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Holly Turner
Holly Turner
Holly Turner
11521803
StudentNameHollyTurner
StudentNumber11521803
SubjectName
CurriculumMethod2:English
SubjectCodeEML442
LecturerPatriciaClout
AssessmentItem1
EML442: Curriculum Method 2: English
Holly Turner
& Justification Essay
11521803
Stage6UnitProgram&Justification
Essay
Holly Turner
& Justification Essay
11521803
Table of Contents
Part 1: Stage 6 English Two-Week Unit Plan..3
Class Profile.3
#1: Lesson Plan4
Appendix 1.19
Appendix 1.2..10
#2: Lesson Plan..11
Appendix 2.1..15
#3: Lesson Outline..16
#4: Lesson Plan..19
Appendix 4.1..23
Appendix 4.2..24
Appendix 4.3..25
#5: Lesson Outline..26
References: Part 1...29
Part 2: Justification of Learning Design Essay...30
References: Part 2...34
Turnitin Report...36
Holly Turner
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Holly Turner
11521803
Holly Turner
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expression
Prior Knowledge
Risk assessment
Resources
Students have read, and annotated
Bumping into furniture, or having furniture
Teachers and students annotated copies of
the text Cloudstreet
fall on top of students when rearranging
Cloudstreet text
the classroom to form collaborative
Students have an awareness and
Whiteboard and whiteboard markers
groups.
understanding of the plot, structure
8x butcher paper
Tripping/ falling when moving around the
and characters in the text. In
Permanent markers
previous lessons, students have read
classroom.
Stopwatch
and completed activities regarding
Tripping/ falling over laptop/ computer
Class set of laptops/ computers
the plot and background of the text,
cords.
Access to art supplies/ materials
as well as activities that allowed
Cyber safety issues.
24x Appendix 1.1
them to learn about the author, and
Pens/ pencils
the circumstances and context
leading to his construction of the
text.
Ability to work cooperatively as a
whole class and in small groups.
Ability to express ideas, and respond
to questions/ topics.
Basic technological ability.
Learning
Time Content/ Learning Experiences
Teaching Strategies Classroom
Assessment
Outcomes
Introduction (Engagement)
Organisation
Techniques
Students will
Begin the lesson by commencing a reflective discussion Direct instruction
know/ be able to:
10min about the learning that has taken place in their study of
strategy: Leading the Students seated Formative
Module B thus far (Students have read and annotated
discussion
in standard
assessment
Recall prior
the text, and gained an in-depth comprehension of the
(Background
classroom
(informal)
learning and
plot). Spend some time reflecting on the prior lesson in
knowledge)
configuration.
Hold a discussion,
understand how it
particular, whereby students began looking at the
and use
relates to current
characters in the text, and created a character map,
Cooperative
Whole class
questioning, to
learning.
using string and thumbnails on a corkboard; to outline
strategy: Discussion discussion.
assess students
the relationships and links between the characters in the
understanding of
text. Inform students that in this lesson, they will look at Cooperative
the text so far.
the main characters in the text, and gain a deeper
strategy:
understanding of each of them.
Naming main
Formative
EML442: Curriculum Method 2: English
Holly Turner
Demonstrate
understanding and
knowledge of the
text and its
characters.
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10min The whole class will work together to name the main
characters in the text. Encourage students to identify
three main points or features about the character, such as
who they are, what they do, or pivotal moments from
the text that define the character. The class as a whole
should list at least eight main characters from the text:
Lester Lamb, Oriel Lamb, Quick Lamb, Fish Lamb,
Sam Pickle, Dolly Pickle, and Rose Pickle. As students
name them, write the characters on the whiteboard,
listing the main points beneath their name.
characters
Cooperative
strategy: Working in
groups during round
robin and class
discussion
(Engagement;
Inclusivity).
5min
Work
cooperatively with
others to
participate in peer
learning.
Acquire a deep
understanding of
each of the main
characters.
Engage with the
details of the text
to respond
personally and
critically.
Activity Based
Strategy:
Round robin
activity; engaging
students through
movement and
cooperation.
(Engagement)
Whole class
cooperation to
name main
characters, and
identify key
features.
Collaborative
tables/ areas.
