
understood (Lesson 1 and Appendix 3). This saw it being adopt by many
students as a note taking strategy for their exam. The second lesson saw
the metalanguage of V.I.P.s used and the strategy re-established and
modelled again to help explicit understanding. Furthermore, the strategy
of Question for Understanding was used to deepen comprehension and
higher order thinking. This promoted a highly structured class discussion
guided visually by PowerPoint, which developed board work concepts and
vital bookwork notes for their exam. In the third lesson students used the
Very Important Points summarising techniques to make connections with
themselves and between unseen text Blade Runner 2049 and Men in Black.
This proved to be highly engaging for the students and many made
comparison notes on the table provided. My aim was to prepare them with
key exam and critical thinking skills by increasing their comprehension
through the Super 6 strategy.
It is hard to summarise the impact on student 1’s learning as her
attendance became sporadic due to socio-emotional issues. She began to
miss weeks on end, which became a major concern of both my mentor
teacher and myself. We consulted with her learning support teacher on
strategies to help her when she was present at school. From this discussion
we decided to implement positive behaviour for learning strategies in
order to show positive regard at school, used extensive and explicit recaps
on content to ensure student 1 caught up, developed one on one
interventions with Learning Support and scaffolded and modelled work. As
demonstrated in Appendix 3 and 5 it is evident that Student 1 displayed
some knowledge of Science Fiction conventions however, it is at a limited
level. This is due to many factors including school refusal, a complex
situation and disengagement. When student 1 was here, I realised that
narrative stories and “what if” discussions around technology engaged her
and she was very articulate when discussing what our society could be like
in the future. I harnessed this energy for class discussions and many of her
points I put on the board for all students to write down. However, I have to
admit that my impact on her learning has been limited dues to her
attendance issues.

Student 2 participated in class enthusiastically, contributing to discussions

and completing all set class tasks and book work (Appendix 3). I realised
however, student 2 would often rush through his work to talk to his
friends, distracting them from their learning. To mitigate this I gave
thorough and timely feedback, remodelled and rephrased his
understanding of concepts and classwork. This proved effective and his
bookwork began to improve. Student 2 demonstrated to me knowledge of
Sci-Fi conventions through concept testing and class discussions. He was
able to summarise texts in a proficient manner using V.I.P.s and made
connections between texts using the comparative table as a scaffold. Here I
observed he took initiative and worked through his comparisons quickly.
Analysing the extended response section in his exam he was able to
identify the similarities and differences between the two texts (Men in
Black and the Giver) however due to time management his depth of
response was shallow.

Student 3 responded the most positively to using the Super 6

comprehension strategies. She demonstrated sophisticated understanding
of summarizing using V.I.P.s (Appendix 2) and used the comparison table
effectively and in a detailed way to make connections between texts of the
same genre. As a student she is reserved and her contribution to class
discussion were seldom. I understand some students will be introverted
especially in a class of big personalities. I found it more effective to set
class tasks and talk to her individually. Here, she was able to clarify
concepts and class instructions. From analysing her extended response,
student 1 showed the appropriate essay structure, identified similarities
and differences clearly and identify Sci-Fi features and how the create
meaning in both texts. As an EAL/D student I was impressed with her
application and knowledge of concepts and her coherency of writing. For
this specific task she received a five out of eight. For her to move forward, I
will need to raise her critical analysis skills so she displays knowledge
beyond describing similarities and differences but also how this conveys
different meaning and intent.
Write a critical reflection on your own classroom teaching practice in Standard 4: Create and maintain supportive and safe
terms of the teaching cycle of planning, teaching and assessing, learning environments (Standards 4.1.1, 4.2.1)
reflecting on feedback/observation/ student data.
Standard 5: Assess, provide feedback and report on student
This placement was a challenge. The students I had in year 9 who had a learning (Standards: 5.2.1, 5.3.1, 5.4.1)
basic and limited understanding of English concepts as well as my year 10
behaviour class were high needs students, marginalised and often Standard 6: Engage in professional learning (Standards
disengaged. Therefore the teaching and learning cycle, which includes: 6.2.1, 6.3.1)
planning, programing, implementing, evaluating and assessing, became
vitally important for me to demonstrate proficiency. Each one is Standard 7: Engage professionally with colleagues,
interconnected and requires a high degree of organisation and attention to parents/carers and the community (Standards 7.1.1, 7.2.1)
detail. Sometimes I would have lessons that were hard emotionally, and
intellectually. However, through discussing and reflecting with my mentor
teacher I would always adapt and plan my content and teaching strategies
including behaviour to connect best with these students and their needs.
Content adaption, particularly in the moment became vitally important, I
had worksheets and different activities prepared in order to maintain and
sustain engagement. Therefore, in each component of the teaching and
learning cycle I became very thoughtful and played out potential scenarios
for each activity I considered. Good planning and implementation only
come through quality assessment and that includes myself as a teacher.
Therefore, I was constantly evaluating my teaching strategies for better
and more effective planning. I also recapped a lot for year 9 as attendance
was sporadic and I had to assess and ensure all students understood vital
concepts in this unit. If they didn’t I would always rephrase, model and
scaffold.