Group work
with
interpersonal
communication.
Movement
around the room
in between time
allowance.
Formative
assessment
(informal)
Observe students
participating in
round robin activity
to assess their
engagement, and
their ability to
work with others.
Classroom
reorganised to
the standard
classroom
Formative
assessment
(informal)
Hold a discussion
about the ideas,
Cooperative
strategy: Discussion
Questioning
Arts Based Strategy:
Designing a piece
that represents a
character from the
text
(Engagement)
Questioning
Direct instruction
assessment
(informal)
Listen to students
name main
characters from the
text, and identify
key features of the
characters, to
assess students
understanding and
knowledge of the
characters in the
text.
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strategy: Giving
examples of how to
represent a character
through an art piece
(Explicit quality
criteria)
Cooperative
strategy: Working
with others to gain
understanding and
inspiration
Demonstration/
example: Allowing
students to gain a
better understanding
of the task by
relating it their
knowledge
Differentiation
strategy: Allowing
students to represent
their character in a
mode of their choice;
all students can work
at their level of
ability, including
gifted and talented
students.
(Higher order
thinking;
Engagement)
configuration.
Questioning
Whole class
discussion.
information, and
quotes students
have written on the
butchers paper to
assess their ability
to build upon their
ideas, and use
evidence to support
their argument
Whole class
listening to
teacher explain
the task.
Individual work,
or collaborative
work.
Student
movement when
collecting art
materials or
technology.
Whole class
discussion.
Formative
assessment
(informal)
Observe students
beginning to create
their piece to assess
their understanding
of their selected
character, and their
ability to express
their ideas.
Formative
assessment
(informal)
Hold a discussion
with students about
their progress with
the task, to further
assess their
Holly Turner
text.
Build upon their
ideas, and
articulate their
response to
develop skills in
effective
communication.
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Whole class
movement when
leaving the
classroom.
understanding of
their selected
character, and their
ability to express
their ideas.
Holly Turner
& Justification Essay
Appendix 1.1
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Diary entry
Comic strip
Digital model
Drawing/ painting/ sketch
Word jumble
3D model
Digital image/s
Collage
Concrete object/s
Poem or Song
Any other ideas of how to create this piece must be approved by the teacher
first.
Marking
Students will be marked on:
Piece:
Originality of ideas
Presentation and quality of piece
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Appendix 1.2
Marking Rubric
Criteria
The physical piece and
written response show a
deep analysis and
understanding of the
selected character.
The presentation of the
piece demonstrates
originality of ideas, and
is finished to a high
quality.
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Holly Turner
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Prior Knowledge
Risk assessment
Students have read, and annotated
Bumping into furniture, or having furniture
the text Cloudstreet
fall on top of students when rearranging
the classroom to form collaborative
Students have an awareness and
groups.
understanding of the plot, structure
Tripping/ falling when moving around the
and characters in the text.
classroom.
Ability to work cooperatively as a
Tripping/ falling over laptop/ computer
whole class and in small groups.
cords
Basic ICT skills and knowledge.
Cyber safety issues
Ability to express ideas, and respond
to questions/ topics.
Ability to participate in public
speaking.
Basic technological ability.
Learning
Outcomes
Students will
know/ be able to:
Time
5min
Receive feedback
on responses to the
text
Gain a deeper
understanding of
the plot, and
significant features
of the text through
4min
Whole class
discussion.
Whole class
viewing of
Youtube clip.
Formative Assessment
(Informal)
Observe students
viewing the trailer to
assess their engagement
with the text.
Formative Assessment
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5min
Participate in peer
learning.
5min
Learn what a
motif is, and its
purpose in literacy.
Identify motifs in
the text.
Support their
responses.
Independent learning
strategy: Taking
Individual work
notes.
when taking
notes.
Cooperative
strategy: Discussion
with partner to
participate in peer
learning.
(Inclusivity)
Pair work.
Cooperative
strategy: Sharing
Whole class
notes with class to
discussion/
participate in peer
sharing ideas.
learning
(Substantive
communication)
Whole class
discussion.
Direct instruction
Questioning
Cooperative
strategy: Working in
groups to develop
understanding of
motifs in the text.
(Deep
understanding)
ICT Based strategy:
Use of laptops/
Whole class
listening to
teacher explain
the task.
(Informal)
Listen to students notes
from the trailer to assess
their understanding of the
text, and their ability to
support their response.
Diagnostic Assessment
(Informal)
Ask students about
motifs, to assess their
prior knowledge about
this literary device.
Formative Assessment
(Informal)
Ask students to identify
motifs in the text to
assess their
understanding of motifs,
and the plot of the text.
Whole class
moving when
organising
groups.
Formative Assessment
(Informal)
Observe students
preparing presentation to
assess their ability to
work with others, and
contribute effectively.
Collaborative/
Formative Assessment
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Participate in peer
learning and
5min
collaborative work.
Gain a deeper
understanding of
the text, and one
motif in particular.
Gain an
understanding
about all motifs
identified through
watching/ listening
to presentations.
Articulate personal
thoughts about the
text and its motifs.
6min
computers.
Cooperative
strategy:
Participating in a
presentation with a
group.
(Engagement;
Inclusivity; Social
support).
Arts-Based strategy:
Presenting responses
in an interactive
manner.
(Engagement;
Inclusivity; Social
support).
group work.
Student
movement when
collecting
materials or
technology.
Group movement
when organising
and presenting
responses.
Whole class
observing
presentations.
Individual work.
Direct instruction.
Whole class
Independent learning movement when
strategy: Personal
leaving the
response.
classroom.
Differentiation
strategy: Extension
activity for gifted
and talented
students.
(Informal)
Observe groups
presenting their
responses and findings to
assess their
understanding of the text,
and their evidence to
support the role their
assigned motif plays in
the text.
Formative Assessment
(Informal)
Read students responses
to the question Which
motif plays the most
significant role in the
text? Why? to assess
students understanding of
motifs, and their ability
to articulate their ideas.
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Holly Turner
& Justification Essay
Appendix 2.1
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Whiteboard instructions
Present your motif to the class
Research and identify:
Where and when this motif is mentioned/ included in the text?
Who is associated with this motif?
What does this motif symbolise/ mean?
How, and in what way, is this motif presented?
Why is this motif significant in the text?
Present your responses/ findings in a:
Speech
Interview
Role play
Drama performance
Poster
PowerPoint
Take notes of other groups presentations
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Prior Knowledge
Risk assessment
EML442: Curriculum Method 2: English
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5min
understand.
Cooperative
strategy: Working
in teams to debate.
(Inclusivity;
Engagement;
Substantive
communication)
Whole class
debate.
Whole class
discussion.
Individual
work.
Questioning.
Independent
learning strategy:
Writing task.
Differentiation
strategy: Extension
activity for gifted
and talented
students.
Cooperative
strategy:
Discussion
Whole class
reflection.
Whole class
movement
when leaving
the classroom.
their ability to
coherently and
appropriately express
their views, and use
evidence to support
their argument.
Formative Assessment
(Formal)
Mark students writing
to assess their
understanding of the
text, and ability to
express their views
through writing.
Formative Assessment
(Informal)
Hold reflection to
assess students ability
to engage with and
reflect on their learning.
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Tripping/
falling
when
moving
around
the
understanding of the plot, structure
Smartboard/ projector
and characters in the text.
classroom.
Access to Youtube
Ability to work cooperatively as a
Tripping/ falling over laptop/ computer
Class set of laptops/ computers
whole class and in pairs.
cords.
Pens/ pencils
Ability to express ideas, and respond
Cyber safety issues.
EML442: Curriculum Method 2: English
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to questions.
Basic technological ability.
Learning
Outcomes
Students will
know/ be able to:
Learn what a
theme is
Gain an
understanding of
themes by viewing
and hearing
relevant examples
Time
Questioning
Direct
instruction
strategy:
Leading the
discussion
Demonstration
/ example
Students seated
in standard
classroom
configuration.
Teacher handing
back work.
Teacher led
whole-class
discussion.
Whole class
viewing
website.
Cooperative
strategy:
Discussion
Cooperative
strategy: Pair
work
Diagnostic
Assessment
(Informal)
Ask students if they
can define a theme,
to assess their prior
knowledge about this
topic.
Whole class
discussion.