I discussed with my mentor teacher the ability of the class and I was given
assessment data in order to research and inform my teaching strategies. I
ended up giving them my own diagnostic assessment for their literacy
levels in order to concretely realise their level of ability and plan
accordingly. My mentor teacher gave me extensive information and
feedback on my pedagogic strategies for the class and our three targeted
students. From these reflections and forward planning, we decided on
goals for each lesson for me to achieve in order to improve my teaching
practice and content delivery. These are exemplified in the lesson
observation forms and include, using disciplinary escalations effectively,
delivery instructions explicitly and using Positive Behaviour for Learning
strategies. Each lesson we would reflect on my goals and modify moving
forward. Through this and through my research of effective
comprehension strategies I was able to sustain engagement of the class
and develop their understanding of the Sci-Fi genre and how to
comprehend and analyse texts concretely (Nation and Norbury, 2005).

I was able to create genuine rapport with my students by observing

learning preferences, understanding their interests and their backgrounds.
This was the single most significant impact on student behavior and
engagement and the class began to engage more positively to my content
delivery, often times because I catered to their interests (Demanet and Van
Houtte, 2012). I was able to develop strategies that served all three
learners with explicit scaffolds, whole group modeling and differentiated
for each student to increase their learning capacity. For example, as
student 1 was dyslexic I used word banks and sentence starters, for
student 2 I gave timely and explicit feedback to improve the depth of his
work and for student three I used PEEL paragraph structures (Point,
Evidence, Explanation and Link) to improve cohesion and syntax in order
writing and develop her English language skills (Williams, Patterson, Salas,
Prater and Turner, 2002).

I differentiated for all learners both in emergent and proficient through

reflection and planning. I always adjusted my teaching strategy (process)
in order to connect to success criteria (goals). As time went on this became
specific to individual learners. I structured my lessons to ensure whole
group modeling occurred. During this I set extended tasks for more
advanced learners enabling me to sustain their engagement whilst I
worked with developing learners. In conjunction to circulating around the
room and making sure all students developed I level of understanding I
was able to ascertain that most students understood key concepts and
through this I developed a safe and supportive working environment.
From your critical reflection, what future professional learning would
you undertake to improve your teaching practice.

In the school setting I was in and the challenges I face catering to students
who were high needs, at risk, diverse and of low socio-economic status. I
realised how complex, multifaceted and interlinked teaching as a process
is. It is a profession of the dedicated, resilient and adaptive. I believe I
developed skills of a high degree in regards to planning, implementing and
evaluating. I developed explicit instructions, clear behavioural
expectations and developed behavioural strategies that proved responsive
for students such as Positive Behaviour for Learning. I have learnt how to
differentiate for student needs by amending or modifying my teaching
strategies and setting diverse learning goals that maintained consistently
high expectations (McTighe, & Willis, 2019). Reflecting on my experience
moving forward, I believe there are three core components I wish to
develop as a professional. Firstly, I wish to integrate the Quality Teaching
Model authentically and critically. I believe teaching is a craft and I saw
consistent improvements in student learning when using QTM elements.
For example, I began to use narrative more and more to introduce topics in
my teaching and it proved to engage students and develop rapport. I wish
to do this through research, implementing elements one by one in my
practice, reflecting and getting feedback from fellow staff as well as
participating in the Quality Teaching Rounds (QTR) that many government
schools around the Sydney area are participating in.