Pair work.
Formative Assessment
(Informal)
Hold a discussion
about the main themes
in the text, to assess
students
understanding of the
text, and the concept
of themes.
Formative Assessment
(Informal)
Observe students
Holly Turner
11521803
learning by
working in a pair.
ICT Based
strategy: Using
laptops/
computers for
task
Cooperative
strategy:
Sharing and
discussion
(Inclusivity;
Substantive
communicatio
n)
working in pairs to
assess their ability to
work with others, as
well as to assess their
understanding of the
text.
Whole class
movement to
rearrange the
room.
Whole class
sharing/
discussion.
Formative Assessment
(Informal)
Observe and listen to
class collaboration on
themes to assess
students
understanding of
themes, and
knowledge about the
text.
Questioning
ICT Based
strategy: Using
laptops/
computers for
task
Activity Based
Strategy:
Trivia game
(Engagement)
Whole class
movement when
re-arranging
classroom.
Whole class
trivia
Group work
Cooperative
strategy:
Group/ team
Formative Assessment
(Informal)
Hold a discussion and
use questioning to
assess students ability
to express their ideas
and support their
responses.
Whole class
movement when
Formative Assessment
(Informal)
Play trivia to assess
students knowledge
and understanding of
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about the text.
11521803
the time, ask the class a question. The first group to buzz in
(bang on the table) and answer the question correctly gets a
point. The group with the most points gets to be dismissed
first. Dismiss the class.
work
(Inclusivity)
leaving the
classroom.
the text.
Holly Turner
& Justification Essay
Appendix 4.1
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Holly Turner
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Appendix 4.2
Family/ Relationships
Place/ Belonging
Themes in
Cloudstreet
Light and Dark
Fate and Faith
Draw lines/ arrows from each theme, and include boxes with information, ideas, and passages/
quotes from the text that relate to that theme.
Alternatively, themes can be web links that take viewers to a new page. This page will include
information, ideas, and passages/ quotes from the text that relate to the theme.
Holly Turner
& Justification Essay
Appendix 4.3
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Trivia
1.
2.
3.
4.
5.
6.
What is the name of the man Rose Pickles dates before Quick?
How many members are there in the Lamb family? Name them.
Name a character that struggles with belonging, and describe why.
What is the name of Quick and Roses son?
Where did the Pickles family live before Cloudstreet?
Name a place, other than Cloudstreet, that is of significance to all, or one,
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Students will develop skills in responding to Outcome 6: A student engages with the details of
and composing a range of complex texts.
text in order to respond critically and personally.
Prior Knowledge
Students have read, and annotated
Holly Turner
11521803
Learning
Outcomes
Students will
know/ be able
to:
Time
Understand the
publics view,
and perception
of, the text.
10min
5min
5min
Participate in
peer learning.
Partake in
collaborative
learning.
Build upon the
20min
Cloudstreet text
Whiteboard and whiteboard markers
Smartboard/ Projector
Access to Youtube
Class set of laptops/ computers
Signs of themes
Pens/ pencils
Workbooks/ Loose leaf paper
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information in
their concept
map.
Demonstrate
their
understanding
of, and response
to, the main
ideas and
overall message
of the text in an
interactive
manner.
Express critical
and personal
response to the
overall
meaning/
message of the
text.
15min
20min
5min
Reflect on the
experience of
expressing a
response in
writing.
strategy: Sharing
and discussion.
(Inclusivity;
Substantive
communication)
arranging
classroom.
Whole class
discussion/
collaboration.
Questioning
Activity Based
Strategy:
Moving around
the classroom
during game.
(Engagement;
Inclusivity; Deep
understanding)
Independent
learning strategy:
Writing task.
(Deep
understanding)
Cooperative
strategy:
Discussion/
reflection.
Whole class
movement
when rearranging
classroom.
Whole class
movement
during game.
Independent
work.
Whole class
discussion/
reflection.
Whole class
movement
when leaving
classroom.
Formative Assessment
(Informal)
Observe and listen to
class collaboration on
themes to assess
students understanding
of themes, and
knowledge about the
text.
Formative Assessment
(Informal)
Observe students
participate in the game,
and listen to their
responses, to assess
their ability to think
critically and personally
about the text.
Formative Assessment
(Formal)
Mark students pieces
of writing to assess
their ability to think
critically and personally
about the text, and
express those ideas
through writing.
Holly Turner
& Justification Essay
References: Part 1
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Holly Turner
11521803
& Justification Essay
Part 2: Justification of Learning Design Essay
The HSC Advanced English courses are designed for students to become sophisticated and critical
users of English (NSW Board of Studies, 2009). Through their learning in Module B: Critical Study
of Texts, students develop their understanding of textual integrity, by exploring and evaluating a
specific text, and developing a range of interpretive, imaginative, and analytical compositions
(NSW Board of Studies, 2009; NSW Board of Studies, Teaching and Educational Standards, 2014).
The novel Cloudstreet, by Tim Winton (1991), was selected as the prescribed text for this sequence
of lessons, as it has been described as an interest (to) both Tim Winton and us as readers, holding
a significant place in Australian literature (Eastman, 2014, p. 3). Due to the texts wide reception,
and its extraordinary use of language as the means for expressing ideas, this text suits the
requirements of students learning in Module B (NSW Board of Studies, 2009).
This sequence of lessons is situated towards the middle of the unit. Prior to these lessons, students
have read the book independently, before re-reading important and significant passages of the text
with the whole class. With the guidance of the teacher, the students have completed activities
regarding the plot and structure of the text, developing an understanding of the story. Students have
also completed readings and activities designed to broaden students knowledge about the author,
and the context of his writing at the time. The lessons following this sequence allow students to
complete readings, and activities about the texts reception in a range of contexts. Students will
then go on to critically and personally respond to the text in preparation for their internal summative
assessment.
The HSC course relies on the use of both internal assessment and external examinations to
determine student achievement (NSW Board of Studies, 2009). The NSW Board of Studies states,
A variety of types of task should be used to give students the opportunity to demonstrate outcomes
in different ways and to improve the validity and reliability of the assessment (2009, p. 5). For this
reason, a range of informal and formal methods of assessment is included within the lesson
EML442: Curriculum Method 2: English
Holly Turner
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Stage 6 Unit Program
& Justification Essay
sequence. The assessment in this learning sequence is primarily formative, working as an effective
means of mapping, improving, and developing future teaching and learning practice (Brady &
Kennedy, 2012). This form of assessment offers students numerous opportunities to demonstrate
that they are meeting the required objectives, outcomes, and content, while also allowing the
students to receive meaningful feedback about their level of performance (Brady & Kennedy, 2012;
NSW Board of Studies, 2009). Diagnostic assessment is also included in this two-week program.
This form of assessment allows the teacher to examine students level of knowledge about a topic
prior to the implementation of a learning program; acting to provide a baseline against which to
assess progress (Brady & Kennedy, 2012; Victoria Department of Education & Training, 2013). The
internal assessment occurs at the end of this unit, and provides a measure of student achievement
based on syllabus content and outcomes. This summative assessment will require students to create
a piece that represents the main idea or message of the text, and deliver a five minute oral
presentation, describing what the piece is, and how it represents the text. This assessment will be
marked under the modes of Speaking and Viewing/ Representing, in the Module B component. This
assessment has a weighting of 30 marks (NSW Board of Studies, 2009). The learning throughout
the unit has been preparing students for this assessment, through completing the following
activities: creating a piece that represents a character in the text; critically viewing the themes and
motifs in the text to gain an understanding of the overall meaning and purpose of the text; critically
and personally responding to the text; and participating in activities where students are required to
orally present their responses to the class.