Furthermore, using effective differentiation means the differences between

good and great teachers. I have demonstrated that I can differentiate
proficiently for diverse learning needs however; I believe to raise student
quality in regards to assessment tasks I must be able to cater to all types of
learners in a reflexive and responsive way. During my teaching cycle I
began to see an increase in opportunities to differentiate. I will continue to
learn effective differentiation strategies through interactive teaching, peer
learning strategies as well as understanding the needs of students with
additional learning needs. I will research, seek professional development
opportunities, confer with the school’s learning support and appropriate
staff and by using the action research process in my classrooms to improve
my practice.

Finally, I wish to continue learning appropriate strategies to assist EAL/D

students in their learning. As an English teacher I believe it is my
responsibility to ensure I have a repertoire of teaching strategies
responsive to EAL/D learners needs. I began to do this during my
placement by observing the English head teacher who was EAL/D trained.
I observed she used narrative extensively in her pedagogy and it effectively
created class discussions. I then began to use this in my own practice and
saw not only increased student engagement and understanding but also
better rapport with students as we began to understand each other as
people, respecting each other and understanding our interests and
concerns (Williams, 2005). I will continue to develop these strategies
through research, ongoing professional development, mentorship with
appropriate staff and seeking out partnership opportunities with
organisations such as the Literacy and Numeracy Foundation of which I
have worked with through the Refugee Action Support Group.

Ultimately, developing genuine relationships with students built rapport

and therefore most students engaged meaningfully with the content.
Connecting with students on a professional but personal level is vital as it
changes assessment and teaching strategies and therefore planning. I need
to remember that each step in the teaching and learning cycle is vital,
beginning with assessment of ability and preferences in learning. Learning
of student interests is also vital here too. By being adaptive within the
teaching and learning paradigms I was able to remain resilient and make
sure all students achieved the success criteria in each lesson.
Supporting Appendices

Appendix 1 Student Assessment Data

Appendix 2 Diagnostic Student Assessment

Appendix 3 Analysis of Student’s Book Work

Appendix 4 Science Fiction Assessment Analysis

Appendix 5 Care Giver Consent form

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Demanet, & Van Houtte. (2012). Teachers' attitudes and students' opposition: School misconduct as a reaction to teachers' diminished effort and

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Ehren, B. J. & Apel, K. (eds.). (2014). Handbook of language and literacy development and disorder, pp. 501–520, Guildford,

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Student Assessment Data:
This year 9 class have
significant challenges in
regards to achieving basic
outcomes in English. They
will need significant literacy
and behavioural interventions
in order to develop their
English language skills.
That’s why I have divided to
implement evidence based
comprehension strategies to
develop their literacy skills
and expressions.
Diagnostic Assessment Data

Student 1

Student 1 is able to
compose a text from a
stimulus and scaffold
provided. With assistance
she is able to make
personal connections to a
stimulus (photo) and
create a narrative
indicating she is hitting
some elements of EN5-1A,
EN5-5C and EN5-4B.

However, it is evident that

student 2 needs support in
regards to syntax and
structural organisation of
her writing. She needs to
use the appropriate
spelling and grammar as
well as register in order to
achieve standards EN5-2A,
EN5-4B and EN5-3B.

I will work with her

learning support teacher
to provide appropriate
interventions and
scaffolds to improve her
overall literacy.
Student 2

Student 2 demonstrates his ability

to respond to a stimulus and
create a personal narrative from
the visual text. These are all vital
skills for their exam on Science
Fiction conventions. It is clear to
me that student 2 has achieved to
some degree outcomes EN5-1A,
EN5-2A and EN5-3B. As he uses
the appropriate language forms
and features and is able to
sustain a response whilst
composing a text.

Similar to student 2, scaffolding

for extended responses and
interpreting texts will develop
his literacy skills in order to
compose more sophisticated
and less superficial texts. This
will also assist his
comprehension capacity as
comprehension is the key to
understanding and expressing
information. Key outcomes to
be achieved are: EN5-5C and
EN5-2A to expand critical
creative thinking skills.
Student 3

Student 3 used a wider

range of vocabulary and
overall her structure was
more coherent and
developed in the
appropriate register of an
anecdote. Student 3 used
alliteration and was able to
paint a picture of her story
to a competent level
achieving outcomes EN5-
1A, EN5-2A, EN5-3B
soundly as she
responded to a stimulus
and sustained her
composed text.

As observed with the

other students’ student
3’s structural coherency
can be improved
including using
appropriate sentence
and paragraph
structures. Overall all
students will benefit
from an expanded
vocabulary and
interpretive skills to
develop more sustained
responses. Appropriate
outcomes to expand her
skillset are EN5-4B and
EN5-5C to develop
critical responses.
Analysis of Work Samples

Student 1

Student 1’s attendance became a

major concern during my
placement. When student 1 was
present in class I gave explicit
recaps involving student answers.
This consolidation benefitted the
whole class as well as student 1. I
used visuals through PowerPoint
and ICT presentations in order to
sustain her engagement and used
scaffolds, PEEL paragraph
structures and sentence starters.

Here is an example of student 1’s

note taking ability after remodelling
the Very Important Points strategy.
She displayed ability to take notes
however, of basic descriptions.
Student 2
Student 2 demonstrated an
ability to identify and articulate
Sci-Fi conventions. When asked
questions to deepen
understanding he readily
supplied answers that
demonstrated knowledge of Sci-
Fi conventions.

As scene from student 2’s

bookwork, Student 2 was able to
make detailed notes using the
Very Important Points strategy,
prioritising important
information. The challenge for
student 2 was to then translate
his verbal acquisition into
sustained written responses.
Student 3

Student 3 was able to make

more detailed notes after
using the Very Important
Points strategy. Here you can
see she has documented the
steps on how to summarise
using the Very Important
Points strategy.

Here you can observe

feedback on her note taking to
provide deeper analysis. My
aim here is to deepen her
comprehension skills and
range of expression.
You can observe that student 3
began to develop her note
taking ability as we continued to
use it as a key comprehension
strategy. She took my feedback
on developing a deeper analysis
through a scaffold structure I
provided.

She also began to develop her

own PEEL paragraph using her
Very Important Points. Again, I
gave her feedback to improve
her writing structure.

This links to out come 5.2 Provide

feedback to students on their learning
Demonstrate an understanding of the
purpose of providing timely and
appropriate feedback to students about
their learning.
Science Fiction Assessment Analysis

Student 1

This is an example to student 1’s

response. She had a basic
understanding of a comparison
response and displayed limited
knowledge of Science Fiction
conventions and she needed to
discuss techniques and quotes in
relation to both films.

I believe if student 1 was able to

attend more regularly she would
achieve outcomes EN5-1A, EN5-
2A and EN5-3B. Perhaps her
response and understanding to
the question and stimulus
would have been more
sustained and sophisticated.
Student 2

It is evident that student 2

can make detailed and
informed responses in the
short answer section. He is
able to identify the effects of
film techniques and convey
knowledge of the genre to a
sound level achieving
outcomes EN5-2A, EN5-2A
and EN5-5C transferring
his knowledge critically
and creatively into new
contexts.

Student 2 was able to use

the comprehension strategy
Very Important Points
effectively to make detailed
notes for his extended
responses.
This is student 3’s extended
response. He was able to identify
similarities and differences between
Men in Black and the unseen text
however it was to a more limited
level. He needs to improve his time
management skills in the exam and
although he displayed a high degree
of critical analysis in the short
answer response question he found
it challenging to sustain it in the
extended response question.

Reflecting on my teaching practice,

it is pertinent to examine what
effective teaching a learning
strategies I need to employ in order
for student 2 to achieve outcomes
EN5-1A and EN5-2A more
readily.
Student 3

This is an example of student 3’s note

taking for her exam. As seen, she has
developed an analysis of her Very
Important Points to develop a critical lens
analysing the meaning of the Sci-Fi
elements in the unseen text.
Student 3 was able to
sustain her extended
response analysing in
more detail the
differences and
similarities between the
two texts. She was able
to identify Science
Fiction conventions and
film techniques more
readily and was able to
demonstrate knowledge
of how that impacted
meaning for the viewer.

Student 3 soundly
achieved outcomes EN5-
1A, EN5-2A, EN5-3B
and EN5-6C as she
sustained her extended
response highlighting
her knowledge of Sci-Fi
conventions. However,
she needs to develop
even more
sophisticated critical
and creative thinking
capacities to achieve
outcome EN5-5C.
Care Giver Consent Forms