This two-week program was designed with the intention to create lessons that supported students in
their HSC course, provided engaging and quality lessons, and adhered to the requirements of the
NSW English (Advanced) Stage 6 syllabus and Module B. When designing this lesson sequence, I
aimed to include the three procedures essential when engaging in a close study of text: identify the
Holly Turner
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Stage 6 Unit Program
& Justification Essay
texts principal themes and ideas; identify the formal or technical characteristics of a text; and
describe how the themes and ideas interact with the stylistic techniques (Rutherford, 2001, p. 7), as
well as the main learning goals of Module B: examine the unique features of a text and explore how
meaning is shaped (Simpson & Dixon, 2012). In designing lessons that were focused on meeting
these learning goals, I centered my sequence on analysing, and responding to, the characters,
motifs, themes, and main ideas of the text. The teaching and learning strategies included in this
sequence are those that allow students to attain the highest educational standards, as they have been
named quality teaching elements, and sit within the three dimensions of pedagogy: intellectual
quality, quality learning environment, and significance (Department of Education and Training,
2003). The most prominent elements used in this sequence are Background knowledge,
Engagement, Inclusivity, Higher order thinking, Substantive communication, and Deep
understanding. These elements, when used interdependently, allow students to partake in a
rewarding English experience. As well as the inclusion of quality teaching elements, teaching and
learning strategies to accommodate diverse learners, specifically gifted and talented students, have
also been included. Giftedandtalentedstudentsaredefinedasthosethatdemonstrateexceptional
abilities,andwhoareworkingsignificantlyaheadoftheirpeers(Goodhew,2009).StrategiesIhave
usedtoaccommodateforthesestudentsincludeprovidingmoreenrichingopportunitiesthatextend
beyondthecurriculum(throughtheinclusionofextensiontasks),offeringchoicetostudentsintheir
learning,usinghigherlevelquestions,andhavinghighexpectations(Goodhew,2009).Inaddition,
theinclusionofindependent tasks benefits gifted and talented students, as they are significantly
more likely to prefer independent study. Furthermore, the inclusion of technology also allows these
students to reach the appropriate depth and breadth of curriculum and advanced product
opportunities (Rogers, 2007).
I believe I have been successful in designing a learning sequence that provides students in HSC
Advanced English with a quality education, which addresses that syllabus objectives, outcomes, and
Holly Turner
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Stage 6 Unit Program
& Justification Essay
content. Through this sequence, students have developed their understanding of the ways in which
language forms, features, and structures shape meaning, have engaged with the text and articulated
informed critical and personal responses, and have analysed information to asses the effectiveness
of the text. By partaking in these learning experiences, students are able to meet outcomes 3, 4, 6, 8,
9, and 10 of the HSC Stage 6 English (Advanced) Syllabus (NSW Board of Studies, 2009).
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& Justification Essay
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References: Part 2
Brady, L., & Kennedy, K. (2012). Assessment and reporting: Celebrating student achievement (4th
ed.). Frenchs Forest, NSW: Pearson Australia.
Department of Education and Training. (2003). Quality teaching in NSW public schools: Discussion
paper. Sydney: Author.
Eastman, J. (2014). Checkpoints VCE Text Guides: Cloudstreet by Tim Winton. Port Melbourne,
VIC: Cambridge University Press.
Goodhew, G. (2009). Meeting the Needs of Gifted and Talented Students. London: Continuum
International Publishing Group.
NSW Board of Studies. (2009). Assessment and Reporting in English (Advanced) Stage 6. Sydney:
Author.
NSW Board of Studies. (2009). English Stage 6 Syllabus. Sydney: Author.
NSW Board of Studies, Teaching and Educational Standards. (2014). English stage 6 prescriptions:
Area of study, electives and texts HSC Prescriptions 2015-20. Sydney: Author.
Rogers, K.B. (2007). Lessons Learned About Educating the Gifted and Talented: A Synthesis of the
Research on Educational Practice. Gifted Child Quarterly 51(4), 382-396.
Rutherford, S. (2001). Cloudstreet by Tim Winton. Glebe, NSW: Pascal Press.
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Stage 6 Unit Program
& Justification Essay
Simpson, D. & Dixon, M. (2012). Approaching the HSC for the first time: Advanced and Standard.
Metaphor: No. 1, 54-60. Retrieved from
http://search.informit.com.au.ezproxy.csu.edu.au/fullText;dn=709328192062168;res=IELHSS
Victoria Department of Education & Training. (2013). Diagnostic Assessment. Retrieved from
http://www.education.vic.gov.au/school/principals/participation/Pages/reengagediagnostic.asp
x
Winton, T. (1991). Cloudtreet. Camberwell, VIC: Penguin Group Australia.
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& Justification Essay
11521803
Turnitin Report
Holly Turner
& Justification Essay
11521803